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Report of the Expert Panel - Education Directorate
SCHOOLS FOR ALL CHILDREN & YOUNG PEOPLE NOVEMBER 2015 REPORT OF THE EXPERT PANEL ON STUDENTS WITH COMPLEX NEEDS AND CHALLENGING BEHAVIOUR EXPERTPANELREPORT|SCHOOLSFORALLCHILDRENANDYOUNGPEOPLE SCHOOLSFORALLCHILDREN&YOUNGPEOPLE REPORTOFTHE EXPERTPANELON STUDENTSWITH COMPLEXNEEDSAND CHALLENGING BEHAVIOUR November2015 EmeritusProfessorAnthonyShaddock DrSuePacker MrAlasdairRoy Disclaimer Thisreportistheworkoftheauthorsanddoesnotrepresent,norclaimtorepresent,theviews oftheAustralianCapitalTerritoryEducationandTrainingDirectorate,theArchdioceseof CanberraandGoulburn,theAssociationofIndependentSchoolsoftheACT,orindividual IndependentSchoolsintheACT. Thereportcontainsquotationsfromconsultationparticipants,drawnfromsubmissions,surveys andinterviews.ThePanelhasusedthesequotationswithoutidentifyingindividualparticipants, inaccordancewiththetermsoftheconsultation.ThePanelhasnotverifiedtheaccuracyofany reportsorstatementsmadebyparticipants,andhasincludedquotationssolelytoillustratethe viewsofstakeholders. Authors EmeritusProfessorAnthonyShaddock DrSuePacker AlasdairRoy Projectteam GabrielleMcKinnon MandyGray IreneLind BriannaMcGill NaomiNicholson JudyPettiford ISBN:978Ͳ0Ͳ9942498Ͳ2Ͳ1 Coverdesign:JayneMelville,SaltMarketing Copyright2015 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE GLOSSARY 8 EXECUTIVESUMMARY 11 RECOMMENDATIONS 23 CHAPTER1:INTRODUCTION 29 1.1 Introduction....................................................................................................................29 1.2 Background.....................................................................................................................29 1.3 ExpertPanelmembership..............................................................................................29 1.4 Methodology..................................................................................................................30 1.5 Aboutthereport.............................................................................................................31 CHAPTER2:THEACTANDITSSCHOOLS 33 2.1 Introduction....................................................................................................................33 2.2 Studentswithcomplexneedsandchallengingbehaviour.............................................33 2.3 TheACTcommunity.......................................................................................................36 2.4 ACTschools.....................................................................................................................37 2.5 TheACTeducationsystem.............................................................................................38 2.6 ACTstudents...................................................................................................................38 2.7 Conclusion...................................................................................................................... 43 CHAPTER3:THELEGALCONTEXT 45 3.1 Introduction....................................................................................................................45 3.2 Internationalhumanrightsobligations..........................................................................45 3.3 Legislativeframework....................................................................................................46 3.4 Conclusion...................................................................................................................... 50 CHAPTER4:THEPOLICYCONTEXT 53 4.1 Introduction....................................................................................................................53 4.2 AustralianGovernmentpolicyframework.....................................................................53 4.3 ACTGovernmentpolicyframework...............................................................................55 PAGE|3 4.4 Lessonsfrompolicyinotherjurisdictions......................................................................57 4.5 Conclusion...................................................................................................................... 59 CHAPTER5:STUDENTͲCENTREDSCHOOLS 61 5.1 Introduction...................................................................................................................61 5.2 StrengtheningtheemphasisonstudentͲcentredschools.............................................61 5.3 PursuingastudentͲcentredvision.................................................................................62 5.4 Principles........................................................................................................................ 67 5.5 Conclusion...................................................................................................................... 69 CHAPTER6:SCHOOLCULTUREANDRELATIONSHIPS 73 6.1 Introduction...................................................................................................................73 6.2 Schoolculture................................................................................................................73 6.3 Roleofschoolleadersinshapingculture......................................................................75 6.4 Relationshipsandcommunicationamongschoolstaff.................................................76 6.5 Buildingrelationshipswithstudents..............................................................................78 6.6 Schoolsbuildingrelationshipswithparents/carers.......................................................82 6.7 Communicationwiththewiderschoolcommunity.......................................................86 6.8 Conclusion...................................................................................................................... 88 CHAPTER7:SETTINGSANDPLACEMENTS 91 7.1 Introduction...................................................................................................................91 7.2 Inclusivesettings............................................................................................................91 7.3 Specialistunitsandcentres............................................................................................98 7.4 Improvingpracticeinspecialistunits...........................................................................100 7.5 Specialistschools.........................................................................................................101 7.6 Alternativesecondaryschoolsettings.........................................................................102 7.7 Otheralternativeprograms.........................................................................................105 7.8 Improvingpracticeinalternativeprograms................................................................106 7.9 Conclusion....................................................................................................................108 CHAPTER8:PHYSICALENVIRONMENTANDINFRASTRUCTUREOFSCHOOLS 111 8.1 Introduction.................................................................................................................111 8.2 Universaldesignforinclusion......................................................................................111 PAGE|4 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE 8.3 Perspectivesonschoolenvironments..........................................................................112 8.4 Schooldesignandsafe/sensoryspaces........................................................................113 8.5 Studentsleavingschoolgrounds..................................................................................114 8.6 SpecialrequirementsandLearningSupportUnits.......................................................115 8.7 Improvingschooldesign...............................................................................................116 8.8 Conclusion....................................................................................................................118 CHAPTER9:SUPPORTINGSTUDENTBEHAVIOUR 121 9.1 Introduction..................................................................................................................121 9.2 Theissues.....................................................................................................................121 9.3 Stakeholderperspectives.............................................................................................122 9.4 PositiveBehaviourSupport..........................................................................................124 9.5 Implementation............................................................................................................125 9.6 Responsestoverychallengingbehaviour....................................................................128 9.7 Conclusion....................................................................................................................129 CHAPTER10:TARGETEDSERVICESANDSUPPORTS 131 10.1 Introduction..................................................................................................................131 10.2 Schoolpsychologistsandcounsellors..........................................................................131 10.3 Centralisedbehavioursupportservices.......................................................................134 10.4 Supportstaff.................................................................................................................140 10.5 Conclusion....................................................................................................................146 CHAPTER11:PROTECTINGSTUDENTANDSTAFFSAFETY 149 11.1 Introduction..................................................................................................................149 11.2 Challengingbehaviourinschools.................................................................................149 11.3 Evidencebasedapproachtochallengingbehaviour....................................................151 11.4 Restrictivepractices.....................................................................................................152 11.5 Providingschoolswithdetailedpolicyguidanceonuseofrestrictivepractices.........157 11.6 Parttimeattendance....................................................................................................163 11.7 Suspensionandexclusion.............................................................................................164 11.8 Conclusion....................................................................................................................168 PAGE|5 CHAPTER12:EFFECTIVECOLLABORATIONAMONGAGENCIES 171 12.1 Introduction................................................................................................................171 12.2 Wraparoundservices...................................................................................................171 12.3 Schoolsascentresforcommunityengagement..........................................................175 12.4 TheNationalDisabilityInsuranceScheme...................................................................177 12.5 Conclusion....................................................................................................................180 CHAPTER13:PROFESSIONALLEARNINGTOMEETDIVERSESTUDENTNEEDS 183 13.1 Introduction................................................................................................................183 13.2 Importanceofteachertrainingandprofessionallearning.........................................183 13.3 AustralianProfessionalStandardsandteacherregistration......................................184 13.4 PreͲservicetraining.....................................................................................................185 13.5 Induction...................................................................................................................... 187 13.6 Ongoingprofessionallearning.....................................................................................188 13.7 Professionallearningpriorities....................................................................................189 13.8 Professionalsupervision..............................................................................................200 13.9 PostͲgraduatestudyandfurthereducation................................................................200 13.10 Conclusion....................................................................................................................201 CHAPTER14:FUNDINGISSUES 205 14.1 Introduction.................................................................................................................205 14.2 CurrentCommonwealthpolicy....................................................................................205 14.3 Fundsandtheirflexibleuse.........................................................................................206 14.4 Perceivedfundingdisparities.......................................................................................209 14.5 TheStudentCentredAppraisalofNeed......................................................................211 14.6 Conclusion....................................................................................................................213 CHAPTER15:LEADERSHIPANDSYSTEMISSUES 215 15.1 Introduction.................................................................................................................215 15.2 Leadershipandschoolautonomy................................................................................215 15.3 Theroleofleadershipininterpretingpolicy...............................................................219 15.4 Vision,priorities,targetsandindicators......................................................................221 15.5 Makinggooduseofdata..............................................................................................223 15.6 Innovationandacultureofinquiry.............................................................................225 PAGE|6 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE 15.7 Actingandresponding:joiningthedots......................................................................226 15.8 Conclusion....................................................................................................................227 APPENDICES 229 AppendixA:TermsofReference..............................................................................................229 AppendixB:StaffassistingtheExpertPanel............................................................................231 AppendixC:Consultationswithstudents................................................................................234 AppendixD:Consultationswithstudentswithadisability......................................................242 AppendixE:Surveyofteachers................................................................................................248 AppendixF:Surveyofschoolleaders.......................................................................................267 AppendixG:KeylegislativeobligationsofACTschools...........................................................274 AppendixH:LocationofDisabilityEducationUnits.................................................................276 PAGE|7 Glossary CommonAcronymsandLegislation Acronym FullCitation ACT AustralianCapitalTerritory ADHD AttentionDeficitHyperactivityDisorder AIS TheAssociationofIndependentSchoolsoftheACT ASD AutismSpectrumDisorder CE CatholicEducation CSD ACTCommunityServicesDirectorate CYPS ChildandYouthProtectionServices(formerlyCareandProtectionServices) ETD ACTEducationandTrainingDirectorate LSA LearningSupportAssistant LSC LearningSupportCentre LSU LearningSupportUnit LSUͲA LearningSupportUnit–Autismspecific NAPLAN NationalAssessmentProgram–LiteracyandNumeracy NDIA NationalDisabilityInsuranceAgency NDIS NationalDisabilityInsuranceScheme NERA NationalEducationReformAgreement NSET NetworkStudentEngagementTeams(ETD) NSSF NationalSafeSchoolsFramework SCAN StudentCentredAppraisalofNeed SPAFramework SchoolPerformanceandAccountabilityFramework SRS SchoolingResourceStandard ThePanel ExpertPanelonStudentswithComplexNeedsandChallengingBehaviour PAGE|8 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE TQI TeacherQualityInstitute TST TargetedSupportTeam(ETD) UD UniversalDesign UDL UniversalDesignforLearning UN UnitedNations Listofcitedlegislation ChildrenandYoungPeopleAct2008(ACT) DisabilityDiscriminationAct1992(Cth) DisabilityStandardsforEducation2005(undertheDDA) DiscriminationAct1991(ACT) DomesticViolenceandProtectionOrdersAct2008(ACT) HealthRecords(PrivacyandAccess)Act1997(ACT) HumanRightsAct2004(ACT) InformationPrivacyAct2014(ACT) WorkHealthandSafetyAct2011(ACT) WorkingwithVulnerablePeople(BackgroundChecking)Act2011(ACT) PAGE|9 PAGE|10 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE ExecutiveSummary InMay2015,theACTMinisterforEducationandTraining,MsJoyBurchMLA,establishedan ExpertPanel(thePanel)toreviewpolicyandpracticeinallACTschoolsinregardtostudents withcomplexneedsandchallengingbehaviourandprovideareport,includingfindingsand recommendations,throughtheMinister,toaSelectCommitteeoftheACTLegislativeAssembly. 1 ThefullTermsofReferenceareprovidedinAppendixA. ThePaneldefinedcomplexneedsandchallengingbehaviouras: Anypervasivebehaviour,orsetofbehaviours,regardlessofcause(orevenwithoutany apparentoridentifiedcause)whichdisruptsthecapacityoftheperson,orotherpersons,to learnwithintheschoolenvironment,andwhichrequirestargetedorpersonalised interventions. Thereisabroadoverlapbetweenthestudentsfallingwithinthisdefinitionandstudentswitha disabilityorspecialeducationalneeds,howeverthetwogroupsarenotidentical.Otherfactors suchasexposuretotrauma,familyviolence,socioͲeconomicdisadvantageandotherdifficult circumstancesmaycontributetostudentspresentingwithcomplexneedsandchallenging behaviour,whilethecausesofchallengingbehaviourdisplayedbysomestudentsmayremain unclear. Accordingly,thisreviewidentifiedarangeofuniqueissuesthatrelatetothebroaddiversityof childrenandyoungpeoplewhoarepartofourACTcommunity,andthewaysinwhichACT schoolsarerespondingtotheirneeds. ToaddresstheTermsofReferencethePaneldevelopedamultifacetedandintegrated methodologythatinvolved: Hearingtheperspectivesofabroadrangeofstakeholdersthroughanextensive communityconsultation.ThePanelheardfromover1700individualsandorganisations including: Submissionsfrom,andinterviewswith,159parent/carers,teachers,schools organisationsandinterestedcommunitymembersvia TheACTGovernment’s‘TimeToTalk’website Emailsubmissions Written(hardcopy)submissions Telephoneinterviews FaceͲtoͲfaceinterviews Targeteddatacollection: Studentswithadisability,viaindividualandsmallgroupconsultation(31students) Students,viafocusgroups(275students) Teachers,viaan‘allͲteacher,allschools’onlinesurvey(1145respondents) Schoolleaders,viaa‘principalsurvey’(95schoolleaders) PAGE|11 Visitsto22Public,CatholicandIndependentSchools ConsultationwithgovernmentandnonͲgovernmenteducationsectorleaders,anda rangeofexperts Reviewofresearchonstudentswithcomplexneedsandchallengingbehaviourandthe identificationofevidenceͲinformedgoodpractice Reviewofpoliciesandpracticesinregardtothesestudentsinotherjurisdictionswith attentiontorecentdevelopmentsandtrends Ongoinginputfromfive‘CriticalFriends’onmethodology,datainterpretation,evidenceͲ informedpracticeanddraftreports. KeyThemes Thefirstfourchaptersofthereportareintroductoryinnature.They‘setthescene’by addressingdemographic,legalandpolicycontexts. ThecommunityexpresseditsviewsandthePanellistened Chapter1,the‘Introduction’,describesthebackgroundtotheformationoftheExpertPanel,its multidisciplinarycomposition,andthemethodologyandprocedures.Therewasahighlevelof communityinterestintheworkandweengagedwiththecommunityoverfourmonths.Inthe reportweusequotesextensivelytoassistmembersoftheACTcommunitytogainabetter, ‘livedexperience’appreciationoftheissuesandtoassurethecommunitythatwehad‘listened’. TheACTcommunityanditsschoolsarediverse Chapter2,‘TheACTanditsSchools’,illustratesthediversityoftheACTcommunityandits schools.TheACThasstronggovernmentandnonͲgovernmentschoolsystemsandACTstudents achieveoutstandingresultsonmanymeasures.Nevertheless,therearestudentswhose behaviourpresentsrealchallengestotheexistingschoolsystemsastheycurrentlyfunction,and whorequiresignificantsupporttosucceedatschool.ACTschoolleadersbelievethatthe proportionofstudentswithcomplexneedsandchallengingbehaviourisincreasing,andthis observationappearstobesupportedbyotherevidence. Studentsreportedbeingaffectedbyarangeofdisruptivebehavioursatschoolandsome mentionedoccurrencesofphysicalviolenceorotherpotentiallydangerousordistressing situations.Studentswithadisabilityalsoreporteddifficultieswithbeingdistractedand negativelyaffectedbysomeotherstudents.Teachersandschoolleadersexpressedmany concernsaboutsomestudents’psychologicalandmentalhealthissues,behaviourrelatedto environmentalcircumstances,andbehaviourrelatedtostudents’disability.Theynoted instancesofviolentanddestructivebehaviourandconcernsabouttheirownabilitytorespond effectivelytoprotectstudentsafety. Stakeholderperceptionswerediverseandsometimescompeting.Forexample,whileexpressing supportfortherightofeverychildtoattendamainstreamschool,someparents/carersfeared thattheirownchild’slearningwasbeingdisruptedandtheirsafetythreatenedbystudentswith complexneedsandchallengingbehaviour.Teacherssaidtheywantedtomakeapositive differenceforstudentswithcomplexneedsandchallengingbehaviour;butsomeexpressed uncertaintyandrealconcernaboutlackingnecessaryskillsandresourcestodothis,whileothers expressedenthusiasmforthechallenge.Generally,however,therewasstrong,‘inprinciple’ supportfromstudents,parents/carers,teachers,schoolleadersandthecommunityforinclusive practiceinACTschools. PAGE|12 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Schoolsmustmeettheirlegalobligationstostudentsandtostaff Chapter3,‘TheLegalContext’outlinestherequirementsofhumanrights,discriminationand otherlegislationthatschoolsmustadheretowhenprovidingeducationalopportunityforall students,includingthosewithcomplexneedsandchallengingbehaviour.TheACTholdsa uniquepositionasthefirstStateorTerritorytoadoptastatutorycharterofhumanrights,the HumanRightsAct2004,andthisrequirespublicauthoritiestorespectthehumanrightsofall studentsincludingtheirrightstoequality,protectionandprivacy. RightstoequalityarereinforcedbyCommonwealthandTerritorydiscriminationlegislation, whichrequiresreasonableadjustmentstobemadetoallowstudentswithadisabilityto participateineducation.ThePanelnotesthecomplexityoftheseoverlappingregimesand recommendsthattheACTGovernmentconsiderissuesofconsistencybetweenCommonwealth andACTdiscriminationlawinregardtoeducationwhenrespondingtotheLawReformAdvisory Council’sreviewoftheDiscriminationAct1991(ACT). Employersincludingschoolsandschoolsystemsalsohaveadutytoprotectthesafetyofstaff andothersintheworkplace,throughappropriateriskmanagement.Employersmustnotallow stafftobesubjectedtoviolencewithouttakingmeasurestominimisethisrisk,regardlessof theirdedicationorwillingnesstotoleratethis. WerecommendthatETD,CE,andAISdeveloppracticalandreadilyaccessibleguidelinesto enableschoolsandstafftounderstandandcomplywiththecorelegalobligationsincludinghow toreconcilepotentiallycompetingobligations. Goodpolicyprovidesgoodguidanceandsupportsgoodpractice Chapter4,‘ThePolicyContext’,examinespolicyissuesthataffectstudentswithcomplexneeds andchallengingbehaviour.TheNationalEducationReformAgreement(NERA)providesmany benefits,howeversomeaspectsoftheCommonwealthagenda,suchasthefocusonassessment ofalimitedrangeofacademicskills,mayalsohavesomeunintended,negativeconsequences forclassroompractice,student–teacherrelationshipsandstudentwellbeing. ACTGovernmentandETDpolicyprovidesanappropriatefocusoninclusion,enhanced educationalopportunitiesforeverystudent,andflexibilityinmeetingtheneedsofthemost vulnerableintheACTcommunity.Whilethereisastrongoverarchingpolicyframework,there aresomegapsinthepoliciesofETDandCEinrelationtothemorespecificaspectsof respondingtotheneedsofstudentswithcomplexneedsandchallengingbehaviour.ThePanel foundconsiderablevariationamongIndependentSchoolsregardingtheextentanddetailof policiesrelatingtotheseissues. WefoundthatpolicyinotherAustralianeducationaljurisdictionstendstofocusonwholeͲschool approachestopositivebehaviour,teamworkatschoollevelandtheengagementofexternal expertisetoassistschoolswithstudentsandfamilieswhoneedintensiveassistance. ThereisalackofspecificpolicyguidanceandoversightinregardtorestrictivepracticesinACT schools.WerecommendthatETD,CEandeachIndependentSchoolreviewtheirpoliciesand procedureswithrespecttostudentswithcomplexneedsandchallengingbehaviourtoensure thateachschoolhasacomprehensivesuiteofrelevantpoliciesandprocedures. Schoolsareforstudents,andforallstudents Chapter5,‘StudentͲCentredSchools’providesadetailed,evidenceͲinformedcaseformore resoluteattentiontothepersonalandrelationalneedsofchildrenandyoungpeopleatschool, PAGE|13 alongwithsupportfortheiracademicandcognitivedevelopment.Researchindicatesthat seriouschallengingbehaviourmayreflectthestudent’slackofbehaviouralskills;theemotional impactofdisruptedfamilylife;economicandsocialimpacts;psychologicalfactorssuchas trauma,depressionandothermentalhealthissues;neuroͲmedicalissuessuchasdisability,and chronichealthconditions. WhilemanyACTschoolsalreadystrivetoimplementastudentͲcentredvision,amoreambitious, ‘whateverittakes’studentͲcentredvisionisrecommendedͲoneinwhicheacheducation systemandschoolexcelsinmeetingthepersonalneedsofeachstudentasachildoryoung person,anddoesthisalongwiththepursuitofexcellenceinacademicachievement. Thispositivevisionhasstrongbackinginpolicyandresearchonchildandadolescent development,pedagogy,neuroscience,familyandcommunitystudies,humanrightsprinciples, theMelbourneDeclarationontheGoalsofAustralianSchoolingandthesystemchange literature. Keyimplicationsarethatschoolsshouldgiveprioritytochildren’sexperienceofschoolasasafe andorderlyenvironmentwherepositiverelationshipsfosterwellbeing,andwheresocialͲ emotionalskillsaretaught.Thevisionacknowledgeshowstudentwellbeing,learning– includingacademiclearningͲandbehaviouraremutuallysustaining;thatteachingthatengages studentssupportstheirbehaviour;andthatwhenstudentshavea‘voice’aboutwhathappensat school,andwhenstudentsperceiveschoolasagoodplacetobe,theirbehaviourimproves. Whileresearchshowsthepositiveeffectsonstudentbehaviourofproactivebehavioural support,includingthemanybenefitsforteachersaswell,somestudentswillstillengagein behaviourthatchallenges,andwillrequiremoretargetedandspecialisedinterventions. Effectivecollaborationwitharangeofservicesandagenciesmaybeneededtomeettheneeds ofsomestudentsandtheirfamilies.Schoolsmustalsobepreparedtorespondeffectivelyto ensuresafetyofallstudentsandstaffincrisissituations. The‘systemchange’strategiesreflectedinthePanel’srecommendationsincludethenecessity for‘systemsthinking’,planningforallstudents(UniversalDesign),proactiveandpreventive interventions,andremodellingservicesbybuildingonexistingeffectivepractices.Theissues posedbystudentswithcomplexneedsandchallengingbehaviourshouldnotbeproblematised butinsteadseenasanopportunity,invitationandchallengetofurtherexemplifytheinclusive visionoftheACTanditsschools. Positiverelationshipsimprovestudentengagementandlearningand reducechallengingbehaviour Chapter6,‘SchoolCultureandRelationship’,explorestheperspectivesofACTstudents,school leadersandteachersandparents/carersabouttherelationshipsthathelptoachievea connectedandsupportiveschoolculture.Researchshowsthatpositiverelationshipshavea majorimpactonengagementandlearning,andthattheyreducechallengingbehaviour. Strategiesfordevelopingrelationshipsincludegettingtoknowstudentsandtheirinterestsand strengths;creatingapositiveandsupportiveclassclimate;listeningandvaluingstudents’ perspectives;andtakingintoaccounttheirviewsabouttheschoolandclassroomissuesthat affectthem. Goodrelationshipswithparentsandcarersareessentialandcanbedevelopedbyappreciating thestressthatparents/carersmaybeexperiencing;‘goingtheextramile’andperseveringin establishingcontactandtrustwithparent/carerswhohavenotbeensuccessfullyengaged; valuingparents/carers’knowledgeandexpertiseoftheirchildren;andfindingwaysto communicateregularly,emphasisingsuccessesaswellasconcerns. PAGE|14 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Schoolleadersplayacrucialroleinestablishingandmaintaininggoodrelationships,shaping schoolculture,developingtheattitudesactionsofstaff,andinfluencingtheircolleagues’ interactionswithstudentsandfamiliesandcolleagues.Theseoutcomescanbeachieved throughcoaching,providingopportunitiesforreflectivepractice,andidentifyingteachers’need forassistanceinmanagingverychallengingbehaviour. WerecommendtheuseofKidsMatter(forprimaryschools)andMindMatters(forhighschools) asvaluableresourcesforbuildingpositivecultures.Schoolsshouldmeaningfullyandregularly consultwithallstudentsandlistentotheirviewsontheirexperiencesatschool,decisionsthat affectthem,andtheoperationsoftheschool.Wealsorecommendthedevelopmentofpractical resourcestoassistschoolstoengagewithparents/carersofstudentswithcomplexneedsand challengingbehaviour;andthenegotiationofpartnershipagreementorMemorandumof UnderstandingwithCSDtobettermeettheneedsofstudentswholiveinoutͲofͲhomecare (drawingonmodelssuchastheVictorianOutofHomeCareandEducationCommitment). Goodplacementsandsettingssupportbehaviour Chapter7,‘SettingsandPlacements’,examinesthecontinuumofschoolsettingsintheACT,and considerstheexperiencesofstudents,parents/carers,andteachersinrelationtoeachsetting.It identifiesgapsintheprovisionofappropriatesettingsandsupportstomeettheneedsof studentswithcomplexneedsandchallengingbehaviour. Parentsandstudentsreportedarangeofexperienceswithinmainstreamsettings,withsome parents/carerscommentingontheverypositiveandinclusivecultureintheirschools,andthe rangeofsupportsprovided,whileotherparents/carersandstudentsreportedverydifficult experiences.Asmallnumberofstudentsappeartobecaughtinacycleofsuspensions,transfers betweenschoolsandreducedschoolhours,wheremainstreamschoolsarenotadequately meetingtheirbehaviouralsupportneeds. Unitswithinmainstreamschoolsforstudentswithadisabilitycanofferaflexibleand individualisedapproachandshouldbedeliveredaspartoftheschool’sgeneralprovisionof servicesandcoordinatedwiththem.Highlevelsoftrainingandsupportmustbeprovidedto teachersworkingintheseunits,andschoolsshouldbeconsultedabouttheplacementof studentsintotheseunitstoreducerisksassociatedwithincompatibleplacements. Specialistschoolsshouldcontinuetodevelopinclusivepracticesandtoshareexpertisewith mainstreamschoolswithmoreformalarrangementsforsupportingthatwork. TheACThasanumberofhighqualityalternativeeducationprogramsforsecondaryschool studentsatriskofdisengagingfrommainstreamschoolsbuttheydonotformaconnected pathway,andsomeareoperatingunderconditionsofuncertaintyregardingtheirfuture. Recommendationsmadeinthischapterincludedevelopingarangeofoptionsforprimaryschool studentswithverychallengingbehaviours,tobesupportedbyawholeofGovernment approach,drawingontheexpertiseofotherDirectorates.Werecommendthedevelopmentand publicationofpolicyandproceduresregardingtheplacementofstudentsinLearningSupport UnitsandCentres,andconsultationwithschoolsregardingplacements.Werecommendthe developmentandimplementationofacoherentstrategyfortheprovisionofalternative educationprogramsand/orotherflexiblelearningoptionsforstudentsatriskofdisengaging fromsecondaryschool. PAGE|15 Goodphysicalenvironmentsandinfrastructuresupportbehaviour Chapter8,‘PhysicalEnvironmentandInfrastructureofSchools’showshowthedesignand infrastructureofschoolscontributestoordetractsfromaninclusiveenvironment,helpsreduce challengingbehaviour,orcreatesdifficultiesforteachersseekingtomanagecomplexneedsand behaviouralrisks. Someparents/carersandpeakbodiescalledforappropriatewithdrawalspacesforstudentswith sensoryandothercomplexneedstoaccesswhentheywishtowithdraworreducestimulation. Werecommendmeasurestoensurethatallschoolshavesuchsafeandappropriate calming/sensoryspaces,notingthattheirdesignmustbecarefullyconsideredandtheiruse monitoredtoensureconsistencywithhumanrightsanddiscriminationobligations,andthat theysupportstudents’behaviourandlearning. Studentsmademanysuggestionsaboutthephysicalenvironmentoftheirschools.They requestedmoreattractiveclassroomsandschools,moreplaygroundequipmentandmore comfortableandvariedlearningspaces.Theyraisedconcernsaboutmobilityandsafetyissues, theneedforalternativeplay/recreationspacesforverycoldweatheranddifficultieswithpoorly maintained,designed,andlocatedtoiletareas.Thesearenotmerelycosmeticissuesor preferencesthatareunrelatedtobehaviour.Contemporary,researchͲbasedapproachesto behaviourstartbyestablishingsatisfactorysettingsbecausetheypromoteappropriate behaviour. WerecommendthatETD,CE,andalltheIndependentSchools,ensurethatallexistingschools havesafeorsensoryspacesthatareappropriatetotheneedsofstudentswithcomplexneeds andchallengingbehaviour.WealsorecommendthatETD,CEandeachIndependentSchool, ensurethatthedesignbriefsforallnewschoolsincludeanappropriaterangeoflearningareas andfacilities,includingsafeorsensoryspaces,thatareappropriatetotheneedsofstudents withcomplexneedsandchallengingbehaviour. SchoolͲwidepositive,behaviouralinterventionsandsupportsshouldbe implemented Chapter9,‘SupportingStudentBehaviour’explainshowtraditionalapproachestodisciplineand behaviourmanagementareinadequateformanystudents,particularlythosewhoexperience theeffectsoftrauma,illness,disability,and/orviolentorchaotichomeenvironments.Itis inefficientandfutileforschoolstoattemptto‘fix’theseissuesoneatatime.Aframeworkin whichproactivesupportisprovidedforthebehaviourofallstudents,andsubsequently differentiatedaccordingtoassessedneed,isamoreeffectivewaytosupportthebehaviourof thosewithcomplexneedsandchallengingbehaviour. Researchshowsthatmanyeducationjurisdictionsinmanycountries,includingotherAustralian StatesandTerritories,haveexperiencedsuccesswiththis‘universallyͲdesigned’frameworkthe foundationforwhichissupportforpositivebehaviour.The‘tiered’modelprovidesadditional supportforbehaviourcommensuratewithstudents’assessedneeds,deliveringincreasingly targeted,personalisedsupportthatmayinvolvemultidisciplinaryand/ormultiagencysupport forasmallproportionofstudentswithhighlycomplexneedsandbehaviour. ThischapterrecommendsthatETD,CE,andeachIndependentSchool,endorseSchoolͲWide PositiveBehaviouralSupport,andresourceandsupportschoolstoimplementtheprogramfora minimumofthreeyearsandtoevaluateitssuccess.Weurgeschoolstobethoughtfuland thoroughinproviding‘Tier1supports’.These‘fundamentals’shouldnotbecurriculumsupports only.Theyalsoinvolvethestudentexperiencingschoolassafe,predictableandstructured;a placewheretherearegoodrelationships,engagingactivities,relevantcurriculum,good PAGE|16 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE pedagogy,clearexpectationsanddependableconsequences;inshort,agoodplacetobe,andto behave. UltimatelythesuccessofanyevidenceͲbasedinitiativedependsonthefidelitywithwhichitis understood,translatedintoschools,monitoredandsupported,soweurgeattentiontopractical strategiesderivedfrom‘implementationscience’. Schoolsshouldaccessarangeofprofessionalsandusethemeffectively Chapter10,‘TargetedServicesandSupports’,examinesissuesassociatedwiththeadditional supportsandservicescurrentlyprovidedinPublic,CatholicandIndependentschoolsandmakes recommendationstoimprovethem.InthePanel’sviewdecisionsaboutthetypeandnatureof additionalstaffingmustbemadewithregardtotheschoolsystem’sorschool’soverallstrategy forstudentswithcomplexneedsandchallengingbehaviour–onethatshouldbuildonthe uniquecharacteristics,strengthsandhistoriesofeachsystemorschool.Nonetheless,within ETDthereisaneedtosubstantiallyincreasetheratioofschoolpsychologists/schoolcounsellors (orotherprofessionalswithcomplementaryexpertise)withinschoolstomeettheratioof1:500 studentsrecommendedbytheAustralianPsychologistsandCounsellorsinSchoolsAssociation. AlsowithreferencetoETD,werecommendimprovementstotheresourcingandexpertiseof theNetworkStudentEngagementTeams. Werecommendasystematicapproachtoincreasingtheprofessionalpreparationandlearning ofLearningSupportAssistants(LSAs)throughrelevanttrainingandprofessionaldevelopment. LSAsarehighlyvaluedbyteachers,parents/carersandstudents,buttheyshouldsupportand complementtheroleofteachers,anddeveloptheindependenceandinclusionofstudents. WeproposeevaluationoftheeffectivenessoftheWellbeingandInclusionTeam(CE)andthe NSETinitiatives(ETD)sothatdataͲinformed,programadjustmentscanbemade,andfor example,assistwithdecisionsinregardtothebalancebetweendirectsupportinspecific classroomsorschoolsandcapacityͲbuildingacrossthewholesystem. Schoolsandteachersmustknowhowtoreactwhenthereisrisktosafety Weheardofinstancesofverychallengingbehavioursinschoolsinalleducationsectorsand Chapter11,‘ProtectingStudentandStaffSafety’,addressessituationsrequiringanimmediate responsetominimiserisk.Althoughthepositivepracticesrecommendedthroughoutthisreport shouldreducelevelsofchallengingbehaviours,insomesituations,theuseofrestrictive practicessuchasrestraintandseclusionmaybenecessarytoprotectthesafetyofstudentsand staff. Ananalysisofhumanrights,discriminationandworksafetylegislationindicatesthatrestrictive practicessuchasphysicalrestraintorseclusionmayonlybeusedtopreventimminentharm, whereitistheleastrestrictiveoption,respectsthedignityofthestudent,isproportionatetothe riskpresented,usedfortheshortesttimepossible,withtheleastforce,andrecorded, monitoredandsubjecttoappropriateoversight. Asresponsestoviolentordangerousstudentbehaviourareoftenrequiredwhenthereislittle timeforreflectionorconsultation,staffmusthaveclearguidance,trainingandpractical understandingofeffectivestrategiessotheycanexercisejudgmentandmakeappropriate decisionstodeͲescalateconflictandtoprotectsafety. Significantcareandconsiderationarerequiredregardingtheuseofspacesandstructures,even onavoluntarybasis,forwithdrawalorcalming.WerecommendthatETD,CE,andeach PAGE|17 Independentschool,developpracticalguidelinesforschoolsontheappropriateuseofvoluntary withdrawalspaces,seclusionandphysicalrestraint,andweprovideprinciplestoguidethis work. Thereisagenerallackofdocumentation,monitoringandoversightoftheuseofrestrictive practicesinACTSchools.Transparencyandaccountabilityarevitaltoreducetheuseof restrictivepractices,andtoavoidsituationswhereawellͲintentionedresponseisinappropriate, orbecomesabusive.WerecommendthattheACTGovernmentimplementawholeof governmentapproachtotheuseofrestrictivepracticesandindependentoversightofrestrictive practicesinallACTSchools,andotherrelevantsettings. Theuseofsuspensionisgenerallynotalongtermsolutionforstudentswithcomplexneedsand challengingbehavioursandmayincreaserisksofdisengagementandotherdifficulties.We recommendthatallETD,CE,andIndependentSchoolsprovidealternativeoptionstooutͲofͲ schoolsuspensionswhereverappropriateandpossible,includinginͲschoolsuspensionswith temporaryadditionalstaffingforsupport. Theuseofreducedschoolhoursisintendedtobelimitedtocircumstanceswhereanexemption isactivelysoughtbyaparent/carer.Howeverweheardfromsomeparents/carersthatthey experiencedpressuretoseekanexemptionfortheirchildbecauseoftheschool’sinabilityto supportthechild’sbehaviouralneedsonafulltimebasis.Wemakerecommendationsabout ExemptionCertificatesincludingtheneedfortheirreviewandforthemonitoringofexemptions forstudentswithadisability. Collaborationwithotheragenciesisessentialforsupportingsome studentsandtheirfamilies Chapter12,‘EffectiveCollaborationAmongAgencies’,acknowledgesthatarangeofgovernment andnonͲgovernmentagenciesmayberequiredtosupplementthesupportsthatcanbe providedbyschools,includinghealthservices,disabilityserviceproviders,ChildandYouth ProtectionServicesandotherprofessionalsandservices.Werecommendthedevelopmentand resourcingofacasemanagementframeworktosupportcollaborativepractice,notingthat althoughschoolsmaybebestplacedtoleadtheseteams,theywillrequiretheskillsand resourcestodothiseffectively.Webelievetheemploymentofsocialworkersorwelfarestaff withrelevantskillswillenhancetheabilityofschoolstoprovideandleadqualitycase managementtoaddressstudentneeds. Weconsidertheroleofschoolsascommunityhubs,andrecommendconsiderationandpiloting ofaprojecttoprovidearangeofchildandfamilyservicesonsiteatschoolstobenefitstudents withcomplexneedsandchallengingbehavioursandtheirfamilies. ThischapteralsoconsidersissuesraisedinconsultationsregardingtheNationalDisability InsuranceScheme(NDIS)andmakesrecommendationsregardingpoliciesandprotocolstoguide theprovisionofNDISserviceswithinschools.TheinteractionbetweenschoolsandNDISfunded servicesrequiresongoingconsideration,monitoringandpolicyguidance. Thepromising‘schoolͲbasedinquiry’,pilotprojectsunderwayatBlackMountainandCranleigh Schoolsinregardtomeetingstudents’identifiedneedsfortherapyserviceswithinschools shouldbesupportedandtheirfindingsandimplicationsdisseminated,andwhereappropriate, incorporatedintopractice. Teachersneedongoingprofessionallearningthatsupportstheirpractice Chapter13,‘ProfessionalLearningtoMeetDiverseStudentNeeds’reviewsundergraduateand postͲgraduateuniversityͲbasedcoursesineducationaswellasprofessionallearningdeliveredin PAGE|18 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE schools.ProfessionallearningshouldbeongoingandlinkedtotheAustralianProfessional StandardsforTeachers.Soundprofessionallearninginregardtostudentswithcomplexneeds andchallengingbehaviourshouldensurethatallteachers,notjustthoseinspecialistpositions, haverelevantexpertise. AneffectivemultiͲfacetedapproachtoprofessionallearningwillincludecourses,coaching, mentoring,observationsandworkingalongsideexperiencedcolleaguesandspecialistsfrom otherfields,forexample,therapistsandthosefromotherdisciplineswhoworkincollaboration withschoolpersonnel. Onlinecoursesoncomplexneedsandchallengingbehavioursshouldbecontinuedandshould besupportedbyworkshops,ongoingcoachingandotherformsoffaceͲtoͲfaceassistance. Prioritymustbegiventoensuringanappropriatelevelofqualificationsandprofessionallearning forteachersinspecialistsettings.Areviewshouldbeundertakenimmediately,and,where necessary,appropriateprofessionallearningprovidedasamatterofurgency. Wemakefurtherrecommendationsaboutongoingcollaborationwithlocaluniversitiesto reviewthetheoreticalandpracticalrelevanceofcoursesandunits;appropriateattentionin teacherinductiontostudentswithcomplexneedsandchallengingbehaviour;makingavailable toallteachersrelevantonlinelearningmodulessupportedbyfaceͲtoͲfacesupport; implementationofaformalprogramofprofessionalsupervisionforstaffworkingwithstudents withcomplexneedsandchallengingbehaviour;andtheprioritisationofscholarshipsand sabbaticalsforschoolleadersandteacherstoundertakeformalstudyinrelationtostudents withcomplexneedsandchallengingbehaviour. Availableresourcesmustbeusedinflexible,innovativeways TheTermsofReferencedidnotrefertofundingbutmanystakeholdersexpressedaviewthat fundingissuesaffectedthequalityofsupportforstudentswithcomplexneedsandchallenging behaviour.InChapter14,‘FundingIssues’,webrieflyoverviewthecurrentfundingpolicy landscape,onethatisbeingtransformedbytheNERA.Wealsoreferbrieflytoperceivedfunding disparities,specificallyinregardtostudentswithadisability,andurgetheACTGovernmentand thenonͲgovernmentsectortoworktogethertopromotegreaterschoolandcommunity understandingoftheregulationsoftheneedsͲbasedSchoolingResourceStandard(SRS)model, particularlyinregardtoadditionalfundingforstudentswithadisability. Akeymessageofthischapteristheresponsibilityandchallengeforschoolleadersto demonstratecreativity,flexibility,innovationandresourcefulnessindesigningand implementingtheirschool’sstrategytoprovideforallstudents. TheStudentCentredAppraisalofNeed(SCAN),theACTmethodbywhichsupplementary financialresourcesaredeliveredtoschoolstosupportstudentswithadisability,cameunder considerablecriticism.ThePanellearnedthatallStatesandTerritoriesexperiencedifficultyin determiningsupplementaryloadingsfordisabilityandthattheCommonwealthissupporting workonthedevelopmentofamodelfor‘disabilityloadings’.Werecommendtheurgentreview oftheSCANprocesstoaddressissuessuchastheinflexibleeligibilitycriteria,adequacyof funding,andthenegativeimpactoftheassessmentprocessonparents/carersandstudents. Leadershipdirectschangeandbuildsonexistinggoodpractice Thefinalchapter,15,‘LeadershipandSystemissues’,addressesleadershipissuesinregardto schoolautonomy,accountabilityandevidenceͲinformedpractice.Wehighlighttheroleof systemleadershipinhelpingschoolleadersandteachersnavigatethecomplexandsometimes PAGE|19 confusingeducationpolicyterrain,forexample,inregardtotheCommonwealth’scurrent prioritisationofstudents’literacy,numeracyandscienceperformanceasindicatorsofschooling outcomes.Weproposethatleadershipclarifiesforteachersandthecommunityhowsystemand schoolvisions,priorities,targetsandperformanceindicatorsareinterrelated. WenotethatthemovementtowardsincreasedschoolautonomyinthePublicSchoolsectorcan havebenefitsbutmayalsoinvolverisksanddisadvantages.Schoolautonomymustbeseenas oneelementinapackageofsystemicmeasuresdesignedtoimproveschooloutcomes.Itisvital thatautonomyissupportedbyeffectivecentralpolicymaking,oversight,evidenceͲbasedadvice andtimelysupport,astherewillbecircumstanceswhereaschoolmaystruggletomeetthe complexneedsandchallengingbehaviourofaparticularstudentorstudentsfromwithinits existingresources.Toleadpositiveandinnovativeschoolcultures,schoolleadersalsoneedto feelthattheywillbesupportedwheretheyexperiencedifficulties,andbeencouragedseek assistancewhenrequired.ETDshouldmonitortheimpactofthenewSchoolPerformanceand AccountabilityFrameworkonstudentswithcomplexneedsandchallengingbehaviour. Wereviewresearchthatshowsunintendednegativeeffectsofrobustassessmentprogramsthat focusonalimitedsetofeducationaloutcomes.Theseprogramshavenegativeeffectsonthe wellbeingofsomestudentsandcausesometeacherstofocusmoreontestresultsthanon studentsasindividuals.ETD,CE,andeachIndependentSchool,shouldcomplementthe reportingofstudents’academicperformancewithreportsontheirprogressinthepersonaland socialͲemotionalgoalslistedinschools’visionstatementsandstrategicplans.Werecommend evaluationofthepostͲschooloutcomesofstudentswithcomplexneedsandchallenging behaviour,particularlytheoutcomesofgraduatesofsecondary,specialistschools. WerecommendthattheACTGovernmentexpressesitsstrongsupportforinnovationinACT schoolsandsupportstheestablishmentofa‘ChallengeFunding’programtoprovidetangible supportforcrossͲsectorcollaborationstosupportinnovativeprojectsinvolvingstudents, parents/carersand/orotherstostimulate,evaluateandshareinnovativeandhopeful approachesforstudentswithcomplexneedsandchallengingbehaviourinallACTschools. Finally,thePanelrecommendsthattheMinisterforEducationandTrainingestablishan appropriatelyconstitutedadvisorygrouptoconsiderprogressreportsfromETD,CEandAISon theirresponseto,andimplementationof,therecommendationsofthereportoftheExpert PanelandthatETD,CEandAISprovidereportsannuallyforthreeyearsfromNovember2016. Limitations ThePanelfocusedonthecompulsoryyearsofschooling.However,weacknowledgethe powerful,longtermimpactonbehaviouroftheyearsprecedingschoolandrefertotheneedfor wholeofgovernmentsupportforvulnerablechildrenandfamiliesfromassoonastheyare identified,andthismaybeasearlyasanteͲnatalservices.Educationauthoritiesshouldliaise closelywiththeearlychildhoodsectortogainanaccurateanduptodateunderstandingofthe natureandchallengesthatschoolswillfaceinthefuture. WeaddressedpostschoolissuesonlyinregardtorecommendationsthatthepostͲschool outcomesofstudentswithcomplexneedsandchallengingbehaviourbeevaluatedinorderto assistschoolstoadapttheirprogramsandensurethatstudentsarebetterpreparedforlife beyondschool. Conclusion Schoolpopulationsarebecomingmorecomplexbecauseofschoolretentionpolicies,the preferenceofmanyparents/carersformainstreamplacementfortheirchildwithadisability, PAGE|20 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE andanincreasedprevalenceofdevelopmentalconditionsandotherissuesthataffectlearning andbehaviour.Whiletheneedsandbehaviourofsomestudentsrequiretargetedresponsesand interventions,thereisalsoaneedforschoolstoadapttheirpracticestosupportthe participation,engagement,behaviourandlearningofincreasinglydiverseschoolpopulations. Wefoundthatsomeschoolsandschoolsystemsaredoinggreatworkinsupportingstudents withcomplexneedsandchallengingbehaviors,oftenwithsignificanteffort,butwealsoheardof numerouschallengesandshortcomingsthatlimitoverallsuccess.Wehavestructuredthisreport togivesomeguidanceastohowissuesaffectingthesestudents,andtheschoolsandsystems thatsupportthem,canbeaddressed.So,whilethereportaddressespastandpresentpractices inregardtostudentswithcomplexneedsandchallengingbehaviouritgivesprioritytothe future–howtheACTcommunitycanbuildonthesolidfoundationsandrecordofitsschools, theprofessionalismofitsteachersandthegoodwillofthecommunity. Theevidencefromallofoursourcespointstotwooverarchingandcomplementaryconclusions asindicatedinthetitleofthereport.First,thatschoolsexistforchildrenandyoungpeopleand thereforepoliciesandpracticesshouldalwaysbeineachstudent’sbestinterests.Second,that schoolsareforallchildrenandyoungpeopleandthereforepoliciesandpracticesmustbe plannedanddeliveredsothattheyareinclusiveofallstudents’bestinterests. ThePanelcametotheviewthatifthesetwosimplepropositionswerethoroughlyunderstood andrigorouslyenactedthroughoutschoolsystemsandschools(atalllevelsandinall departments/sections)theywouldhaveapervasive,positiveandinsomecases, transformationaleffectontheschoolexperienceandbehaviourofstudentswithcomplexneeds andchallengingbehaviour. ManyfromtheACTcommunitywhospokewithorwrotetothePanelrecommendeda‘children andyoungpeoplefocus’forstudentswithcomplexneedsandchallengingbehaviour,andfor studentsmoregenerally.Mostteachersknowandappreciatetheimportanceofteachingthis wayandtrytodoso.Throughouttheconsultationweheardmanyexpressionsofgoodwilland thedesireto‘dothingsbetter’forstudentswithcomplexneedsandchallengingbehaviourin ourschools.However,itwouldbeamistaketoconcludethatamorepersonalised,needsͲbased approachtosupportingchildrenistheresponsibilityofschoolsalone.Itisaresponsibilityfor eachofus.Wearepartof‘thesystem’. TheACTisasmalljurisdictionthatshouldandmustdelivermoreeffectiveandcoordinated multiͲagency,wholeofgovernment,andwholeofcommunity,supportforthesestudents. Finally,studentswithcomplexneedsandchallengingbehaviourinACTschoolsprovideuswith anopportunity,aninvitationandachallengeto‘doschool’betterforthem,andindeedforall students.Carpenterandcolleaguesarecorrectinclaimingthatweneedmorecreativeand responsiveapproachestomeetingtheneedsofstudentswithcomplexneedsandchallenging behavioursothattheybecomeengagedwithschool.Ifwedonotdevelopthenecessarynew skillsandapproaches,“manychildrenwillbelostin,andto,ourschoolsystem;cognitively disenfranchised,sociallydysfunctionalandemotionallydisengaged.”2 However,wesharetheseauthors’optimismaboutthepotentialforpositivechange,toimprove schoolsandschoolsystemsforthebenefitofallchildrenandyoungpeople: Thisisajourneyofdiscovery:therewillbetimeswhenwearelost,andtimeswhenwe discovernewplacesoflearning.Weareallnavigatorsoflearning,and,foreverydiscovery wemake,anotherchild,orgroupofchildren,becomesengagedineffectivelearning. Journeyon!3 PAGE|21 1 ACTGovernmentMinisterforEducationandTraining,ExpertPanel:StudentswithComplexNeedsandChallengingBehaviourTerms ofReference,(2015)<http://www.det.act.gov.au/__data/assets/pdf_file/0005/723443/150501ͲExpertͲPanelͲTermsͲofͲ Reference.pdf> 2 BarryCarpenter,etal,Engaginglearnerswithcomplexlearningdifficultiesanddisabilities:Aresourcebookforteachersand teachingassistants(London:Routledge,2015)15 3 Ibid PAGE|22 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Recommendations Thissectiondrawstogethertherecommendationsmadeineachchapterofthereport.The PanelmakesrecommendationsaddressedtotheACTGovernment,MinisterforEducationand Training,ACTEducationandTrainingDirectorate(ETD),CatholicEducation(CE),theACT AssociationofIndependentSchools(AIS)andIndependentSchools.Othertermsusedinthe recommendationsaredefinedintheglossarytothisreport. Chapter3:TheLegalContext Recommendation3.1:ThattheACTGovernment,whenrespondingtotherecommendationsof theLawReformAdvisoryCouncil’sreviewoftheDiscriminationAct1991,considerissuesof consistencybetweenCommonwealthandACTdiscriminationlawwhenappliedinthecontextof educationservices. Recommendation3.2:ThatETD,CE,andeachIndependentSchool,developpracticalandreadily accessibleguidelinestoenableschoolleadersandstafftounderstandandcomplywiththeir corelegalobligationswithrespecttohumanrights,discrimination,workhealthandsafety,and privacy;includinghowtoreconcilepotentiallycompetingobligations. Chapter4:ThePolicyContext Recommendation4.1:ThatETD,CE,andeachIndependentSchool,reviewtheirpoliciesand procedureswithrespecttostudentswithcomplexneedsandchallengingbehaviourtoensure thatallschoolshaveacomprehensivesuiteofrelevantpoliciesandprocedures. Chapter6:SchoolCultureandRelationships Recommendation6.1:ThatETD,CE,andeachIndependentSchool,encourageallschoolleaders toimplementKidsMatter(forprimaryschools)andMindMatters(forhighschools)aspartof theiroverallstrategytosupportpositiveschoolculture,studentwellbeing,andbehaviour. Recommendation6.2:ThatETD,CE,andeachIndependentSchool,developandpromotetools toassistallschoolstomeaningfullyandregularlyconsultwithallstudentsabout(a)their experiencesatschool;(b)decisionsthataffectthematschool;and(c)theoperationofthe school. Recommendation6.3:ThatETD,CE,andeachIndependentSchool,developandpromote practicalresourcestoassistallschoolstoeffectivelyengagewithparents/carersofstudentswith complexneedsandchallengingbehaviour. Recommendation6.4:ThatETD,CE,andAIS,negotiateapartnershipagreementor MemorandumofUnderstandingwiththeCommunityServicesDirectoratetobettermeetthe needsofstudentswholiveinoutofhomecare,drawingonmodelssuchastheVictorian‘Outof HomeCareEducationCommitment’. PAGE|23 Chapter7:SettingsandPlacements Recommendation7.1:ThattheACTGovernment,inconsultationwithETD,theCommunity ServicesDirectorate,andACTHealth,developandimplementarangeofoptionstoensurethat primaryschoolstudentswithverychallengingbehavioursareabletoaccessanappropriate educationalsetting(orcombinationofsettings),thatprovidesthemwithappropriate behaviouralsupportandtherapeuticintervention. Recommendation7.2:ThatETDconsultstakeholdersanddevelopandpublishapolicyand procedureregardingtheplacementofstudentsinLearningSupportUnitsandCentres,covering issuesincluding:timing,eligibilitycriteria,andrightsofreviewofplacementdecisions. Recommendation7.3:ThattheCentralisedPlacementPanelprovideinformationaboutthe profileandneedsofprospectivestudentstotherelevantACTPublicSchoolPrincipal,and consultwithschoolsbeforereachingadecisiontoplaceastudentinaLearningSupportUnit. Recommendation7.4:ThatETDpublishinformationaboutsupportandeducationoptionsfor studentsatriskintheACTPublicSchoolsystem,includingthelocationofprograms,operational philosophy,curriculumoffered,criteriaforenrolment,andreferralprocess. Recommendation7.5:ThatETDdevelopandimplementacoherentstrategyfortheprovisionof alternativeeducationprogramsand/orotherflexiblelearningoptions,forstudentsatriskof disengagingfromsecondaryschool.Thisstrategyshouldensurethat,ifrequired,suchstudents haveaccesstoanappropriatealternativeeducationprogramthroughouttheirsecondary schooling,buildingonthepositivefeaturesoftheAchievementCentresandConnect10 programs. Chapter8:PhysicalEnvironmentandInfrastructureofSchools Recommendation8.1:ThatETD,CEandeachIndependentSchool,ensurethatallexisting schoolshavesafe,calming/sensoryspacesthatareappropriatetomeettheneedsofstudents withcomplexneedsandchallengingbehaviour. Recommendation8.2:ThatETD,CEandeachIndependentSchool,ensurethatthedesignbriefs forallnewschoolsfollowprinciplesofuniversaldesign,andincludeanappropriaterangeof learningareasandfacilitiestomeettheneedsofstudentswithcomplexneedsandchallenging behaviour.Thesemayincludeflexibleclassroomareaswithadjacentsmallgrouplearning spaces,andinclusiveplaygrounds,aswellassafe,calming/sensoryspaces. Chapter9:SupportingStudentBehaviour Recommendation9.1:ThatETD,CE,andeachIndependentSchool,(a)endorseSchoolͲWide PositiveBehaviouralSupport;(b)resourceandsupportschoolstoimplementtheprogramfora minimumofthreeyears;and(c)evaluatethesuccessoftheprogram. Chapter10:TargetedServicesandSupports Recommendation10.1:ThatETDincreasethenumberofpsychologists/schoolcounsellors(or otherprofessionalswithcomplementaryexpertise)withinschoolstomeettheratioof1:500 studentsrecommendedbytheAustralianPsychologistsandCounsellorsinSchoolsAssociation. Recommendation10.2:ThatCEmonitorandevaluatetheoutcomesoftheWellbeingand InclusionTeamProgramcurrentlybeingintroducedinCatholicSchools. PAGE|24 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Recommendation10.3:ThatETDensurethattheNSETsaresufficientlyresourcedand supportedtoallowthemto(a)provideongoingcoachingtoteacherswithintheclassroom settingtoassistwiththesupportofstudentswithverychallengingbehaviours;(b)respondproͲ activelyandinatimelywaytomeetidentifiedneeds;and(c)developahighlevelofexpertisein relationtothesupportandmanagementofstudentswithverychallengingbehaviours,and obtainspecialistconsultantadvicewhererequired. Recommendation10.4:ThatETDresourceandestablishwithineachNSETaLearningDifficulties Partnerpositionwithspecialisedexpertiseinassessingandrespondingtostudentswithlearning difficulties. Recommendation10.5:ThatETDdevelopamechanismtoalloweachNSET,incircumstances whereastudentwithcomplexneedsandchallengingbehaviourdoesnotmeetcriteriaforSCAN funding,toobtainfundingforadditionalstaffingorotherservicesassessedbytheNSETas necessarytoadequatelysupportthatstudent. Recommendation10.6:ThatETDcollectandanalysedataonstudentoutcomes,andschool, studentandparent/carersatisfaction,withrespecttotheNSETprogram,andthatthisdatabe usedtomonitorandimprovetheeffectivenessofETD’soverallstrategywithrespecttostudents withcomplexneedsandchallengingbehaviour. Recommendation10.7:ThatETD,CE,andeachIndependentSchool,committothe professionalisationofLSAsandensurethatby2018(a)allLSAshold,orareintheprocessof obtaining,atleastaCertificateIVinSchoolAgeEducation&Careorequivalent;and(b)allLSAs workinginaLearningSupportUnitorspecialistschoolhold,orareintheprocessofobtaining,at leastaCertificateIVinEducationSupportorequivalent. Chapter11:ProtectingStudentandStaffSafety Recommendation11.1:ThatETD,CE,andeachIndependentSchool,developpracticalguidelines ontheappropriateuseofvoluntarywithdrawalspaces,seclusion,andphysicalrestraint. Recommendation11.2:ThatETDandCEestablishproceduresthat(a)enableETDandCEto approveandmonitoranybehavioursupportplansthatproposetheuseofrestrictivepractices foranindividualstudent;(b)requirememberschoolstoreporteachoccasionoftheuseof restrictivepracticestoanominatedofficerwithinETDorCE;and(c)monitortheuseof restrictivepracticesandidentifytrendsinordertoinformserviceimprovement. ThateachIndependentSchoolestablishproceduresthatenableanybehavioursupportplans thatproposetheuseofrestrictivepracticestobeapprovedbytheschoolleadershipor management. Recommendation11.3:ThattheACTGovernmentimplementawholeͲofͲgovernmentapproach, anddevelopalegislativeframework,toregulatetheuseandindependentoversightof restrictivepracticesinallACTschools,andotherrelevantsettings. Recommendation11.4:ThatETD(a)amendtheExemptionCertificatepolicyandproceduresto requireallExemptionCertificatestobesubjecttoregularreview(forexample,everysixmonths) toensurethattheexemptionremainsnecessary;and(b)monitorthebasisfortheexemptionof students,andtheproportionofstudentssubjecttoexemptionwhohaveadisability. Recommendation11.5:ThatETD,CE,andeachIndependentSchool,providealternativeoptions tooutͲofͲschoolsuspensionwhereappropriateandpossible,includinginͲschoolsuspensions withtemporaryadditionalstaffingorsupport. PAGE|25 Recommendation11.6:ThatETDmonitorandpubliclyreporttheproportionofsuspensions, transfersandexclusionsthatareappliedtostudentswithadisabilityandtostudentsinoutof homecare. Recommendation11.7:ThattheACTGovernmentseekanamendmenttotheEducationAct 2004(ACT)torequireCatholicandIndependentSchoolstoreportdataofsuspensionsand exclusionsofstudents,includingtheproportionofstudentswithadisabilityandstudentsinout ofhomecare,totheRegistrarofNonͲGovernmentSchools. Chapter12:EffectiveCollaborationAmongAgencies Recommendation12.1:ThatETD,CE,andeachIndependentSchool(a)developandimplement acasemanagementframeworkforstudentswithcomplexneedsandchallengingbehaviour;and (b)supportallschoolstoidentifyorrecruitsuitablyqualifiedstafftoactascasemanagers, including,forexample,socialworkers,welfareofficers,and/orcommunitydevelopment workers. Recommendation12.2:ThatETDandtheCommunityServicesDirectoratedevelopaprotocolto allowforthetimelyreferralofstudentswithcomplexneedsandchallengingbehaviour,and theirfamilies,totheStrengtheningFamiliesProgram. Recommendation12.3:ThatETD,CE,AIS,theCommunityServicesDirectorate,andACTHealth, collaborativelydevelopmechanismstoensurethatserviceprovisionwithrespecttochildren andyoungpeoplewithcomplexneedsandchallengingbehaviour,andtheirfamilies,isoffered inastrategicandclientfocusedmanneranddemonstrateseffectivecommunicationamongall parties. Recommendation12.4:ThatETDpubliclyreleasethereportontheevaluationoftheEarly ChildhoodSchoolsandKooriPreͲschoolsoncecompleted. Recommendation12.5:ThatETDinvestigatethefeasibilityofa‘SchoolsasaHub’projectto assistschoolsinkeyareasofsocialdisadvantagetodevelopmultiagencyoutreachserviceson site,andconsiderestablishingpilotsitesusingexistingPͲ10schools. Recommendation12.6:ThatETD,CE,andeachIndependentSchool,developguidelineswhich regulateaccesstoschoolsbyNDISserviceproviders. Recommendation12.7:ThatETDevaluatethePilotProjectscurrentlybeingundertakenatBlack MountainandCranleighSchools,and,ifsuitable,considerdevelopinganongoingprogramof therapyspecialistsatkeyschoolsitesacrosstheACT. Chapter13:ProfessionalLearningtoMeetDiverseStudentNeeds Recommendation13.1:ThatETD,CE,andAIS,liaisewiththeAustralianCatholicUniversity (CanberraCampus)andtheUniversityofCanberratoreviewandimprovethetheoreticaland practicalrelevanceofteachereducationunitswithrespecttoteachingstudentswithcomplex needsandchallengingbehaviour. Recommendation13.2:ThatETD,CE,andeachIndependentSchool,ensurethattheprogramof inductionforallpermanentandtemporaryteachersincludescomponentsontheteachingof studentswithcomplexneedsandchallengingbehaviour. Recommendation13.3:ThatETDimmediatelyreviewthequalifications,experienceand professionallearningneedsofallstaffworkinginLearningSupportUnitsandCentres,and ensurethatthesestaffhaveaccesstoappropriateandongoingprofessionallearning,further studyandnetworkingopportunitiesthataremostrelevanttotheirsettings,theirstudentsand theirpersonalprofessionalneeds. PAGE|26 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Recommendation13.4:ThatETD,CE,andAIS,cooperateto(a)makeavailabletoallmember schoolsexistingonlinelearningmodulesin:autismspectrumdisorder;dyslexiaandsignificant readingdifficulties;motorcoordinationdifficulties;speech,languageandcommunicationneeds; understandingandmanagingbehaviour;understandinghearingloss;and/orothercoursesas identifiedbymemberschools;and(b)ensurethattheselearningmodulesarecomplementedby followͲupsupportincludingfacetofaceassistance,workshopsandcoachingcomponents. Recommendation13.5:ThatETD,CEandAIS,(a)develop,andliaisewiththeTeacherQuality Institutetoaccredit,asuiteofprofessionallearningoptionsrelevanttoteachingstudentswith complexneedsandchallengingbehaviour.Thiswouldinclude,butnotbelimitedto,modules on:deͲescalationandsafeuseofrestraint;trauma;autismspectrumdisorder;mentalhealth; attentiondeficithyperactivitydisorder;and/orlearningdifficulties;and(b)establish mechanismstomonitorstaffandschoolparticipationintheseprograms. Recommendation13.6:ThatETDandCEdevelopandimplementaformalprogramof professionalsupervisiontosupportstaffworkingwithstudentswithcomplexneedsand challengingbehaviour,withpriorityforthosestaffwhoworkinLearningSupportUnitsand Centres. Recommendation13.7:ThatETD,CE,andeachIndependentSchool,(a)prioritisescholarships andsabbaticalsforschoolleadersandteacherstoundertakeformalstudyinrelationtostudents withcomplexneedsandchallengingbehaviour;(b)createopportunitiesforschoolleadersand teacherstovisitandseeinactionpracticesinschoolswithareputationforcreativeand resourcefulapproachestoteachingstudentswithcomplexneedsandchallengingbehaviour; and(c)createopportunitiesfortheseschoolleadersandteacherstobecomementorsand facilitatorswithinnetworks,sectors,andschools. Chapter14:Funding Recommendation14.1:ThatETD(a)undertakeanurgentreviewoftheStudentCentred AppraisalofNeed(SCAN)model,withparticularattentiontothe:appropriatenessofthecurrent eligibilitycriteriaforSCANfunding;adequacyoffunding;theeffectivenessoftheappraisal process,anditsimpactonparents,carersandstudents;and(b)inundertakingthisreview, consultwithschoolleaders,teachers,parents,carersandstudents,aswellastheDisability EducationReferenceGroup,CEandAIS. Chapter15:LeadershipandSystemIssues Recommendation15.1:ThatETDandCE,andeachIndependentSchool,makeclearintheir strategicplansa)howtheirstudentͲcentredvisionandprinciplesareoperationalisedwith respecttopriorities,targetsandindicators;andb)howthevariouscomponents,servicesand programsthattheyprovidecontributetotheimplementationoftheirstudentͲcentredvision. Recommendation:15.2:ThatETD,CE,andeachIndependentSchool,complementthereporting ofstudents’academicperformancewithreportsonstudentprogresstowardsthepersonaland socialͲemotionalgoalslistedinschool’svisionstatementsandstrategicplans. Recommendation15.3:ThatETD,CE,andAIScoͲfundatertiaryinstitution,orotherrelevant researchinstitute,toundertakealongitudinalstudyonpostͲschooloutcomesforstudentswith complexneedsandchallengingbehaviour. PAGE|27 Recommendation15.4:ThatETDundertakeanevaluationofthepostschooloutcomesof graduatesofthetwoseniorspecialistschools,andspecialunitsinmainstreamhighͲschoolsand colleges,byfollowinguprecentgraduates,theirparents/carersandotherswhereappropriate, andconsideranyimplicationsforprogramdevelopmentattheseschools. Recommendation15.5:ThatETDsupportinnovationinACTschoolsthroughtheestablishment ofa‘ChallengeFunding’programtoprovidetangiblesupportforcrossͲsectorcollaborations involvingstudents,parents/carersand/orotherstostimulate,evaluateandshareinnovativeand hopefulapproachesforstudentswithcomplexneedsandchallengingbehaviourinallACT schools. Recommendation15.6:ThattheMinisterforEducationandTrainingestablishanappropriately constitutedadvisorygrouptoconsiderprogressreportsfromETD,CEandAISontheirresponse to,andimplementationof,therecommendationsofthisExpertPanelreport.ETD,CEandAIS shouldprovideprogressreportsannuallytotheadvisorygroupforthreeyears,withthefirst reportstobeprovidedinNovember2016. PAGE|28 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE CHAPTER1: Introduction 1.1 Introduction ThischapterdescribesthebackgroundtotheformationoftheExpertPanel(thePanel)andits multidisciplinarycomposition.Itprovidesadefinitionof‘complexneedsandchallenging behaviour’andanoverviewofthemethodologyadoptedtomeettheTermsofReference.We describetheextensivecommunityconsultationprocessesandthelevelofcommunityinterestin relationtostudentswithcomplexneedsandchallengingbehaviourinACTPublic,Catholicand IndependentSchools. 1.2 Background InMay2015,theACTMinisterforEducationandTraining,MsJoyBurchMLA,establishedan ExpertPanel(thePanel)toreviewpolicyandpracticeinallACTschoolsinregardtostudents withcomplexneedsandchallengingbehaviourandprovideareport,includingfindingsand recommendations,throughtheMinister,toaSelectCommitteeoftheACTLegislativeAssembly. 1 ThefullTermsofReferenceareprovidedinAppendixA. 1.3 ExpertPanelmembership ThePanelisamultidisciplinaryone.EmeritusProfessorAnthonyShaddock(chair)isa psychologist,researcherandformerclassroomteacher.DrSuePackerisacommunity paediatricianandfamilyadvocate.MrAlasdairRoyistheACTChildrenandYoungPeople Commissionerandisacounsellingpsychologist. EachPanelmemberhasextensiveexperienceworkingwithfamilies,childrenandyoungpeople. Collectively,thePanelhasexpertiseinkeyareasrelatingtochildandadolescentdevelopment, communityhealth,disability,education,healthservices,humanrights,psychology,research, statutoryserviceprovision,andtraumaandabuse.EachPanelmemberhasalongstanding connectionwiththeACTcommunity. ThePanelwasassistedbyasmallteamofindividualswithexperienceandskillsinschool educationandschoolleadership,children’swelfareandthelaw.Experiencedconsultantswere alsocontractedto:a)reviewresearchandevidenceͲbasedpractices;b)reviewcurrentpolicies andpracticesinotherjurisdictions;andc)undertakeinterviewswithcurrentandformer studentswithadisability.Thedetailsofthestaffteamandconsultantsarediscussedfurtherat AppendixB.Five‘CriticalFriends’providedadviceandfeedbackthroughouttheprocess(see AppendixB). TheACTGovernmentandnonͲgovernment(CatholicandIndependent)educationsectors cooperatedfullywiththePanelandwethankthemfortheirsupport. PAGE|29 1.4 Methodology ConsistentwiththeTermsofReferenceandtheACTGovernment’sCommunityEngagement Protocol,thePanelgavehighprioritytocommunityconsultationanddevelopedavarietyofdata collectionprocedurestoensurethatadiverserangeofperspectivesandexperienceswere 2 includedintheconsultation. Thisprocessenabledcomparisonand‘triangulation’ofdifferent typesofdatafromdifferentsources. OpportunitiesforinputincludedonlinesubmissionsthroughtheACTGovernment’s‘TimeTo Talk’website,email,phone,written(hardcopy)andfaceͲtoͲfaceinterviews.Theprocessalso includedgroupconsultationswithstudents(AppendixCandAppendixD);visitsto22schools (Public,CatholicandIndependent);anonlineteachersurvey(AppendixE);andasurveyof schoolleaders(AppendixF). ThroughoutJune,JulyandAugust,andintoSeptember,thePanelinvitedandreceivedwritten submissionsandconductedinterviews.Thisprocessresultedin159submissions/interviews:52 parents/carers;33schoolleadersandteachers;31schools;21organisations,and21other professionals.ThePanelismostgratefultothosewhoprovidedsubmissionsand/orinformation. OrganisationsthatmadesubmissionstothePanel,andwhoagreedtobeidentified,were: ACTBranchofAustralianEducationUnion ACTCouncilofParentsandCitizensAssociations ACTDisability,AgedandCarerAdvocacyService ACTHumanRightsandDiscriminationCommissioner ACTPrincipalsAssociation AnglicareYouthandFamilyServices AssociationofParents&FriendsofACTSchoolsInc AustralianAssociationofSpecialEducation AustralianChildhoodFoundation AutismSpectrumAustralia BarnardosAustralia BritishInstituteofLearningDisabilities CatholicCare MissingSchool OnTrack–TherapeuticFosterCareProgram PositivePartnerships SpeakingOutforAutismSpectrumDisorder SpeechPathologyAustralia UnitingCare YouthCoalitionoftheACT. PAGE|30 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE 1.5 Aboutthereport Contentandstructure AkeyaimofthePanelwastowriteareportthatdemonstratedtotheACTcommunitythatthe Panelhadlistenedandthatthecommunityhadbeen‘heard’.Thisaiminfluencedthestructure andfeaturesofthereportincludingthechapterheadingsandtheextensiveuseofquotes(see below). Astheconsiderationoffuturepossibilitiesmuststartwithanappreciationofcurrentrealities, thefirstfourchaptersdescriberelevantfeaturesoftheACTcontext.Chapter2providesan overviewin‘TheACTanditsSchools’;Chapter3outlines‘TheLegalContext’;andChapter4 describesandanalyses‘ThePolicyContext’.Thesechaptersdescribetheinteractingandevolving contextsthatinfluencecurrentservicesandsupportsforACTstudentswithcomplexneedsand challengingbehaviour.Demographic,legalandpolicychangesimpactonstudentswithcomplex needsandchallengingbehaviourand,collectively,thesefourchapterspresentastrongcasefor change. Changedcircumstancesdemandachangedresponse.Chapter5proposesthateachACTschool embraceanambitiousstudentͲcentredvisionthatgoeswellbeyondwhattheyhavepreviously accomplished,sothat,ineverysense,ACTschoolsareforallourchildrenandyoungpeople.This positiveandproactivevisionisstronglysupportedbyresearch,wasrecommendedtousby manystakeholders,andisalreadyevidenttovaryingextentsinACTschools.Chapter5concludes withalistofprinciplesonwhichthePanel’sconclusionsandrecommendationsarebased. Chapters6to15addressthemajorthemesraisedbytheACTcommunityinsubmissions, interviews,visitsandsurveys.Thesechaptersamplifythecaseforchangeandwhatshouldbe done,notonlyinclassroomsandschoolsbutalsointheleadershipofeducationandindeed throughouttheACTcommunity.Thesehighlyinterrelatedchaptersillustratetheneedfora systemͲperspective–onethatacknowledgesthatchangeinonepartofthe‘system’affectsall otherpartsofthe‘system’.Forexample,considerationof‘SettingsandPlacements’(Chapter7) raisesobviousissuesfor‘SupportingStudentBehaviour’,(Chapter9),‘TargetedServicesand Supports’(Chapter10),‘ProtectingStudentandStaffSafety’(Chapter11),and‘FundingIssues’ (Chapter14). ThePanelacknowledgesthediversityofACTPublic,CatholicandIndependentSchoolsandthe diversitywithinthem.Eachentity–school,specialpurposeunit,facilityand/orprogram–needs tochartitsowncoursewithdueattentiontoawiderangeofinteractingglobal,societal,political andeducationalcontextsandinfluences.Throughoutthereportwemakerecommendationsfor improvingsupportforstudentswithcomplexneedsandchallengingbehaviour.Inaddition,we summariserelevantevidence,identifyimplicationsthatmayapplyinsomesettings,and referencematerialssothatthereportasawholemayprovideahelpfulresourceandguideinto thefuture. Quotes ThePanelhasincludeddeͲidentifiedquotesthroughoutthereporttoconveytherangeand diversityofperceptionsandbeliefsabouttheissuesraisedinsubmissions,surveysandvisits.We soughttoavoidusingquotesthatmadespecificallegationsorthatmightidentifyanyperson. However,thePanelemphasisesthataccountsofexperiencesinthequoteshavenotbeen subjecttoindependentverification.ThePanelstronglycautionseveryoneagainstusingthese quotesinisolation,and/ordrawingconclusionsbasedsolelyontheircontentswithoutreference PAGE|31 tothebroadercontext,thePanel’soverallfindings,andthepotentiallydetrimentaleffectsof misuseofquotesonthosewhomthereportseekstoassist.Suchusewouldbeirresponsible. Thenextchapterdescribesandillustratesfeaturesofthecontemporaryeducationcontext,ACT schoolsandtheACTcommunitythatarerelevanttostudentswithcomplexneedsand challengingbehaviour. 1 ACTGovernmentMinisterforEducationandTraining,ExpertPanel:StudentswithComplexNeedsandChallengingBehaviourTerms ofReference,(2015)<http://www.det.act.gov.au/__data/assets/pdf_file/0005/723443/150501ͲExpertͲPanelͲTermsͲofͲ Reference.pdf> 2 ACTGovernmentChiefMinisterandCabinetDirectorate,EngagingCanberrans:Aguidetocommunityengagement,2011, <http://www.timetotalk.act.gov.au/storage/communityengagement_FINAL.pdf>9 PAGE|32 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE CHAPTER2: TheACTanditsSchools 2.1 Introduction ThischaptercontributestoanunderstandingofthecontextoftheACTschoolsystemand clarifiesdefinitionalissues.Weexaminepotentialcausesandimpactsofcomplexneedsand challengingbehaviourandnotethatthecause/smaynotalwaysbeknown.Thesestudentsare fromarangeoffamiliesandcircumstancesandschoolmaybeunsatisfactory,distressingor overwhelmingforthemforawidevarietyofreasons.Werefertoeducators’concernsaboutan increaseintheproportionofstudentswithcomplexneedsandchallengingbehaviourinother jurisdictionsandintheACT. ThechapteroutlinesrelevantfeaturesoftheACTanditsPublic,CatholicandIndependent Schoolsincludingenrolments,trendsinenrolments,andpolicydevelopments(suchasincreased schoolautonomy)thathaveimplicationsforstudentswithcomplexneedsandchallenging behaviourinourschools. Importantly,thischapterreportsexamplesoftheperceptionsofsomestudentswithcomplex needsandchallengingbehaviourabouttheirschoolexperiences,aswellastheperspectivesof otherstudents,teachers,schoolleadersandparents/carers.Theseperceptionsareincludedso thatreadersgainsomesenseofthecurrentexperiencesofstudentsinACTPublic,Catholicand IndependentSchoolsin2015andappreciatetheneedformorethoughtful,‘childandyoung peopleͲfocused’supportforstudentbehaviour. 2.2 Studentswithcomplexneedsandchallenging behaviour Definitionsofstudentswith‘complexneedsandchallengingbehaviour’tendtofocusoneither complexneedsorchallengingbehaviour.Definitionsarenotalwaysconsistentandtheyoften highlightoneormorefacets,suchastheriskstothepersonorothers.ThePaneltookadviceand developedthefollowingdefinitionof‘complexneedsandchallengingbehaviour’toguideour work: Anypervasivebehaviour,orsetofbehaviours,regardlessofcause(orevenwithoutany apparentoridentifiedcause)whichdisruptsthecapacityoftheperson,orotherpersons,to learnwithintheschoolenvironment,andwhichrequirestargetedorpersonalised interventions. ThePaneladoptedawidedefinitionbecausewethoughtitnecessarytofocusonnotonly studentswithcomplexneedsandchallengingbehaviourrelatedtooneormorediagnosedor recogniseddisabilitiesorconditions,butalsothosewhohavecomplexneedsandchallenging behavioursthatare: indicativeofmultipleandinterrelatedcauses,suchasacoͲoccurrenceofdisabilityanda mentalhealthcondition;1 relatedtoexposuretoabuse,neglectorothertrauma(includingfamilyviolence); PAGE|33 relatedtofamilyorpersonalcircumstances(includingpoverty,unemployment,social isolation,exposuretodrugandalcoholuse,mentalhealthissues,familybreakdown, sexualidentity,culturalissues,illness); notabletobeattributedtoanyspecificconditionordiscerniblecausalfactors. Notallstudentswithcomplexneedsandchallengingbehaviourcomefromdisadvantaged backgroundsorhaveadisability(althoughasignificantproportionmayfallwithinthescopeof thebroaddefinitionsofdisabilityindiscriminationlegislation,asdiscussedinChapter3). Furthermore,notallstudentswithadisabilityorfromdisadvantagedbackgroundsdisplay challengingbehaviour.ThePanelnotedthat‘challenging’acknowledgesthatreactionsto behaviourreflectdifferentialtolerances:whatchallengesonepersonorsettingmaynot challengeanother. Internalisedandexternalisedbehaviour MostAustralianteacherswouldclassify‘actingout’behaviours,suchasphysicalandverbal aggression,propertydestruction,disinhibition,atypicalsexualisedbehaviourandimpulsive behaviouraschallenging.2However,notallchallengingbehaviourinvolves‘actingͲout’or ‘externalised’behaviour,withsomechildrendisplaying‘internalised’behaviour,suchasmarked inhibition,dissociation,anxiety,depression,selfͲharmandpoorsocialskills.ThePanel’s definitionincludesthesestudents. Thestudentwhositssilentlyinclass,andwhomaynottraditionallybeseenas‘challenging’, maynotbeexperiencingschoolasapositiveandsupportiveplace,andmayhavepoor attendance,participation,behaviourandlearning.Thesestudentsmayhavecomplexneeds,but maynotnecessarilydisplaybehaviourthatisovertlychallenging. Themajorityofsubmissionsandcommentsreceivedfromteachers,schoolpersonneland parents/carersfocusedonstudentswithexternalised/challengingbehavior.Thisfocus,andthe amountoftimethePanelhadtoundertakeitswork,ledustogiverelativelymoreattentionto theimpactandneedsofthosestudentswho‘actout’.Inourviewitwouldbeusefulforfuture worktoconsidertheparticularneedsofthosewhosecomplexneedsarelessevident.For example,studentswithdepressionhavecomplexneeds,whichmayleadtowithdrawalorother behaviourthataffectstheirparticipationandlearning. Understandingstudentswithcomplexneedsandchallengingbehaviour Regardlessofthecause,orimpact,ofastudent’sbehaviouratschool,itisnothelpfulto conceptualisestudentswithcomplexneedsandchallengingbehaviouras‘bad’ortheir behaviourasnecessarilydeliberateandrequiringpunishment.ThePanelagreesthat‘kidsdo welliftheycan’.3Childrenandyoungpeoplebehaveinwaysthatarechallengingwhen‘the demandsorexpectationsbeingplaceduponthemexceedtheskillsthattheyhavetorespond adaptively.’4 Most,ifnotall,studentswithcomplexneedsandchallengingbehaviourdonot‘choose’to becomedisruptiveatschool.Disability,socialbackgroundand/orcurrentlifecircumstances, includingschoollife,influencehowthesestudentsperceiveandinteractwiththeworld,andit wouldbeunfairoramistaketobelievethattheproblemisstrictly‘inthestudent’. MeyerandEvansnotetheimportanceof: Shiftingtheemphasisfromdirectlymodifyingthechallengingbehaviour–asthoughitwere anillnessthatcanbeeradicated–toseeingthechallengingbehaviourasareflectionofa mismatchbetweenthecharacteristicsandneedsofthechildandthecharacteristicsand needsofthesystemswithinwhichthatchildisexpectedtofunction.5 PAGE|34 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Manystudentswithcomplexneedsandchallengingbehaviourareconfused,distressed,scared oroverwhelmedbyschool(orbysomethingelse).Asonesubmissionnoted: Managementofchildren’sbehaviouralproblemsneedstobesensitiveandresponsiveto whatthechildistryingtocommunicate.Thereisno‘oneͲsize’approachthatfitsallchildren. Evenwithinaspecificdiagnosisthereisconsiderablevariationinhowchildrenwillreactand behavegiventhedifficultiestheyhave.Managementneedstobeapproachedfromthe stancethat‘thischildwouldnotbedoingthisiftheyhadabetterchoice’.Thisisthebest optionthechildhaswithintheirskillsetatthisgiventime.Whenviewedthrougha compassionatelens,itbecomeseasiertothinkaboutwhatthischildneedsfrommeright nowtogetintoastatewheretheyfeelsettledenoughtofocusontheworkathandorjoin intheactivity.(HealthProfessional) Additionally,manyteachers,schoolleaders,parents/carersandstudentsspokeaboutthe importanceofallschools–betheyPublic,CatholicorIndependent–beingsafeplaceswhereall studentsarewelcome,andwhereallcanhavefunandlearn: Allkidshavearighttogotoschool,butthechallengeishowtodothissafelyand respectfullywithanincreasingpopulationofstudentswithcomplexneedsandchallenging behaviour,anddecreasingresources.(Professional) EarlyChildhood WhilethePanelwasestablishedtoexplorethecomplexneedsandchallengingbehavioursof studentsduringtheircompulsoryyearsofschooling,itmustbenotedthatmanyofthe challengingbehavioursexhibitedbystudentsatschoolhaveamuchlongerhistory,andthey seldomdevelopforthefirsttimeatschool.Theexperiencesthatallchildrenhaveduringtheir livesbeforeschoolenrolmenthavesignificantimpact,andsometimesdetermine,achild’s subsequentdevelopmentandbehaviour.Tominimisethenegativeimpactoftheseissueson children’sbehaviouranddevelopment,appropriateinterventionsmuststartatthetimeoftheir recognitionordiagnosis–andcertainlyasearlyaspossible.Supportsofferedshouldbetailored tomeettheindividualneedsofchildrenandyoungpeopleandshouldbeavailableearly,when helpismostlikelytobebeneficial,andbeforechallengingbehavioursbecomeentrenched. ThecontributionofeducationauthoritiesacrossAustraliainprovisionofsupportedearly learningservicespriortoschoolentryvariesbetweenStatesandTerritories,andthe commitmentchangesfrequentlyasgovernmentprioritieschange.SomeStatesandTerritories currentlyhavesignificantinvestmentinearlychildhoodeducation,andtheACThasshowna commitmenttoearlychildhoodservicesthroughthedevelopmentofthefiveEarlyChildhood schools,andthethreeChildandFamilyCentres.Furtherworktostrengthentheseprogramsis vital,withparticularfocusoninfantswhoareatrisk,and/orfromvulnerablefamilies.Currently thereappearstobealackofknowledgeabouttheuseofreferralanddiagnosticservicesfor potentiallyvulnerablechildrenattendingvariouschildcarefacilitiesacrosstheACT.Children withcomplexneedsandchallengingbehaviourinthechildcaresettingmaynothavetheirneeds recognisedoracknowledged,andthereiscurrentlynomechanismtosupportschoolswith informationandresourcesasthesechildrenmovefromthechildcaresettingintopreͲschooland kindergarten. InformationprovidedtothePanelfromanumberofACTpaediatricianshighlightsatrendinthe youngchildrenseenbythesespecialists,whoreportthattheyarenowseeingfewerchildren withphysicalhealthissuesandagreaternumberwithseriousbehaviouralandemotional difficulties.Thepaediatricians’experiencefurthersupportsevidenceprovidedbyschoolleaders, where70%(65)ofrespondentsindicatedthattheproportionofstudentswithcomplexneeds PAGE|35 andchallengingbehavioursisincreasing.ItwouldbebeneficialforETDtocollectandmonitor datafromearlychildhoodsettingsinrelationtotheprevalenceofparticularissues(suchas disability,traumaandotheremergingissues)inthecohortsofchildreninthesesettings,andto usethisdatatoalignservicesandsupportswiththeneedsofthepopulationofstudentswho willbeenteringACTschoolsinfutureyears. Aworldwideissue Studentswithcomplexneedsandchallengingbehaviourareineveryschooljurisdiction.The issuestheyposearenotrestrictedtotheACT.Thereisevidenceofaworldwideconcernabout thesestudentsandoftheirincreasingcomplexity.TheUNConventionontheRightsofPersons withDisabilitiesalsoreflectsanincreasedawarenessoftherightsandneedsofchildrenand youngpeoplewithadisability.TheseissuesarediscussedfurtherinChapter3inrelationtothe LegalContext.Carpenterandcolleaguesrefertoa‘globalchallenge’posedbyincreasing vulnerabilitybecauseofdisadvantage,deprivationanddisability.6 ArecentAustralianreportfoundthat18.6%ofstudentsonaveragehadadisability–almost threetimesmorethanpreviousestimates.7Thereisevidencethattheincidenceofsome disabilitiesisincreasing.Forexample,theAustralianBureauofStatisticsfoundthatthe proportionofpeoplewithAutismSpectrumDisorder(ASD)inAustraliaaged0to39in2012was 0.5%ofthepopulation,anincreaseof79%from2009.8AstudybytheCenterforDisease ControlandPreventionfoundthattheproportionofAmericanswithASDinthe0to21year bracketwas1%.9Bothreportsnotethatthenumberspeakinthe5–9yearbracket. ACTschoolleaderswhorespondedtothePanel’ssurveysuggestedthatthepercentageof studentswithcomplexneedsandchallengingbehaviourintheirschoolswas(onaverage)15% (PublicSchools),10%(CatholicSchools)and7%(IndependentSchools).Morethantwothirdsof theschoolleadersbelievedthatthepercentageofstudentswithcomplexneedsandchallenging behaviourintheirschoolisincreasing. AnEducationandTrainingDirectorate(ETD)surveyofschoolleaversingeneral(andnot necessarilythosehavingcomplexneedsandchallengingbehaviour)providesaninsightintothe adequacyofschoolformanystudents.10Parentsgavearangeofreasonsfortheirchild(inyear 9,10or11in2013)leavingschool,including‘Notdoingwellatschool’(57.3%);‘Didn'tgeton withtheteachersand/orstudentsatschool’(34.9%);‘Wantedtodostudyortrainingthat wasn'tavailableatschool’(31%);and‘Hadanillness,disabilityorcaringresponsibilities’(28.5%). ETDshouldbecongratulatedforcollectingandpublishingthistypeofdata.However,someof thereasonsparents/carersgavefortheirchild’sleavingschoolraisequestionsaboutthe responsivenessofschoolstotheneedsofallstudents. 2.3 TheACTcommunity TheACTisasmallbutdiversecommunity,withastandardoflivingquitedistinctfrommost otherpartsofAustralia.AstheSocialOverviewoftheACT2009Ͳ2010reportnotes: TheAustralianCapitalTerritoryisunique.ThehighstandardoflivingintheACTis unmatchedbyanyotherAustralianStateorTerritory.KeycomparativesocioͲeconomic featuresoftheACTinclude: Ͳ Thehighestaverageincome. Ͳ Thehighestlevelofpostschoolqualifications. Ͳ Thehighestworkparticipationratesandsecondlowestunemploymentrate. Ͳ Thehighesthealthstatus. PAGE|36 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Ͳ Thehighestlevelsoflifesatisfaction. Ͳ Thehighestlevelsofparticipationinsport,recreationandculture.11 Or,astheACTGovernment’s2008CanberraPlannotes: Canberratodayisathrivinganddynamiccity.Onvirtuallyallmeasures,ourstandardof livinghasimproved–weareearningmore,learningmoreandgaininginhealthandwellͲ being.12 ThePanelisunawareofanydatathatsuggeststhatthesocioͲeconomiccircumstancesofthe ACTingeneralhavechangedsignificantlysincethereleaseofthesetworeports.However, despitethesecomparativelevelsofadvantage,thereareACTcitizenswhoexperiencesignificant levelsofdisadvantage,includingexposureto(orexperienceof)poverty,socialisolation, homelessness,violence,disability,drugandalcoholuse,mentalhealthissues,familybreakdown, andillness.ArecentnationͲwidesurveyofmarginalisedyoungpeoplefoundthatwhile‘most childrenreporthighlifesatisfaction’,aquarterofchildren‘haveafamilymemberwhohasa disability,chronicillness,mentalillnessordrugoralcoholaddiction’.13Thisdiversitywithinand acrosstheCanberracommunityis,toonedegreeoranother,reflectedwithinandacrossACT schools. 2.4 ACTschools Thereare131schoolsintheACT,comprising:86PublicSchools,27CatholicSchools,and18 IndependentSchools.ETDisresponsiblefortheoperationofthe86PublicSchools,aswellasthe regulationofthe45nonͲgovernmentschools.ETDalsoregistersstudentsforhomeeducation andapprovesandsupportsinternationalstudents.14ETDisresponsibleforpreschools,early childhoodschools,primaryschools,highschools,colleges,specialistschoolsandeducation centres,andintroductoryEnglishCentres.15 CatholicEducation(CE)administers56schools,6ofwhichhaveEarlyLearningCentres,inthe ArchdioceseofCanberraandGoulburn.27oftheseschoolsarelocatedintheACT.TheCE providesservicesandpolicyadviceinareasrelatingtospiritualityandpastoralcare,curriculum, policy,humanresources,finance,technology,planningandinfrastructure,andreportingand qualitycontroltoCatholicsystemicschools.TheCEalsoregulatestheoperationofCatholic systemicschoolsundertheEducationAct2004(ACT).16 The18IndependentSchoolsinCanberrareflectenormousdiversityinsize,setting, infrastructure,ethos,faith,visionandpedagogicalapproach.Theindependentsectorincludesa schoolcateringfordisengagedyoungpeopleofhighschoolage,andChristian,Anglican, Catholic,Islamic,Steiner,Montessoriandcommunityschools.Independentschoolsalsooperate undertheEducationAct,andareregulatedbyETDthroughthefiveͲyearlyregistrationcycle. EachIndependentSchoolisseparateandautonomous,andisgovernedbyitsownschoolboard. TheAssociationofIndependentSchoolsACT(AIS)doesnotoperateasasystemauthority,but bringstogetherthecollectiveviewsoftheschoolswhenrequired.17 Thereare,inreality,20distinct‘educationsystems’operatingintheACT:thePublicsystem,the Catholicsystem,and18Independentsystems(madeofupthe18IndependentSchools).Allof thePublicSchoolsoperateunderthesameorsimilaroperationalpoliciesandprocedures,asdo theCatholicschools.However,eachofthe18IndependentSchoolshasitsownpoliciesand procedures. These131schoolsofferthechildrenandyoungpeopleoftheACTandtheirfamiliesabroad rangeofeducationaloptions,withmanyfamiliesabletochoosebetweenschoolsofvaryingsize, PAGE|37 location,andpedagogicalandphilosophicalbases,althoughtheextentofchoicewilldependon financialcapacityandotherissues. 2.5 TheACTeducationsystem TheACTeducationsystemhasauniquepositioninasmalljurisdictioninwhichthereis considerablecrossͲsectorcollaboration.Thereisamoredirectrelationshipbetweenthe communityandthegovernment,includingtheMinisterforEducationandTraining.Itis relativelyeasyforparents/carersandinterestedcommunitymemberstomakerepresentations directlytotheMinister,whereasinotherjurisdictionsthesematterswouldmoreroutinelybe addressedwithintherelevantdepartment. TheACThasanattentivelocalmedia,andtherecanbeahighlevelofmediaattentiontoissues inindividualschools.Itappearsthatthisheightenedvisibilitymaycontributetoamorecautious andsometimesdefensiveapproachtopolicyandpracticewithintheeducationsectors. ThePanelunderstandsthatETDiscurrentlydevelopinganewSchoolsPerformanceand AccountabilityFramework.Weweretoldthattheframeworkwilladoptthefollowingapproach: EmpowermenttomakedecisionsandtoselfͲmanageismirroredbyacceptingincreased responsibilityforresourceallocationtoimprovestudentoutcomes.SchoolautonomyinACT schoolsbalancesautonomyandaccountabilityandisincreasinglyusedinstrategiesfor schoolimprovement.18 TheprogressiontowardsgreaterautonomyforindividualPublicSchools,whileregardedasone aspectofcontemporarygoodpractice,hasalsoincreasedthelevelofresponsibilityand accountabilityofschoolleaders.Someteachersandschoolleadersexpressedconcernsabout theextentofsupporttheymightreceivefromsystemleadersiftheirdecisionsattracted unfavourablemediaattention.Somealsoraisedconcernsthattheywouldbeheldaccountable fornegativeoutcomesincircumstanceswheretheyhadlimitedresourcesandsupporttomeet theneedsofchildrenandyoungpeoplewithcomplexneedsandchallengingbehaviour. Theevidencesuggeststhatarangeofmeasuresincludingimprovedteachertrainingand leadershipdevelopmentmustaccompanyschoolautonomyandthatautonomyaloneis‘notthe beallandendall’.19Theimplicationsofgreaterschoolautonomyforstudentswithcomplex needsandchallengingbehaviourarefurtherexploredinChapter15–LeadershipandSystem Issues. 2.6 ACTstudents InFebruary2015,accordingtotheACTSchoolCensus,therewere71,917childrenandyoung peopleenrolledacross131ACTschools.20 Table1:NumberofstudentsinACTschoolsbysectorandage PreͲschools& Primary High College Total Publicschools 27,034(65%) 9,947(50%) 6,446(63%) 43,427(60%) Catholicschools 9,139(22%) 3,914(20%) 1,483(14%) 14,536(20%) Independent schools 5,666(13%) 5,883(30%) 2,405(23%) 13,954(20%) 41,839(100%) 19,744(100%) 10,334(100%) 71,917(100%) Total PAGE|38 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE ThereappearstobeconsiderablemovementbetweenthePublic,CatholicandIndependent systemsdependingontheageofthestudent,withanoticeabletrendforhighschoolstudentsto movefromthepublicsystemtothenonͲgovernmentsystem,butthenbackagainforcollege. ThesameCensusalsocontainsdataonthenumberof‘specialneedsenrolments’(referringto thosestudentswhoattendspecialistdisabilityunitsorprogramsorareallocatedfundingfor inclusionsupport)ineachoftheeducationsectors. Table2:Specialneedsenrolmentbyeducationsector Numberofspecialneeds enrolments %oftotalsectorenrolment 2,094(72%) 5%(of43,427students) Catholicschools 452(15%) 3%(of14,536students) Independentschools 380(13%) 3%(of13,954students) 2,926(100%) 4%(of71,917students) Publicschools Total Whileapproximately70%ofstudentswithspecialneedsareenrolledinPublicSchools,thereis notalargedifferenceintheproportionofstudentswithspecialneedsstudentsenrolledacross thesectors. Thesefiguresprovideusefulcontext;however,thisgroupofstudentsisnotcoͲextensivewith studentswithcomplexneedsandchallengingbehaviour.Asnotedearlier,notallstudentswitha disabilityhavechallengingbehaviourandmanystudentswithcomplexneedsandchallenging behaviourdonotmeetthecriteriaforspecialneedsenrolmentandfunding. TheimplicationsofthisissuearediscussedingreaterdetailatChapter14onFundingIssues. The2006PopulationandHousingCensus21reportsthatintheACT: 52%ofhighincomefamiliessenttheirchildrentoPublicSchools. 32%ofhighincomefamiliessenttheirchildrentoCatholicSchools. 16%ofhighincomefamiliessenttheirchildrentoIndependentSchools. Formiddleincomefamilies,thesplitwasslightlydifferent: 67%offamiliessenttheirchildrentoPublicSchools. 25%offamiliessenttheirchildrentoCatholicSchools. 8%offamiliessenttheirchildrentoIndependentSchools. Andforlowerincomefamilies: 77%offamiliessenttheirchildrentoPublicSchools. 17%offamiliessenttheirchildrentoCatholicSchools. 6%offamiliessenttheirchildrentoIndependentSchools. Thediversityofchildrenandyoungpeopleattendingschools GiventhediversityoftheACTcommunityasawhole,itisnotsurprisingthattherewillbea significantdiversityofinterests,abilities,personalities,behavioursandneedsacrosstheACT’s almost72,000students. PAGE|39 AsteacherstoldthePanel: Inanyclassof25kids,Ihave25completelydifferentpeople,andIneedtobeableto understandandrespondtotheuniqueandfrequentlyconflictingcircumstancesofeachand everyoneofthem.I’mnotteaching‘oneclass’,I’mteaching25individuals. Understandingeachstudent’sneedsandpersonalstoriesareintegralinteachingeffectively. Everychildisdifferentandwhatworksforonedoesn'tworkforanother. PersonalaccountsofcomplexneedsandchallengingbehaviourinACT schools Studentswithcomplexneedsandchallengingbehaviourmayhaveasignificantimpactonthe wholeschoolcommunity.Meetingthebehaviouralsupportneedsofthesestudentsiscritical, notjustfortheirwellbeingandlearning,buttoenableschoolstofunctioneffectively. Perceptionsofteachersandschoolleaders ThePanelconductedanonlineteachersurveyinJuly–August2015(seeAppendixEforfull results).Therewere1,145respondentsfromPublic,CatholicandIndependentSchools, representingapproximately21%ofallACTteachers. Whenaskedwhethertheywerecurrentlyworkingwithstudentswithcomplexneedsand challengingbehaviour(asperthePanel’sdefinition),83%(951)ofteacherswhocompletedthe surveysaid‘yes’,thattheywere;with45%(361)oftheseteacherssayingthattheyspendmore than40%oftheirdayteachingthesestudents. Whenaskedaboutwhatsortsofbehaviourstheyexperiencedwithintheirschools,many teachersspokeaboutstudents: beingdisruptiveanddistractingwithinclassrooms; abscondingorrunningawayfromclassroomsandschools; damagingproperty; hurtingthemselves,otherstudentsorteachers. Forexample,oftheteacherswhoansweredthesurveyquestions: 34%(281)ofteachersreportedthattheyexperiencestudents‘disruptingtheflowofa lesson’everyday; 21%(175)ofteachersreportedthattheyexperiencestudents‘verballyabusingteachers’ onceortwiceeachweek; 19%(155)ofteachersreportedthattheyexperiencestudents‘runningaway’onceor twiceeachweek; 16%(129)ofteachersreportedthattheyexperiencestudents‘beingphysically destructive’onceortwiceeachweek; 9%(70)ofteachersreportedthattheyexperiencestudents‘beingextremelyviolentto otherstudents’onceortwiceeachweek; 6%(52)ofteachersreportedthattheyexperiencestudents‘beingextremelyviolentto teachers’onceortwiceeachweek. Someteachersalsoreported: beingoverwhelmedbythecomplexityofstudentstheyarerequiredtoteach; PAGE|40 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE feelingunsupported,insufficientlytrained,outoftheirdepth,oralone; experiencingsignificantlevelsofstressanddistress; beingworriedabouttheirownsafety,orthesafetyofothers(includingstudents); concernabouttheimpactofthebehaviourofstudentsonthelearningofotherstudents; beingphysicallyandverballyassaulted,orotherstudentsbeingphysicallyandverbally assaulted. Asoneteachersaid: SomuchtimeisspentonbehaviourmanagementinsomeclassesthatIreallygetfrustrated thatthosestudentswhowanttolearnareconstantlyatadisadvantage. ThePanelalsoconductedasurveyofschoolleaders(seeAppendixFforfullresults).Therewere 95respondentsfromPublic,CatholicandIndependentSchools.SixtyͲninepercent(65)ofschool leaderswhorespondedstatedthattheyfeltthattheproportionofstudentswithcomplexneeds andchallengingbehaviourwasincreasing. Schoolleadersreportedrespondingtocomplexneedsandchallengingbehaviourswhichinclude: physicalviolence(biting,kicking,punching); psychologicalissues(mentalhealthissues,anxiety,depression,selfharm); socialissues(lowselfesteem,poorsocialskills,attentionseekingbehaviours); physicalhealthneeds(administeringinsulin,medications,allergies,feeding); learningdifficulties(attentiondeficits,memoryandinformationprocessingissues); environmentalfactors(traumaandabuse,culturalandlinguisticdiversity). Perceptionsofstudents ThePanelheldaseriesofstructuredconsultationswith275Year3,6or9studentsfromseven ACTPublic,CatholicorIndependentSchools. Whenaskedifthebehaviourofotherstudentsinclassmakeithardforthemtolearn,87%(240) ofstudentsanswered‘yes’. Whenaskedwhetherthebehaviourofotherstudentseverdisruptstheirownlearningand,ifso, how,almostallstudents,irrespectiveofageorschool,saidthatthebehaviourofotherstudents wasdistractingorannoying,andmadeithardforthemtoconcentrateorlearn. Studentsidentifiedarangeofspecificbehaviourswhich,broadly,canbegroupedas‘beingloud ordisruptiveinclass’,including: Muckingaround;shoutingandyellingout;beingannoying;pokingorproddingpeople; talkinginclass;droppingthingsonthefloor;throwingpensorpaperplanes;bangingdesks orchairs;swearingorbeingrude;makinghomophobiccomments;arguingwiththeteacher; startirrelevantconversations;peoplespeakovermeandotherpeople;dancingorwalking aroundtheroom;makeupstuffandfightaboutit;theclassnevershutstheirmouth. (Students) Fewerstudentsalsoidentifiedmorephysicalorpotentiallydangerousordistressingsituations, including: PAGE|41 Pushingdesksover;punchingorkickingotherstudentsorteachers;slammingdoors;hurting people;smashingthings;fighting;beinghitbylunchboxes;throwingchairsaroundthe room;stealingthingsfromotherstudents;screamingandrunninginandoutofthe classroom.(Students) Regardlessofthelevel,type,orfrequencyofbehaviour,almostallstudentscommentedthat theywereroutinelydistractedorcouldnotconcentrateinclass.Commentsincluded: It’shardtofocus;affectsmylearning;wecan’theartheteacher;thenoiseleveliswaytoo high;IforgetwhatIwaswriting;itstopsthewholeclassfromlearning;Ilosetimeonmy workordon’tfinishmytask;Idon’tknowwhatIamsupposedtobedoing;it’shardforme tothinkandtodomyworkproperly;itmakesithardtokeepworking;everyonestarts yellingandscreamingsoIcan’tdomyworkanditgivesmeaheadache;peoplecalloutin testswhichmakesmeforgetwhatIamwriting;Istruggletolearn;thewholeclassis delayedandvaluabletimeislost;peoplearebehindonlearning;Itakemyworkhomeand doitfaster;thevolumeoftheirvoicescansometimesgivemeaheadache;valuablelessons arethrownoutthewindow;IhavetoleaveandsitsomewhereelseorIwon’tgetmywork done;itonlyaddstomystressatthisschool;IlearnlessandIamnotasfocused.(Students) Despitethemajorityofstudentsreportingthatthebehaviourofothersroutinelyinterruptstheir ownlearningorconcentration,andthattheyfindthesedisruptionsannoying,itwasraretofind studentsmakingnegativeorderogatorycommentsabouttheoffendingstudents. Themajorityofstudentseitherunderstoodthatsometimesthesestudentscouldnotcontrol theirbehaviour(theyhaveadisability;youcan’thelpitifyouhaveangerissues;theyhave horriblehomes),orjustaccepteditasafactoflifeinacontemporaryschool(itisalwayslikethis; schoolsarechaotic). ThePanelemployedaconsultantwithextensiveexperiencewithchildrenandyoungpeople withvariousdisabilities,includingautismspectrumdisorder,tointerview32childrenandyoung peoplewithadisability,eitherindividuallyorinsmallgroups.Thesampleofstudentsattended, orhadattended,ACTPublic,CatholicorIndependentSchoolsandincludedstudentswithautism spectrumdisorder,attentiondeficithyperactivitydisorderandoppositionaldefiantdisorder. Thesestudentsalsospokeaboutbeingdisruptedbyotherstudents,andsometimesbeing bulliedandprovoked: WhenkidsscreamIjustcan’tprocess.(Studentwithadisability) Thingstheydidtoyoucanhappenatbothhighschoolandprimaryschool.They’d deliberatelysaysomethingtomakemeangry.(Studentwithadisability) UnfortunatelyIhaddealwithpeopledifficulttohandleattimes.(Studentwithadisability) Onestudentadmittedthathehadjoinedinteasingotherstudentsinordertobeacceptedand nowregretshavingdoneso. Perceptionsofparents/carers Someparents/carersofchildrenwithcomplexneedsandchallengingbehaviourtoldthePanel thattheyhadexperienced: significantdelaysobtainingsupportandpracticalassistance; havingtogothroughaprocessthattheydescribedashumiliating,repetitiveand inconsistenttoobtainadviceandsupportthatwasoftenineffective; asystemdesignedaroundformaldiagnosis,ratherthanactualneed; feelingsofguiltthattheirchildwas‘theproblem’; PAGE|42 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE beingpressuredintoacceptingpartͲtimeschooling,orbehaviourmanagementplans thatbettersuitedtheneedsoftheschoolthanthestudents. Someparents/carersofotherchildrentoldthePanelthattheyhadexperienced: theirchildrenbeinghurtordistressedbythebehaviourofotherstudents; disruptionstotheirchild’slearningbecauseofthebehaviourofothersstudents; frustrationthattheteachingoftheirchildtooksecondplacetothemanagementof studentswithchallengingbehaviours; secrecyorlackofinformationaboutwhathadhappenedwithintheirchild’sclassroom orschool. Manyparents/carerssaidthattheyfullyacceptandsupporttherightofeverychild,regardless oftheirbackgroundorbehaviour,toattendwhateverschooltheywished,butthattherewasa tippingpointwhenthelearningoftheirchildwassodisruptedthattheyfearedforthelongͲterm educationaloutcomesfor,orsafetyof,theirchild. 2.7 Conclusion TheACThas,overall,anexcellentschoolsystemandourstudentsachieveoutstandingresultson manymeasures.Ourschoolsalsosupportstudentswhohavecomplexneedsandchallenging behaviourandthesestudentsoftenstrugglewithschooling.Sometimesastudent’scomplex needsandchallengingbehaviourarerelatedtoadisabilityorcombinationofdisabilitiesand conditions;sometimestheyappeartoreflectsocioͲeconomicdisadvantageortrauma;and sometimes,thecausesareunknown.Nevertheless,itisclearthatsomestudentsdisrupttheir ownandothers’learningandthegoodorderofschoolsandclassrooms. TherealityisthatstudentswithcomplexneedsandchallengingbehaviourarepartoftheACT’s schoolsandcommunity.Thesestudentscontributetothediversityoftheeducationallandscape intheACTandtheirneedsmustbemetalongwiththoseofallotherstudents.Waystodothis moreeffectivelyareexploredinmoredetailinthelatersectionsofthisreport. FortunatelytheACThasastronglegislativeframeworktosupporttheworkofschools.This legislativeandhumanrightsframeworkformsanimportantpartofthecurrentcontext.As CommonwealthandACTlegislationspecifieswhat‘mustbedone’,itisexplainedanddiscussed inChapter3,theLegalContext. 1 BarryCarpenter,etal,Engaginglearnerswithcomplexlearningdifficultiesanddisabilities:Aresourcebookforteachersand teachingassistants(London:Routledge,2015)6 2 Synapse:Reconnectinglives,GettheFacts:ChallengingandComplexBehaviours–anIntroduction,(2015) <http://synapse.org.au/informationͲservices/challengingͲcomplexͲbehavioursͲanͲintroduction.aspx> 3 RossGreen,CollaborativeandProactiveSolutions:TheNextGenerationofSolvingProblemsCollaboratively,2015 <http://www.livesinthebalance.org/sites/default/files/One%20Page%20CPS%2011Ͳ12Ͳ12_2.pdf> 4 Ibid 5 LuannaMeyerandIanEvans,LiteratureReviewonInterventionwithChallengingBehavioursinChildrenandYouthwith DevelopmentalDisabilities,(VictoriaUniversityofWellington:CollegeofEducation,2006)30 6 Carpenter,aboven1,7. 7 JustineFerrari,HiddenTollofStudentDisability,TheAustralian,November3,2014 8 AustralianBureauofStatistics,AutisminAustralia:PrevalenceofAutism,2012 <http://www.abs.gov.au/ausstats/[email protected]/Latestproducts/4428.0Main%20Features32012> 9 CentreforDiseaseControl,CommunityReportonAutism,2014 <http://www.cdc.gov/ncbddd/autism/states/comm_report_autism_2014.pdf>4 PAGE|43 10 ACTGovernmentEducation&TrainingDirectorate,2013ACTyear12graduatesandschoolleavers:Whereweretheyin2014?, 2014<www.det.act.gov.au/__.../2013ͲACTͲyearͲ12ͲgraduatesͲandͲschoolͲleaversͲwhereͲwereͲtheyͲinͲ2014ͲupdatedͲ 20150109.pdf>12 11 ACTTreasury,ASocialOverviewoftheACT2009Ͳ2010,2010<http://apps.treasury.act.gov.au/demography/socialtrends>1 12 ACTGovernment,TheCanberraPlan:Towardsoursecondcentury,2008 <http://www.cmd.act.gov.au/__data/assets/pdf_file/0013/120217/canberra_plan_text_V5.pdf>7 13 FlindersUniversity,MindtheGap:significantinequalityfacedbyathirdofAustraliankids,(2015) <http://blogs.flinders.edu.au/flindersͲnews/2015/09/29/mindͲtheͲgapͲsignificantͲinequalityͲfacedͲbyͲaͲthirdͲofͲaustralianͲkids/> 14 ActGovernmentEducationandTrainingDirectorate,AnnualReport2013Ͳ 2014,<http://www.det.act.gov.au/__data/assets/pdf_file/0019/644221/SectionB.pdf>10 15 ActGovernmentEducationandTrainingDirectorate,DirectoryofSchools,2015 <http://www.det.act.gov.au/school_education/directory_of_schools> 16 CatholicEducation,OurRole,2015<http://cg.catholic.edu.au/aboutͲus/ourͲrole/> 17 TheAssociationofIndependentSchoolsoftheACT,HomePage,2013<http://ais.act.edu.au> 18 InformationdirectlyprovidedbyACTEducationandTrainingDirectorate 19 VictorianCompetitionandEfficiencyCommission,MakingtheGrade:AutonomyandAccountabilityinVictorianSchools:Inquiry intoschooldevolutionandaccountability,(StateofVictoria,2013)73Ͳ74 20 ACTGovernmentEducation&TrainingDirectorate,ACTSchoolCensusFebruary2015,2015 <http://www.det.act.gov.au/__data/assets/pdf_file/0003/714522/2015ͲFebͲCensusͲPublication.pdf>3Ͳ8 21 AustralianBureauofStatistics,PopulationandHousingCensus,2006 <http://www.censusdata.abs.gov.au/census_services/getproduct/census/2011/communityprofile/CED801?opendocument&navpos= 220> PAGE|44 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE CHAPTER3: TheLegalContext 3.1 Introduction Thischapteroutlinesthelegislativecontextinwhichschoolssupportstudentswithcomplex needsandchallengingbehaviour.Humanrightsobligationsanddiscriminationlegislation establishtherequirementsthatmustbemetbyschoolsinprovidingeducationalopportunityfor allstudents,includingthosewithcomplexneedsandchallengingbehaviourinACTschools. TheHumanRightsAct2004(ACT)protectsarangeofhumanrightsthatarerelevanttostudents withcomplexneedsandchallengingbehaviours,tootherstudentsandtostaff,andprovidesa frameworkforassessingparticularapproaches.DiscriminationlegislationatTerritoryand Federallevelspromotestheinclusionofchildrenandyoungpeoplewithadisability,whileother lawsregulatethemanagementofrisksinschoolsanddealingwithpersonalinformation. Thischapterprovidesanoverviewofthelegislativeframeworkandnotesareasthatcanraise particularconcernsforschoolsystems.ThePanelmakesrecommendationsabouttheneedfor increasedconsistencybetweenACTandCommonwealthlegislationandforthegovernmentand nonͲgovernmentsectorstosupportschoolswithguidanceabouthowtocomplywiththeirlegal obligations. 3.2 Internationalhumanrightsobligations Australia’sinternationalhumanrightsobligationsprovideguidanceonthesupportandteaching ofstudentswithcomplexneedsandchallengingbehaviour.Asdiscussedbelow,intheACT, humanrightsarenotmerelyaspirational,butarewovenintoourlegislativeframework. Studentswithcomplexneedsandchallengingbehaviourhavehumanrightsrelatingtoequality andinclusiveeducation,andotherstudents,familiesandstaffalsohaverelevanthumanrights thatmustbegivenconsideration. TherighttoequalityineducationisenshrinedintheUnitedNations(UN)Conventiononthe RightsoftheChild,whichprovidesthatallchildrenhavearighttoaccessprimary,secondary, vocationalandhighereducation.1 TheUNConventionontheRightsofPersonswithDisabilitieselaboratesontherightsofchildren withadisabilitytoaccessaninclusiveeducationonanequalbasiswithothers.Article24 mandatesthat: Personswithdisabilitiesarenotexcludedfromthegeneraleducationsystemonthebasisof disability,andthatchildrenwithdisabilitiesarenotexcludedfromfreeandcompulsory primaryeducation,orfromsecondaryeducation,onthebasisofdisability.2 Italsorequiresthat: Effectiveindividualisedsupportmeasuresareprovidedinenvironmentsthatmaximize academicandsocialdevelopment,consistentwiththegoaloffullinclusion. TheserequirementsareanimportantcontextforACTGovernmentpolicy,andarereflectedin thedirectobligationsinhumanrightsanddiscriminationlegislationsetoutbelow. PAGE|45 3.3 Legislativeframework TheteachingandsupportofstudentswithcomplexneedsandchallengingbehaviourinACT schoolsisgovernedbyarangeofintersectingACTandCommonwealthlegislation,includinglaws relatingtoeducation,humanrights,discrimination,privacy,workplacehealthandsafety,child protection,protectionordersandfamilylaw.Schoolsalsohaveanoverarchingdutyofcare underthecommonlawtoallstudentsintheircare,toprotectthemfromforeseeableharm.A tableofkeylegislativeobligationsappearsinAppendixG. Duringourconsultation,someschoolsandteachingstaffraisedconcernsaboutalackofclarity andguidanceregardingthesecompetingobligations,particularlyinrelationtodisability discriminationandthemanagementofstudentswithviolentbehaviours.Asoneteacherstated: Nooneknowswherethatlineisregardingthelegislation,thereisnoguidanceforschools, andalotoffearaboutbeingseentobediscriminatoryifwerefusetotakeanychild. (Teacher) Somefamiliesofstudentswithcomplexneedsandchallengingbehaviouralsoraisedconcerns aboutalackofguidanceregardingtheirrights,andinadequaciesinthelegalandpolicy frameworkinrelationtoissuessuchasthefundingandsupportsavailabletotheirchildren. EducationAct2004(ACT) TheEducationAct2004governstheoperationofallACTPublic,CatholicandIndependent SchoolsintheACT.Itisbasedonaprincipleofinclusion,whichisrequiredtobeappliedby everyoneinvolvedineducationofstudentsintheACT,that: EverychildhasarighttoreceiveahighͲqualityeducation.3 Thisisreinforcedbytherequirementthatparentsandcarersenrolchildrenofcompulsory educationageinschool(ifnotregisteredforhomeschooling)andensurethattheyattend schooleveryday.4 TheActsetsoutcriteriaforsuspensions,exclusionsandinvoluntarytransfersbetweenschools andproceduralrequirementsforeachofthesedecisions,includingapprovalandoversight. Parentsorcarersmustgenerallybeconsultedbeforeastudentissuspended,andthestudent shouldhavetheopportunitytoattendcounsellingifsuspendedforsevenormoredaysina term. Studentsmayonlybeexcludedifthestudenthashadareasonableopportunitytoattend counselling,undertakerelevanteducationalprogramsorreceiveotherappropriateassistance.5 HumanRightsAct2004(ACT) TheACTwasthefirstStateorTerritoryinAustraliatoadoptalegislativecharterofhumanrights, andremainsoneofonlytwoAustralianjurisdictionswithlegislationthatimposesbindinghuman rightsobligationsonpublicauthorities.6TheHumanRightsAct2004(HRAct)reflectsAustralia’s internationalhumanrightsobligationsundertheInternationalCovenantonCivilandPolitical Rightsandisconsistentwithmorerecenthumanrightstreaties,suchastheUNConventionon theRightsoftheChildandtheUNConventionontheRightsofPersonswithDisabilities,which provideusefulguidanceregardingthecontentoftheserights.7 TheHRActprotectsarangeofhumanrightsthatarerelevantbothtostudentswithcomplex needsandchallengingbehaviour,andtootherstudentsandstaff.Theserightsinclude:theright toequality;therighttoprotectionfromtortureandinhumanordegradingtreatment;therights ofchildrentoprotection;therighttoprivacy,familylifeandreputation;therighttofreedomof PAGE|46 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE association;therighttofreedomofexpression;therighttolibertyandsecurityofperson;and thenewlyaddedrighttoeducation.8 AlthoughhumanrightsareprotectedundertheHRAct,theActrecognisesthattheymayneed tobelimitedinordertofindanappropriatebalancewhererightsconflictwitheachother,orto achieveotherimportantobjectives.However,theselimitationsmustbereasonableand demonstrablyjustifiableinafreeanddemocraticsociety.9Thiscanbeseenasanissueof proportionality–limitsonhumanrightswillonlybejustifiedwherenecessaryforimportant reasons;forexample,toprotectsafetyortherightsofothers,notjustforadministrative convenience.Theleastrestrictivealternativeshouldbetakenwhereverpossible.Limitationson somerights,suchastherighttoprotectionfromtorture,arenotregardedasjustifiableunder anycircumstances.10 TheHRActimposesdirectobligationsonpublicauthoritiestoconsiderrelevanthumanrights whenmakingdecisions,andnottodoanythingthatwouldlimitanyone’shumanrights (includingrightsofstudents,stafforothers),unlesstheselimitsarereasonableandjustifiable.11 TheETD,ACTPublicSchoolsandteachers(aspublicemployees)arepublicauthoritiesand subjecttotheseobligations.12Inourview,CatholicSchoolsandIndependentSchoolsarealso likelytofallwithinthedefinitionofapublicauthorityasentities‘whosefunctionsareorinclude functionsofapublicnature’exercisedonbehalfoftheTerritory.13Thefactthattheseschools receivesomefundingfromtheACTGovernment,andareregulatedbytheETDsuggeststhat theyarepublicauthorities.However,ACTCourtsorTribunalshavenotconsideredthisissue.14 DisabilityDiscriminationAct1992(Cth) TheCommonwealthDisabilityDiscriminationAct1992(DDA)appliestoalleducationproviders intheACT,includingACTPublicSchoolsandIndependentandCatholicSchools.TheDDA prohibitsdiscriminationineducationonthebasisofdisability.15 DisabilityisdefinedverybroadlyintheDDAtomean: a) b) c) d) e) f) totalorpartiallossoftheperson’sbodilyormentalfunctions;or totalorpartiallossofapartofthebody;or thepresenceinthebodyoforganismscausingdiseaseorillness;or thepresenceinthebodyoforganismscapableofcausingdiseaseorillness;or themalfunction,malformationordisfigurementofapartoftheperson’sbody;or adisorderormalfunctionthatresultsinthepersonlearningdifferentlyfromaperson withoutthedisorderormalfunction;or g) adisorder,illnessordiseasethataffectsaperson’sthoughtprocesses,perceptionof reality,emotionsorjudgmentorthatresultsindisturbedbehaviour.16 Thisdefinitionwouldcovermanystudentswithcomplexneedsandchallengingbehaviour, includingstudentswithmentalhealthissues,learningdisabilitiesandbehaviouraldisorderswho maynotcurrentlybeeligibleforspecialprogramsorassistance. DisabilityStandardsforEducation2005 TheDisabilityStandardsforEducation2005(theStandards)havebeendevelopedtoclarifythe obligationsofeducationprovidersundertheDDA.TheStandardsrequireeducationprovidersto make‘reasonableadjustments’forstudentswithdisabilities,inconsultationwiththestudents andtheirparentsorcarers,toallowthemtoaccessandparticipateineducationonthesame basisasstudentswithoutdisability,andtohaveopportunitiesandchoiceswhichare comparablewiththoseofferedtostudentswithoutdisability.Therequirementtomake PAGE|47 reasonableadjustmentsappliesto:enrolment;participationineducation;curriculum developmentanddelivery;andstudentsupportservices. UndertheStandards,anadjustmentisconsideredtobereasonableifitbalancestheinterestsof allpartiesaffected,takingintoaccountallrelevantcircumstances,includingthestudent’s disability,theviewsofthestudentandparents/carers,theeffectoftheadjustmentonthe studentandonanyoneelseaffected(includingtheeducationprovider,staffandother students),andthecostandbenefitofmakingtheadjustment.TheStandardsdonotrequire educationproviderstomakeadjustmentsthatareunreasonable.TheStandardsalsoincludea defencewherethenecessaryadjustmentswouldcauseunjustifiablehardshipontheeducation provider.17 TheStandardsrequireeducationproviderstodevelopandimplementstrategiesandprograms topreventharassmentorvictimisationofastudentwithadisability.Unjustifiablehardshipisnot adefencetofailingtomeetthisstandard.18 DiscriminationAct1991(ACT) InadditiontotheCommonwealthDDAandStandards,ACTschoolshaveobligationsunderthe ACTDiscriminationAct1991toavoiddiscriminationonthegroundsofdisabilityintheprovision ofeducationservices.TheDiscriminationActalsodefinesdisabilitybroadly,insimilarbutnot identicaltermstotheDDA.Itincludes: Anillnessorconditionwhichimpairsaperson’sthoughtprocesses,perceptionofreality, emotionsorjudgmentorwhichresultsindisturbedbehaviour’or‘anintellectualdisabilityor developmentaldelay.19 AlthoughtheDiscriminationActdoesnotexplicitlyrefertoreasonableadjustments,ithasbeen interpretedtoincludeanobligationtomakereasonableadjustmentsforastudentwitha disability.20 TheDiscriminationActprovidesthatitwillnotamounttounlawfuldiscriminationtofailto acceptanenrolmentfromastudentwithadisabilityiftheywouldrequireservicesorfacilities thatarenotrequiredbyotherstudents,andthiswouldcauseunjustifiablehardshipforthe educationprovider.21However,incontrasttotheDDAandStandards,thisexceptiondoesnot applyonceastudent’sapplicationhasbeenacceptedandtheyareenrolledataschool.This inconsistencycreatesapotentiallydifficultsituationforschoolswheretheyhaveacceptedthe enrolmentofastudent,butitlaterbecomesapparentthatthestudentneedsamuchhigher levelofsupportthananticipated,orastudent’sbehaviourandsupportneedsescalateduring theperiodoftheirenrolment.Insomesituations,aschoolmaybeabletorelyonanother exception,wheretheactionisnecessarytocomplywithanotherTerritorylaw,forexamplethe WorkHealthandSafetyAct2011discussedbelow.22 ItcreatesconsiderablecomplexityforACTschoolstocomplywithtworegimes,relatingto disabilitydiscriminationineducation,whichimposesimilarbutinconsistentobligationsin relationtothesamedecisionsandsubjectmatter.ThissituationisnotuniquetotheACT,and therehavebeenongoingattemptstoharmonisediscriminationlegislationatStateandTerritory andCommonwealthlevel.TheLawReformAdvisoryCouncilhasrecentlyreviewedthe DiscriminationAct,anditsfindingsandrecommendationsarebeingconsideredbytheACT Government. Recommendation3.1:ThattheACTGovernment,whenrespondingtotherecommendationsof theLawReformAdvisoryCouncil’sreviewoftheDiscriminationAct1991,considerissuesof consistencybetweenCommonwealthandACTdiscriminationlawwhenappliedinthecontextof educationservices. PAGE|48 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE WorkHealthandSafetyAct2011(ACT) TheWorkHealthandSafetyAct2011(WHSAct)appliestoallACTschools.UndertheWHSActa person(includingtheschoolleaderofaschool)conductingabusinessorundertaking,hasa primarydutyofcaretoensure,sofarasisreasonablypracticable,thehealthandsafetyof workers.Theyalsohaveadutytoprotectotherpeopleintheworkplace,includingstudents.23 Thisdutyrequiresschoolstoeliminateorminimiseriskstohealthandsafetysofarasis reasonablypracticable.24Inassessingwhatisreasonablypracticable,allrelevantfactorsmustbe considered,includingthelikelihoodofariskoccurring,thedegreeofharmthatmightresult, waysofeliminatingorminimisingtheriskandtheavailability,suitabilityandcostofthose options.25Workerswhoarelikelytobedirectlyaffectedbyamatterrelatingtohealthandsafety mustbeconsultedabouttheseissues.26 Itisnotpossibletomakeanyworkplacecompletelyriskfree.However,prosecutionsunder equivalentlegislationhavealsoconfirmedthatadequateriskassessmentmustbeundertaken, andstaffworkingwithastudentmustbefullyinformedabouttheextentoftherisksposedby thatstudent.27Ithasalsobeenheldthatitwouldnotbeconsistentwiththeobligationsofan employertoallowstafftobesubjectedtoviolence,withouttakingappropriatemeasuresto minimisethisrisk,regardlessofthededicationofstaffortheirwillingnesstotoleratethis.28 InformationPrivacyAct2014(ACT),PrivacyAct1988(Cth),andHealth Records(Privacy&Access)Act1997(ACT) TheprivacyobligationsundertheInformationPrivacyAct2014(IPAct),PrivacyAct1988(Privacy Act)andtheHealthRecords(PrivacyandAccess)Act1997(HRPAAct)arerelevanttothe supportandteachingofstudentswithcomplexneedsandchallengingbehaviour,asaschool maywishtosharepersonalorhealthinformationaboutthatstudentortheirfamilywithother professionalsoragencies,orwiththeschoolcommunitytoallowthemtosupportandassistthat student.Insuchcircumstancesitwillbenecessarytoseekparentalconsenttothesharingofthis information,andinsomecases,consentofthestudent,unlessanexceptionapplies. TheIPActregulatesthehandlingofpersonalinformationbypublicsectoragenciesincludingACT PublicSchools.Personalinformationisdefinedas‘informationoranopinionaboutanidentified individual,oranindividualwhoisreasonablyidentifiable’.29ThePrivacyActappliestononͲ governmentschoolsandcontainssimilarprotections.TheHRPAActregulatesthehandlingof personalhealthinformationandhasabroaderreach,imposingobligationsonallACTschools. Personalhealthinformationisdefinedas‘anypersonalinformation,whetherornotrecordedin ahealthrecord,relatingtothehealth,anillnessoradisabilityofaperson’.Schoolpsychologists andotherhealthprofessionalsworkingwithinaschoolalsoneedtocomplywiththeHRPAActin regardtosharinginformationwithschoolleadersandstaff. Otherlegislation Otherlegislationwillalsoberelevanttotheteachingandsupportofstudentswithcomplex needsandchallengingbehaviourinparticularsituations.Schoolstaffhaveobligationsas mandatoryreportersofchildabuseorneglectundertheChildrenandYoungPeopleAct2008 andmayalsoberequiredtoprovideinformationtotheDirectorGeneraloftheCommunity ServicesDirectorateaboutthesafetyandwellbeingofastudentifrequested. Protectionordersmaybeobtainedbyonestudentagainstanother,oragainstaparent/careror otherpersonundertheDomesticViolenceandProtectionOrdersAct2008,whichmayimposea rangeofrequirementsthatneedtobesupportedbyaschool,includingphysicalseparation,or PAGE|49 prohibitionsoncommunication.OrdersoftheFamilyCourtortheChildren’sCourtmaychange orreallocateparentalresponsibility,andthisisrelevantindeterminingtheappropriatepeople tocommunicatewithinrelationtoastudent. SchoolsarealsosubjecttoobligationsundertheWorkingwithVulnerablePeople(Background Checking)Act2011(ACT),whichmustbeconsideredinobtainingappropriatesupportsfor studentswithcomplexneedsandchallengingbehaviour. Thecriminallawwillberelevantwherecriminalacts,includingassaultorsexualassaultmay havebeencommittedbystudentsorstaff.Childrenandyoungpeoplearenotcriminally responsiblefortheiractionsuntiltheyaretenyearsold,andthereisapresumption(called‘doli incapax’)thattheydonotunderstandthecriminalnatureofactionsandarethereforenot capableofcommittingacrimeuntilage14;however,thismayberebuttedincertainsituations. Schoolleaderswillgenerallyexercisecarefuljudgementaboutinvolvingpoliceinrelationtothe challengingbehaviourofstudents,asinmanysituationsissuesmaybebestdealtwiththrough targetedbehaviourmanagementstrategies,particularlywhereastudenthasadisability. However,policewillgenerallyneedtobeinvolvedinsituationsthatpresentanongoingriskto safetyandcannotberesolvedbytheschool,orwhereaseriousinjuryorsexualassaulthas occurred. Thelegislativeframeworkforteachingandsupportingstudentswithcomplexneedsand challengingbehavioursismultilayered,andschoolsaresubjecttocompetingobligations(for example,toavoidunlawfuldiscriminationagainstastudentwithadisabilitywhodisplaysviolent behaviours,whilealsoensuringworksafetyforstaff).Itisvitalthattheseobligationsare translatedintoexplicit,readilyaccessiblepolicies,proceduresandguidelines,toenableschools andstafftounderstandandcomplywiththeselegalrequirements,andtoreconciletheseduties. Recommendation3.2:ThatETD,CE,andeachIndependentSchool,developpracticalandreadily accessibleguidelinestoenableschoolsleadersandstafftounderstandandcomplywiththeir corelegalobligationswithrespecttohumanrights,discrimination,workhealthandsafety,and privacy;includinghowtoreconcilepotentiallycompetingobligations. 3.4 Conclusion ThischapteroverviewedkeylegislationthatappliestoACTschools,highlightingthecomplex issuesfacedbyschoolleaderswhoarerequiredtocomplywitharangeofinterconnected legislativeobligations. ThenextchaptercontinuestoexplainthecurrentcontextbyexaminingthenationalandACT GovernmentpoliciesthatinfluencewhathappensinACTschools.Italsodealswithpoliciesthat schoolsshouldimplementtoaddresstheneedsofstudentswithcomplexneedsandchallenging behaviour.Itdrawsattentiontopoliciesthatappeartohaveunintendednegativeeffectsfor teachers,teaching,andstudents,particularlythosewithcomplexneedsandchallenging behaviour. 1 UNConventionontheRightsoftheChild(Article28) 2 UNConventionontheRightsofPersonswithDisabilities(Article24) 3 EducationAct2004(ACT)s7(1) 4 Ibids10,ands10A 5 Ibids36 6 VictoriasubsequentlyenactedtheCharterofHumanRightsandResponsibilities2006(VIC) PAGE|50 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE 7 TheActspecificallyprovidesthatinternationaltreaties,andthejudgmentsofforeignandinternationalcourtsandtribunals,maybe consideredininterpretingtherightsintheHRAct(s31) 8 TherighttoeducationisthefirsteconomicsocialandculturalrightprotectedintheHRAct,andiscurrentlymorelimitedthan otherrightsintheHRAct.ItisstatedthattherightislimitedtotheimmediatelyrealisableaspectsofnonͲdiscriminationandthe rightofparentstochoosenonͲgovernmentschoolinginordertoensuremoralandreligiouseducationwhichconformswiththeir convictions(s27A(2)).Thisrightisnotyetenforceablethroughdirectobligationsonpublicauthorities(s40B(3)) 9 HumanRightsAct2004(ACT)s28 10 HumanRightsCommittee,GeneralComment29:StatesofEmergency(Article4),(2001),[7] 11 HumanRightsAct2004(ACT)s40B 12 Ibids40(1) 13 Ibids40(1)(g.) 14 SeeegDiscussedbythePresidentinCHCAffordableHousingvDafalla&Elawad(RT14/1099) 15 DisabilityDiscriminationAct1992(Cth)s22 16 Ibids4 17 DisabilityStandards2005s10.2 18 Ibids8.3 19 DiscriminationAct1991(ACT)s5AA 20 InCoupervACTHousing[2004]ACTDT4(22June2004)theformerACTDiscriminationTribunalrecognisedtheexistenceofan impliedpositivedutytomakeadjustments,toaccommodatedisabilityinordertoavoidafindingofdiscriminationinareasofpublic life,otherthanemployment 21 DiscriminationAct1991(ACT)s51 22 Ibids30 23 WorkHealthandSafetyAct2011(ACT)s19 24 Ibids17 25 Ibids18 26 Ibids48 27 SeeegWorkcoverAuthority(NSW)(InspectorStewart)vTheCrowninRightoftheStateofNSW(DepartmentofEducationand Training,DepartmentofJuvenileJusticeandTAFE)[2002]NSWIRComm259(10October2002),wheretheCrownwasprosecuted forfailingtoinformastaffmemberattheSunningHillSchoolintheYasmarDetentionCentrefromtheknownriskposedbyayoung detainee,andfailedtoprotectthemfromthatrisk.Inconsideringthebalancetobestruckbetweentheinterestsofthedetaineein participatingineducationandthesafetyofstaff,JusticeStauntonstatedthat“…anemployer’sprimaryobligationsmustcomedown onthesideofthebestinterestsoftheemployeesinprovidingthemwithasafeplaceofwork.” 28 WorkCoverAuthorityofNewSouthWales(InspectorPompili)vCentralSydneyAreaHealthService[2002]NSWIRComm44 29 InformationPrivacyAct2014s8 PAGE|51 PAGE|52 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE CHAPTER4: ThePolicyContext 4.1 Introduction Thischapterdescribesthepolicycontextinwhichschoolssupportstudentswithcomplexneeds andchallengingbehaviour.TheTermsofReferencerequiredanexaminationof‘thepolicy framework,guidelinesandprotocolsthatsupportACTschoolsinteachingstudentswithcomplex andchallengingneeds’andanexplorationof‘currentpoliciesandpracticesinotherjurisdictions includingproactiveapproachesthatsuccessfullypromoteattendance,participationandlearning’. Commonwealtheducationpolicies,particularlythosethatareformalisedinHeadsofAgreement andthatincludefundingimplicationsandaccountabilities,areexercisingconsiderableinfluence onAustralianeducationinregardtoallstudents.Werefertoresearchonsomeunintended, negativeconsequencesonstudentsoftheimplementationofparticularpoliciesandforeshadow waysthatschoolleadersmayreducetheseeffects. WebrieflydescribethegeneralACTGovernmentpolicyframeworkthatsupportsthediverse needsoftheACTcommunityandexaminepoliciesinACTschoolsthatarehighlyrelevantto studentswithcomplexneedsandchallengingbehaviour.Wesummarisewhatwelearnedfrom policyinotherjurisdictions. WerecommendthattheEducationandTrainingDirectorate(ETD),CatholicEducation(CE)and eachIndependentSchooldevelopdetailed,explicit,accessiblepoliciesandpracticalguidelinesin regardtostudentswithcomplexneedsandchallengingbehaviour.Weencouragethe AssociationofIndependentSchools(AIS)supportmemberschoolstodevelopthesepolicies. 4.2 AustralianGovernmentpolicyframework TheAustralianGovernmentplaysaleadershiproleandsetsthenationalschooleducation agenda.Thepivotal2008MelbourneDeclarationexpressedtwonationalgoalsandtheseare echoedinotherAustralianeducationpolicysuchastheAustralianProfessionalStandardfor Principals: Australianschoolingpromotesequityandexcellence. AllyoungAustraliansbecomesuccessfullearners,confidentandcreativeindividuals,and activeandinformedcitizens.1 TheDeclarationstatesthat,amongotherthings: SchoolsshouldhelpallyoungAustralianstohaveasenseofselfͲworth,selfͲawarenessand personalidentitythatenablesthemtomanagetheiremotional,mental,spiritualand physicalwellbeing;haveasenseofoptimismabouttheirlivesandthefuture;develop personalvaluesandattributessuchashonesty,resilience,empathyandrespectforothers; havetheknowledge,skills,understandingandvaluestoestablishandmaintainhealthy, satisfyinglives;relatewelltoothersandformandmaintainhealthyrelationships;be preparedfortheirpotentialliferolesasfamily,communityandworkforcemembers;and embraceopportunities,makerationalandinformeddecisionsabouttheirownlivesand acceptresponsibilityfortheirownactions. PAGE|53 OtherAustralianGovernmenteducationpoliciesarealsohighlyrelevanttotheworkofthe ExpertPanel. TheAustralianCurriculumstatesthatallstudentsareentitledtorigorous,relevantandengaging learningprogramsdrawnfromachallengingcurriculumthataddressestheirindividuallearning needs.Inparticular,the‘PersonalandSocialCapability’curriculumincludes:Learningto understandyourselfandothers;Managingrelationships,lives,workandlearning;Recognising andregulatingemotions;Developingempathyforothersandunderstandingrelationships; Establishingandbuildingpositiverelationships;Makingresponsibledecisions;Working effectivelyinteams;Handlingchallengingsituationsconstructively;andDevelopingleadership skills. TheNationalSafeSchoolsFrameworkhasthefollowingnineelements:Leadershipcommitment toasafeschool;Asupportiveandconnectedschoolculture;Policiesandprocedures; Professionallearning;Positivebehaviourmanagement;Engagement,skilldevelopmentandsafe schoolcurriculum;Afocusonstudentwellbeingandstudentownership;Earlyinterventionand targetedsupport;andPartnershipswithfamiliesandcommunity. TheParentEngagementinChildren’sLearningProgramprovidesadviceforparents/carersabout whattheycandotohelptheirchildlearnandenjoyschool. TheStudentResilienceandWellbeingPolicysupportsschoolstocollaboratewiththeir communitytoprovidestudentswithsafe,supportiveandrespectfullearningenvironmentsto developstudentresilienceandwellbeing. TheAustralianEarlyDevelopmentCensusmeasuresthedevelopmentalprogressofchildrenas theystarttheirfirstyearoffullͲtimeschoolandtracksthedevelopmentalprogressofgroupsof childreninthecommunity. TheNationalEducationReformAgreement(NERA)isahighlyinfluentialpolicy.TheHeadsof AgreementbetweentheCommonwealthandtheACTGovernmentonNERAwassignedin2013 andcommitsbothgovernmentsto: a)implementthemostambitiousreformprograminAustralia’shistorytoimprovethe educationaloutcomesofstudentsacrossfivekeyareas:qualityteaching;quality learning;meetingstudentneed;empoweredschoolleadership;andtransparencyand accountability; b)allocatefundingsothatthestudentsandschoolswithgreaterneedgetmoreresources; and c)provideasustainablefundingmodelfortheprovisionofeducationintothefuture.2 ThePanelnotedthat: TheMelbourneDeclarationfrequentlyrefersto‘all’studentsandtheNERAand associatedfundingmechanisms,specificallymention‘studentswithdisabilities,students withlimitedEnglishlanguageproficiency,AboriginalandTorresStraitIslanderstudents, andlowSESstudents’.Clearly,theCommonwealthintendstofacilitatethelearningof everystudent. TheCommonwealth’sbilateralagreementwiththeACTcontainsspecificfunding commitmentsfromboththeCommonwealthandACTgovernments.The Commonwealth’sinjectionoffundsiscontingenton,amongotherthings,theACT’s pursuitofoutcomesspecifiedintheNationalPlanforSchoolImprovement ImplementationPlanthataddressesthefiveoutcomesmentionedabove.Thebilateral agreementcommitstheACTtooutcomesthatinclude‘increasesinstudentsperforming atoraboveminimum,proficientandhighstandardsinNAPLAN’and‘proportionof PAGE|54 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE studentsfromlowSESandAboriginalandTorresStraitIslanderbackgroundsatorabove standardsincreasing’.3 ParticularaspectsofAustralianGovernmentpolicyaregivengreaterattentionat differenttimesindifferentdocuments.Forexample,thebroad,studentͲcenteredgoals oftheMelbourneDeclarationarelessprominentintheNERA,atleastinrespectofthe performanceindicators,withtheNERA’sbeingmorefocusedonarestrictedsetof literacyandnumeracyoutcomesforprimaryandmiddleschoolstudents.The prominenceintheNERAofliteracyandnumeracyresultsisimportanttonoteina contextwhereresearchhasfoundthatalthoughnationaltestingprogramsoffersome benefits,theireffectsonvulnerablestudentscanbenegative,particularlyinregardto confidenceandwellbeing.4 InregardtotheAustraliancurriculum,itssheersizehasreportedlyimpactedonthe independenceofschoolstoofferamoretailoredcurriculumthataddressesthespecific localneedsofschoolpopulations5,includingstudentpersonaldevelopment. Itisclearthatbylinkingfundingtopolicyimplementationandaccountability,the Commonwealthisexercisingahighdegreeofinfluenceovereducationpolicyinthe StatesandTerritories,schools,thewayteachersteach,whattheyteachandwhat happensinclassroomsineveryStateandTerritory.Researchshowsthatsomeschool leadersandteachersreacttosuchpolicypressurebyfocusingonanarrowsetof curriculumoutcomesandthisthenlimitstheirsupportforstudentsinregardtovalues, interͲgrouprelationsandhowtonegotiatesocialrelationships.Theseskillsareclearly importantforsomestudents,anddemonstrablycrucialformanywithcomplexneeds andchallengingbehaviour.6Researchalsoshowshowarigoroustestingregimecan affectessentialstudent–teacherrelationships:‘Apartfromstress,thesecondaryeffect hereisthatadisengagedstudentexperiencesateacherwhoisunabletouseherfull repertoiretoreͲconnecthimwiththeeducativeprocess.’7 Thecentralityofeachstudent’spersonalwellbeingandrelationalneedsasthebasisfor academiclearningisdevelopedfurtherinChapters5and6.InChapter15wemake recommendationsaboutthewayschoolleaderscan,throughthoughtful,evidenceͲinformed planning,assistteacherstorespondtotheirstudents’wellbeingneedsandsimultaneously achieveacademicoutcomesandaddressGovernmentpriorities. 4.3 ACTGovernmentpolicyframework TheoverarchingACTGovernmentpolicyframeworkappliestoACTPublicSchools,andtoother governmentorganisationsassistingchildrenandfamilieswithcomplexneeds,suchastheHealth DirectorateandtheCommunityServicesDirectorate. AccordingtotheCanberraSocialPlan2011,‘[c]ommunityinclusionisacentralpriorityofthe ACTGovernment’8andtheACTGovernmentcommitsto‘enhanceeducationalopportunitiesfor everystudent’:9 TheACTGovernmentwillcontinuetoprovidequalityservicesthatareresponsivetothe diverseneedsofcitizens.Thiswillincludenewandflexiblewaystoalignoureffort,which willbeintensifiedtomeethigh,multipleandcomplexneedsofthemostvulnerableinthe community.SystematicallyaddressingbarrierstoaccessremainsapriorityoftheCanberra SocialPlan2011.10 TheACTGovernmentHumanServicesBlueprintincludesacommitmentto: PAGE|55 Betterutilisegovernmentinvestmentinsocialoutcomes.Itwillenablecommunity,health, educationandjusticesystemstoworkinalliancetojoinupsupporttopeopleandfamilies.11 ACTGovernmentiscurrentlyfinalisingaChildrenandYoungPeopleCommitmentthrough which: Allorganisationsthatserviceyoungpeoplewillworktogethertoensurenoyoungpersonis lostfromeducation,trainingoremployment.12 PolicyinACTPublicSchools ETDhasdevelopedalargecollectionofpoliciesthatapplyacrossallACTPublicSchools.Manyof thesepoliciesareavailabletostudentsandparents/carersontheETDwebsite,13andsomeare accessibleonlytoETDemployees.SchoolsmustapplyETDpoliciesandprocedures.Where discretionisavailable,schoolsmaychoosetocreateschoolͲbasedproceduresbasedonETD policiestosuittheirparticularneeds.ThesemustbeconsistentwiththeETD’spolicyandany proceduralrequirementsorguidance. PolicyinACTCatholicSchools CatholicEducation(CE)hasdevelopedsomepoliciesthatapplyacrossallACTCatholicSchools. EachindividualCatholicSchoolwillalsodevelopcomplementarypolicyandprocedure documentsatschoollevel.InordertoberegisteredasanonͲgovernmentschoolunderthe EducationAct2004,CatholicSchoolsmustdemonstrate,amongotherthings,thattheyhave appropriatepoliciesforthesafetyandwellbeingoftheirstudents.14 PolicyinACTIndependentSchools IndependentSchoolsareresponsiblefortheirownpolicydevelopment,andtheirpolicieswill reflecttheparticularethosandphilosophyofeachschool.InordertoberegisteredasanonͲ governmentschoolundertheEducationAct2004,eachIndependentSchoolmustalso demonstratethattheyhaveappropriatepoliciesinplaceforthesafetyandwellbeingoftheir students. Acomprehensivepolicyframework ThePanelwrotetoETD,CEandeachofthe18IndependentSchoolstorequestacopyofthe policyframeworkinformingtheirresponsetocomplexneedsandchallengingbehaviour.There wassignificantvariationintherangeofissuescoveredinthepoliciesreceived,andinthelevel ofdetailandguidanceofferedbythepolicies. ThePanelbelievesthatgapsinpoliciesmayplacestudentsand/orschoolsatrisk.Wepropose thatacomprehensivepolicyframeworkforrespondingtocomplexneedsandchallenging behaviourshouldaddressthefollowingissues: behavioursupport,includingschoolwideapproaches(reinforcementforpositive behaviour/achievement,andconsequencesforminorandmajorbreachesofcodeof conduct)andtargetedapproaches(behavioursupportplans,referrals,assessments, casemanagement); bullyingprevention,andaddressingbullyingandviolence; childprotectionpolicy; codeofconduct(statementofbehaviourexpectedofstudents); communicationwithstudentsandparents/carers; PAGE|56 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE complaintsresolutionpolicies(sometimescalled‘grievance’or‘disputeresolution’); conflictresolutionbetweenstudents; counsellingandpastoralcareservicesinschool; criticalincidentmanagementandreporting,oremergencymanagement; curriculumdelivery/adjustment(individualisedlearning); humanrightsandprotectionfromdiscrimination; managementofmedicineandeatinganddrinkingsupportinschooltime; mentalhealthpromotion,prevention,earlyintervention; playgroundsupervisionofstudents; professionallearning; reportingonstudentachievementandprogresstostudentsandparents/carers; riskmanagement; respondingtoviolentanddangerousstudentbehavioursofconcern; schoolengagement,oreducationparticipation(enrolmentandattendance;preventing studentdisengagement); supportforstudentswithadisability; suicideinterventionandresponse; suspension,exclusionandtransferofstudents; workhealthandsafety; workingwithvulnerablepeoplechecks. ThePanelnotesthatETDhasdevelopedpoliciescoveringmostoftheseareas,andthatmany PublicSchoolshavedevelopedtheirownguidelineswithinthebroaderETDpoliciesonsome issues,andtheseareoftenpublishedonschoolwebsites.CatholicSchoolsalsohavedetailed policiescoveringsomeofthesetopics.ThereiswidevariationinapproachamongIndependent Schools.Neverthelessinallsectorstherearesomegapsinkeyareassuchasrespondingto violentanddangerousbehaviours,whichwouldincludeclearguidanceontheuseofrestrictive practices. 4.4 Lessonsfrompolicyinotherjurisdictions ThePanel’sanalysisofpolicies,practiceandprofessionallearningacrossAustralianjurisdictions identifiedthreemajorthemes:a)adoptionofwholeͲschoolapproachestobehaviour;b) teamwork;andc)theengagementofexternal,expertsupport. WholeͲschoolapproaches InmanyjurisdictionsresponsestostudentbehaviourarelocatedwithinawholeͲschool approachtopositivebehaviour.Mostpoliciesaboutstudentbehaviourmanagementarefound within,orarestronglyconnectedto,policiesaboutschoolcultureandstudentengagement. Commonly,schoolsarerequiredtodeveloppoliciesaboutexpectationsaboutbehaviourand behaviourmanagementinconsultationwiththeirschoolcommunity.Anumberofjurisdictions haveimplementedtheSchoolͲWidePositiveBehaviourSupportframeworktoassistschoolsto PAGE|57 planandimplementpracticesacrossthewholeschooltopromotepositivebehaviourand wellbeing,withtargetedapproachesforstudentswithhigherlevelsofneed.InChapter9, SupportingStudentBehaviour,werecommendtheadoptionofSchoolWidePositiveBehaviour SupportinallACTschools. Teamwork Ateamapproachtoindividualisedplanningforstudentswithcomplexneedsisadoptedinmost jurisdictions.Whilethespecificframeworkfordevelopingplansforindividualstudentsdiffers, thefocusonindividualisedplanningtoeffectivelyengagethestudentandpromotepositive learningoutcomesisconsistent.Theobligationtomakereasonableadjustmentsforstudents withdisabilitiesisalsouniform,althoughpoliciesinsomejurisdictionsextendthisapproachto studentswithabroaderrangeofneedssuchassocial–emotionalormentalhealthneeds.Some guidanceforschoolsisbasedontemplatesandbasicdirections,whereasothersaremore detailedandembeddedinabroader,stagedresponsetoindividuallearningneedsand challengingbehaviour. Engagingexternal,expertsupport Mostjurisdictionstaketheviewthatschoolscannot,andshouldnot,managethebehaviourof studentswithcomplexneedsontheirown.Oursearchrevealedawidevarietyofservicesand supportsacrossthejurisdictions.Whilenotuniform,theyareembeddedinschoolsectors, governmentdepartments,communityserviceorganisationsandspecialistservices.Criticalto thesuccessofschoolsinmanagingandretainingstudentswithcomplexneedsisschools’ awarenessof,andcapacitytoaccess,expertadvice,support,consultancy,coaching,mentoring andtargetedprofessionallearning.Guidanceforschoolsinaccessingthesupportsisvariable acrossjurisdictions.Servicecooperationapproachessuchas‘TeamAroundtheChild’or‘Schools asCommunityHubs’offerparticularlyusefulstructuresforschoolstoaccesstheexpertiseand inputtheyrequire.Chapters10(TargetedServicesandSupports)and12(CollaborationAmong Agencies)dealwiththeseissues. Respondingtochallengingbehaviourandprotectingsafety CurrentlythereisalackofcomprehensivepolicyandaframeworkintheACTonthecontinuum ofrestrictivepracticesandthisimportantissueisaddressedinarecommendationinChapter11 (ProtectingStudentandStaffSafety). Moregenerally,thePanelbelievesthatitiscrucialthatACTschoolsandstaffaresupportedwith clearandcomprehensivepolicyguidanceaboutrespondingtostudentbehaviouringeneral,and studentswithcomplexneedsandchallengingbehaviourinparticular. TheNSWAssociationofIndependentSchoolsprovidesmemberschoolsintheirjurisdictionwith policyguidanceandprofessionaldevelopmentmaterialsonbehaviour,disabilitiesandinclusion. TheAISmightfollowtheexampleoftheirNSWcounterpartsanddevelopsimilarresources locally,perhapsbyadaptingNSWresources,orworkingincollaborationwithETD. ThePanelnotesthattheETDiscurrentlyrefiningitsbehaviourpoliciesandeducation authoritiesinTasmania15andVictoria16havedevelopeddetailed,practicalguidancematerials thatcouldbeemulated.Thesestateshavedevelopedpolicyguidelinesaboutrespondingto challengingbehaviourandprotectingsafety,includingtheuseofrestrictivepractices, techniquestodeͲescalatevolatilesituationsandpostincidentrecoveryandresponse strategies.17 PAGE|58 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Recommendation4.1:ThatETD,CE,andeachIndependentSchool,reviewtheirpoliciesand procedureswithrespecttostudentswithcomplexneedsandchallengingbehaviourtoensure thatallschoolshaveacomprehensivesuiteofrelevantpoliciesandprocedures. 4.5 Conclusion Thischapteroverviewedabroadrangeofpolicyissuesthataffectstudentswithcomplexneeds andchallengingbehaviour.WereviewedAustralianGovernmentpolicyagreementsthatrequire StatesandTerritoriestopursueagreededucationaloutcomes.Weprovidedevidencethatthe implementationofsomepoliciescanhaveunintended,negativeconsequencesforclassroom practices,student–teacherrelationshipsandstudentwellbeing–factorsthatareofextreme importanceforvulnerablestudents. WenotedtheACTGovernment’ssupportforinclusion,forenhancededucationalopportunities foreverystudent,andflexibilityinmeetingtheneedsofthemostvulnerableintheACT community. WereviewedpoliciesinACTgovernmentandnonͲgovernmentschoolsandfoundthatwhile overarchingsystempoliciesapplyingtomemberschoolsinthePublicandCatholicsystemare generallydetailedandofferclearguidance,therearesomegapsintheircoverage.Withinthe IndependentSchoolsector,someschoolshavedetailedpolicies,whileothershavelessdetailed policiesandhavegapsinpolicycoverage.Inallsectors,alackofclearpolicyguidanceinspecific areaswillmakeitmoredifficultforschoolstafftorespondconsistentlyandtoimplementbest practice.Inareassuchasrestrictivepracticesalackofspecificguidanceandoversightcanput staffandstudentsatrisk. WefoundthatpoliciesofotherAustralianeducationaljurisdictionsinregardtostudentswith complexneedsandchallengingbehaviourtendtoemphasisewholeͲschoolapproachesto positivebehaviour,teamworkandtheengagementofexternalexpertiseandsupport.ThePanel supportstheseapproachesandaddressestheminotherchaptersofthereport. ThePanelrecommendedthatETD,CEandAISsupportmemberschoolstodevelopdetailed, explicit,accessiblepoliciesandpracticalguidancematerialstodirecttheirsupportandresponse tostudentswithcomplexneedsandchallengingbehaviour.Wereferencedexemplarsfrom otherstates. Thischapterconcludestheoverviewprovidedinthefirstfourchaptersof‘whatis’–thefeatures oftheACTcontextthathaveanimpactonstudentswithcomplexneedsandchallenging behaviourandthewayschoolsandteachersrespondtothem.Chapter5,StudentͲCentred Schools,outlinesanevidenceͲinformedapproachtostudentneedandbehaviour–onethat focusesonlearningbutwhichisambitious,holistic,childͲfocusedandpersonalised.Thiscasefor ‘whatcouldbe’isderivedfromhumanrightsprinciples,policy,andresearchonchildand adolescentdevelopment,pedagogy,neuroscience,andfamilyandcommunitystudies.The visionpresentedinthenextchapterunderpinstheconclusionsandrecommendationofthis report. 1 AustralianInstituteforTeachingandSchoolLeadership,AustralianProfessionalStandardforPrincipalsandtheLeadershipProfiles, 2014 <http://www.aitsl.edu.au/docs/defaultͲsource/schoolͲleadership/australianͲprofessionalͲstandardͲforͲprincipalsͲandͲtheͲ leadershipͲprofiles.pdf?sfvrsn=4>6,4 PAGE|59 2 ACTChiefMinister,Treasury,andEconomicDevelopmentDirectorate,HeadsofagreementbetweentheCommonwealthof AustraliaandtheAustralianCapitalTerritoryonNationalEducationReform,2013 <http://www.cmd.act.gov.au/__data/assets/pdf_file/0010/460198/hoaͲschoolsͲreform.pdf>1Ͳ2 3 Ibid12 4 NickyDulfer,JohnPoleselandSuzanneRice,TheExperienceofEducation:Theimpactsofhighstakestestingonschoolstudentsand theirfamilies,(WhitlamInstitute,2012)p.9 5 AustralianGovernment,ReviewoftheAustralianCurriculumͲFinalReport,2014 <https://docs.education.gov.au/system/files/doc/other/review_of_the_national_curriculum_final_report.pdf>5 6 MichaelaMinarechová,NegativeImpactsofhighͲstakestesting,(2012)3(1),JournalofPedagogy,82,91Ͳ94 7 BarbaraComber,‘MandatedLiteracyAssessmentandthereorganisationoftheteachers’work:federalpolicy,localeffects’,(2012) 53(2)CriticalStudiesinEducation,119,129 8 ACTGovernment,CanberraSocialPlan,2011 <www.cmd.act.gov.au/__data/assets/pdf_file/0010/216559/2011CanberraSocialPlan_Print_Version.pdf>12 9 Ibid32 10 Ibid42 11 ACTGovernment,HumanServicesBlueprint,2014, <http://www.communityservices.act.gov.au/__data/assets/pdf_file/0010/599860/HumanͲServicesͲBlueprintͲFinal.pdf>2 12 ACTGovernment,aboven8,33 13 ACTGovernmentEducationandTrainingDirectorate,PublicationsandPolicies,2014 <www.det.act.gov.au/publications_and_policies> 14 EducationAct2004(ACT)s88 15 TasmaniaGovernment,DepartmentofEducation,RespectfulSchools,RespectfulBehaviour,2014<http://tasͲ education.org/doe/respectfulͲschools/RespectfulͲSchoolsͲRespectfulͲBehaviour.pdf> 16 VictoriaDepartmentofEducation&EarlyChildhoodDevelopment,EffectiveSchoolsareEngagingSchools:StudentEngagement PolicyGuidelines,Promotingstudentengagement,attendanceandpositivebehavioursinVictoriangovernmentschools,2009 <https://www.eduweb.vic.gov.au/edulibrary/public/stuman/wellbeing/segpolicy.pdf> 17 VictorianEducationandTraining,RespondingtoViolentandDangerousStudentBehavioursofConcern,(2015),< http://www.education.vic.gov.au/school/principals/participation/Pages/behaviourofconcern.aspx> PAGE|60 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE CHAPTER5: StudentͲCentredSchools 5.1 Introduction ACTschoolsstrivetogiveeffecttoastudentͲcentredvision.However,whilesomeschoolsare successfullyimplementingthisvision,arangeofcompetingprioritiesandotherobstacleshave limitedprogressinsomeschools. Thischapteroutlinesacaseforthepursuitofanambitious,singleͲminded,‘whateverittakes’ studentͲcentredvisionthatgivesprioritytoeachstudent’sneedsineducationpolicyand practiceinACTschools.Thevisionisderivedfrompolicyandresearchonchildandadolescent development,pedagogy,neuroscience,andfamilyandcommunitystudies.Itreflectshuman rightsprinciplesandthevaluesandaspirationsoftheMelbourneDeclarationontheGoalsof AustralianSchooling.1Welistprinciplesderivedfromtheaboveresearchandfromtheliterature on‘systemchange’.Theseprinciplesprovidetherationalefortheconclusionsand recommendationsofthereport. Theevidencestronglyindicatesthatthorough,pervasiveandunrelentingfocusonstudent needswillbenefitallstudents,particularlythosewithcomplexneedsandchallengingbehaviour. ThePanelbelievesthatoutstandingstudentͲcentredpracticeshouldbecomeahallmarkofACT schools.Keypointsmadeinthischapterabouta‘determinedstudentfocus’arefurther developedthroughoutthereport. ThePanelknowsthatschoolsmustrespond,reactandintervenedecisivelyinsome circumstances,forexample,tomeetastudent’simmediatehealthneedsortoprotectstudent andstaffsafety.Otherchaptersdealwiththeseissues.Infirstexpressingapositivevisionand setofprinciplesthePanelsignalsitspriorityforaproactiveapproachtocomplexneedsand challengingbehaviourͲonethatextensiveresearchhasshownwillsignificantlyreducebutnot eliminatetheneedforreactivemeasures.Thelatterarenecessary,secondaryand complementary. 5.2 StrengtheningtheemphasisonstudentͲcentred schools ManyACTschoolsandclassroomsarefacingdifficultiesinrespondingeffectivelytosupport studentswhodisrupttheirownandothers’learning.Evidencesuggeststhatthenumberof thesestudentsisincreasing,reflectinggreaternumbersofstudentswhosebehaviourmaybe affectedbyfactorssuchastrauma,socialdisadvantageordisability. AsnotedinChapter2,theACTdatafromtheAustralianEarlyDevelopmentCensusshowsthat 22%ofACTstudentsstartingschoolare‘developmentallyvulnerable’andthattherearepockets ofdisadvantageintheACT.2 The2015ACTSchoolCensusshowsa70%increaseinthenumberofstudentswithspecialneeds enrolledinACTIndependentSchoolsintheperiod2011–2015,anda64%increaseinACT CatholicSchoolsinthesameperiod.ACTPublicSchoolsshowedan18%increaseintheperiod 2011–2014.ACTPublicSchoolenrolmentsofstudentswithspecialneedsdroppedin2015but PAGE|61 thisisduetothefactthatin2015earlyinterventionstudentswerenotcountedastheprogram movedtoNationalDisabilityInsuranceScheme(NDIS)responsibility.ThePanelalsonotesthe worldwideincreaseintheincidenceofautismspectrumdisorder.3 InChapter2andAppendixEweprovideexamplesofthenatureandextentofbehaviourthat teachersingovernmentandnonͲgovernmentschoolsdealwitheveryday.ACTschoolleaders believethatthereisanincreasingproportionofstudentswithcomplexneedsandchallenging behaviourintheirschools. Researchshowsthatthemostpowerfuleffectsoftheschoolonlearningrelatetofeaturessuch asclassroomclimate,peerinfluences,andthelackofdisruptivestudentsintheclassroom.4 Whenconsideredtogether,theabovefactsposeaconfrontingquestion:ifsomanyofour studentshavecomplexneedsandchallengingbehaviour,whataretheimplicationsfortheways inwhichwecurrently‘doschool’forthesestudents,andforallstudentsintheACT? ThereisnodoubtthatACTschoolsperformwellonawidearrayofperformanceindicators. However,arapidlychangingsocietyandmajorpolicyreformsarechangingthenatureand demandsofschoolsandclassrooms,anditisvitalthatschoolsystemschangeandadapttomeet theneedsofallACTstudents.Asoneparentstated: Ifweasasocietydemandthateachchildattendsschool,thenweneedtoensurethatthese schoolscaterforthewidediversityofchildren,andthatnoneofthesechildrenaremadeto feelinadequate,unwelcomeoralienwhentheyattendschooleachday.(Parent) 5.3 PursuingastudentͲcentredvision SomestakeholderstoldusaboutastudentͲcentredvisioninthefollowingways: Anholisticapproachtoschoolingwherepedagogymeetscircumstancewouldbeastart. (Teacher) Becalm.Takeitslow.Gettoknowthestudentfirst.Buildastrongrelationship.Perhaps, afterthatisaccomplishedandthestudenttrustsyou,someteachingandlearningcanbegin tooccur.(Teacher) Acontemporaryexaminationoftheoverarchingprinciples,policiesandframeworksthat underpintheservicesprovidedintheACTtostudentswithcomplexneedsandchallenging behaviourisapositivesteptowardensuringthestudentsandtheircarersareprovided consistentlywiththebestsupport,careandtreatmenttopromoteoptimaloutcomes. (Organisation) Identifyindividualneeds Chapter3outlinedtherightofchildrenandyoungpeopletoreceiveahighͲqualityeducation.5 However,eachchildstartsschoolandcomestoschooleachdaywithvaryingcapacitiesto participate,behaveandlearn.AstudentͲcentredapproachtakesintoaccountthespecificneeds ofeachstudentintheirfamily,peerandcommunitycontexts.6 Achildfocusconsidersthechild’sphysicalhealth,mentalhealthandemotionalwellbeing, relationships,materialwellbeing,safetyandlearningneeds.7Itrecognisesthatstudentsare uniqueintheirpreparationforlearningandthattheydifferintermsoftheirbiologicaland sensorystructuresandfunctions,intellectualcapacity,communicationability,mentalhealthand psychologicalwellbeing,goals,motivations,emotions,socialcapital,personalagencybeliefs, relationships,socialsupportandenvironmentalcircumstances.8Childrenandyoungpeopleneed tobephysicallywellequippedtolearn,includingbeingabletosleepwelleachnight,have adequatenutrition,andhavetheirhealthneedsmet.Theymustalsofeelsafe. PAGE|62 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Providesafeandorderlyenvironments Improvingthesafetyandwellbeingofchildrenisanationalpriority.9Formanystudentsschools aretheirsafestandmosttrustedenvironment.TheNationalSafeSchoolsFrameworkdescribesa safeandsupportiveschoolasonewhere: Theriskfromalltypesofharmisminimised,diversityisvaluedandallmembersofthe schoolcommunityfeelrespectedandincludedandcanbeconfidentthattheywillreceive supportinthefaceofanythreatstotheirsafetyorwellbeing.10 Asafeandorderlyschoolenvironmenthelpsstudentsfeelsafe,supportedandabletoengagein school.11Keyaspectsofanenvironmentthatsupportsbehaviourarerelationships,pedagogy, structureandexpectations.12Togethertheseprovidedependabilityandsecurity.Inanaccepting, dependableschoolenvironmentwhererulesandlimitsareknownandimplemented,students canbeexpectedtotakeresponsibilityfortheirbehaviourmostofthetime,andinmost,butnot allcircumstances,studentsareabletodothat. Giveprioritytorelationships ResearchshowsthatteacherswhohadhighͲqualityrelationshipswiththeirstudentshad considerablyfewerdisciplineproblems,ruleviolations,andrelatedproblemsoverayearthan didteacherswhodidnothavehighͲqualityrelationshipswiththeirstudents.13Hattiereportsthe importanceofteacher/studentrelationshipsonlearningoutcomes,includingnonͲdirectivity, empathy,warmthandencouragement.Inclasseswheretherelationshipsbetweenteachersand studentsaregoodthereisalsomoreengagement,fewerresistantbehavioursandhigher achievementoutcomes.14 MarzanocautionsagainstleavingteacherͲstudentrelationshipstochanceortothepersonalities involved15.AselaboratedinChapter6,somestudentsfindrelationshipschallengingand teachersneedtoadapttheirattemptsat‘relationshipͲbuilding’tothosestudents’needs.By usingstrategiessupportedbyresearch,andbybeingattunedtostudentneed,teacherscan proactivelyinfluencethedynamicsoftheclassroomanddeveloptherelationshipsthatwill supportparticipationinlearning.16 Fosterwellbeing Researchhasfoundthatprimaryandsecondarystudentssaythattheirwellbeingatschool wouldimproveifchangesweremadetopedagogy,schoolenvironment,relationshipsandtheir opportunitiestohaveasay.17Inmostschools,theprioritiesofwellbeingandacademicsuccess competefortime,attentionandresources,yettheresearchdemonstratesthebenefitsof wellbeinginitiativesbeingpartofschool’s‘corebusiness’.18Therearemanybenefitsforschool communitiesthatinvestinrelationshipsandwellbeing.19 Demonstrateinpracticethelinksbetweenwellbeing,learningand behaviour Wellbeing,learningandbehaviourareintimatelyconnected.Thereisadynamic(andessential) relationshipbetweenstudentwellbeingandacademicoutcomes.20Researcherswhostudied schoolsthathadimprovedtheattainmentandbehaviourofdisadvantagedstudentsconcluded thatovertime,growthinwellbeingandinacademicattainmentaremutuallysupportiveand producepositivelongͲtermoutcomes.21 PAGE|63 ThegeneralapproachtocreatingmoreengagingschoolsissummarisedintheEducationand TrainingDirectorate’sEngagingSchoolsFrameworkandinCatholicEducation’sWellbeingand InclusionStrategy. Personaliselearning Researchershavefoundthatmanyschoolsdonotfocusprimarilyonwhethereverystudentis learningandmakingprogressbutfocusinsteadonhowtheschoolisperforming.Whenthis occurs,theachievementofpersonalisedlearning‘fallsthroughthecracks’.22 Schoolsthataresuccessfulinengagingallstudentsareadoptingpersonalisedapproachesto learningby Designingandimplementinginstitutionalpracticesandsupportmechanismsthattakethe uniquecharacteristicsandeducationalneedsofeachstudentintoconsideration.23 Hattiehasshownthatabout50%ofthevarianceinachievementis‘whatstudentsbringtothe table’,24soitmakessenseforteacherstoknowtheirstudentswell,findoutwhatmotivates them,andcapitaliseoneachstudent’suniquestrengthstosupporttheirlearningandbehaviour. Themosteffectiveclassroommanagersdonottreatallstudentsthesamebutemploydifferent strategiesinresponsetotheirindividualbehaviouralneeds.25 Teachtoengageandsupportbehaviour Differentiationinresponsetostudentneedisaphilosophyandmindsetthathelpspersonalise curriculumandinstructionandpromotestudentengagementandbehaviour.26,27 Csikszentmihalyiobservesthat: Ifeducatorsinvestedafractionoftheenergytheynowspendontryingtotransmit informationintryingtostimulatethestudents’enjoymentoflearning,wecouldachieve muchbetterresults.28 Putsimply,studentswhoareinterestedandengagedandenjoybeingatschoolarelesslikelyto misbehave–butstillmight! Inasynthesisofresearchoneffectivepedagogy,AltonͲLee29stressedtheneedto:focuson studentachievement(includingsocialoutcomes)andfacilitationofhighstandardsforall students,includingthosewithspeciallearningneedsorvulnerabilities;establishcaring,inclusive andcohesivelearningcommunities;createeffectivelinksbetweenschoolandothercultural contexts;andtopromotelearningstrength,selfͲknowledgeandstudentselfͲregulation. Goodteachingcertainlysupportsbehaviourbutgoodteachingalonewillnotsolveall behaviouralissues. Teachsocialandemotionalskills Researchshowsthemanybenefitsofdevelopingstudents’socialandemotionalskillssuchas creativity,motivation,communicationskillsandpersistence.30NonͲcognitiveskillscanbetaught andtheycanmakeadifferencetosocial/behaviouraloutcomesandforstudentachievement. Thatis,theseoutcomesareimportantinthemselvesandtheyalsohaveapositiveimpacton increasingachievement.31 AccordingtotheOrganisationforEconomicCoͲoperationandDevelopment,raisinglevelsof socialandemotionalskills–suchasperseverance,selfͲesteemandsociability–canimprove healthͲrelatedoutcomesandsubjectivewellbeing,aswellasreduceantiͲsocialbehaviours: PAGE|64 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Resultsshowthatconscientiousness,sociabilityandemotionalstabilityareamongthe importantdimensionsofsocialandemotionalskillsthataffectchildren’sfutureprospects. Socialandemotionalskillsdonotplayaroleinisolation,theyinteractwithcognitiveskills, crossͲfertilise,andfurtherenhancechildren’slikelihoodofachievingpositiveoutcomeslater inlife.32 AlthoughthefindingsaboveareevidenceͲbased,theyaregeneralisationsanddonotnecessarily applytoeverystudent.Forexample,somestudentswithautismspectrumdisordermayfind socialinteractionverydifficult,andmaystrugglewiththeseissues,despitetheimplementation ofschoolͲwidesocialskillprograms.Asindicatedbelow,theirdistinctiveneedsmustbe appreciatedandpedagogyandprogramsmustbetailoredtotheirneeds. Usedistinctpedagogieswhenstudentsneedthem EvidenceͲinformed‘universalstrategies’thatfocusonhowstudentshavesimilarneedsare highlyrecommendedasafoundationforteachingpractice;however,theywillnotbesufficient tomeettheneedsofsomestudentsbecausetheirspecificneedsaredifferenttothoseofmost students.Nevertheless,teachersreportthatmanystrategiesformeetingtheindividuallearning andbehaviouralneedsofsomestudents;forexample,strategiesforstudentswithautismthat involvetheuseofvisuals,explicittimetables,socialstoriesandcapitalisingontheirstrengths, arebeneficialformanyotherstudents. Somestudentsmayrequireindividualisedapproachesandstrategies.Forexample,ateacher whodoesnotunderstandcommonfeaturesofautismspectrumdisordermaynotinterpretthe child’sbehaviourthroughan‘autismlens’33andmayinteractwithstudentsinwaysthatisolate, frustrate,antagoniseand/orprovokethem.34Ateacherwhodoesnotappreciatecultural differencesmayunwittinglyunderminearelationshiporprovokeshameorhostilitybecauseof culturallyinsensitivemanagementofbehaviour.35Ateacherwhoisunawareoftheeffectsof traumaonchildrenwhohavebeenabusedorneglectedmaynotappreciatetheintenseshame somefeelandthat‘affectdisregulation’mayaccountforanaggressiveoutburstthatseems unprovokedoroverreactive.36Thefactthatsomestudentsneed‘distinctpedagogies’raises majorimplicationsforprofessionaldevelopment,supervisionandsupportforteachers, particularlythoseinspecialisedsettings. Focusonpreventionandproactiveapproaches Thegeneralbenefitsofinterveningearly,beforesecondaryissuesemerge,areconfirmedby evidenceandarewellunderstoodbythecommunity.Proactive,earlysupportimprovesschool oreducationalperformance,lowerscriminalityrates,reduceschildabuseandneglect notifications,reducesbreakdowninfamilyrelationshipsandreducespublicexpenditureonthe lifetimecostsofcareandsupport.37 Inthepreschoolyears,supportforchildrenatriskofneglectandharmisregardedasan essentialelementofawidersolutiontoprotectthesechildren.38Effectiveschoolsproactively identifyproblemsatanearlystageandworktoaddressthembeforestudentsbecome disengaged.39Schoolsshouldgiveprioritytotheneedsofthosestudentswhomaybeatriskof marginalisation,exclusionorunderachievementandadoptpracticesthatareproactiveand preventative.40,41 Adoptsystemsthinking Contemporarysocial–ecologicalmodelsofhumandevelopmentillustratethepowerful influencesoftheinteractingcontextsthatsurroundus.Whathappensforachildatschool PAGE|65 reflectsthedynamicinfluencesofpolitical,policy,communityandsocietycontexts.What happensforthechildisalsoinfluencedbypowerful,proximatecontextssuchasparent/carer, family,classroomandpeers.42Approachestocomplexneedsandchallengingbehaviourmust acknowledgethatthesecontextsareeverchangingandthateachencounterwithastudentis unique.43 Asocial–ecologicalmodelalsosuggeststhatitisalmostimpossibleforindividualpractitionersto instigateandsustainchangedpracticeswithoutinvolvingandaffectingothers.This‘systems thinking’addressesthedynamiclinkagesandinteractionsbetweenthecomponentsinthe organisation,bothverticallyandhorizontally.44Oneimplicationofsystemsthinkingisthateven themostpromisingapproachesforstudentswithcomplexneedsandchallengingbehaviourwill beineffectiveandshortͲlivedunlesssupportedbycoherentpolicy,processesandguidelinesthat providecleardirectionsandsupportforthemwithinthe‘system’.Systemsthinkingappreciates thatwhatdoes,ordoesnot,happeninonepartofthesystemorforonegroup(suchasstudents withcomplexneedsandchallengingbehaviour)willimpactelsewhere.Forexample,andas explainedinChapter9,whentherigorousimplementation,withinaschool,ofamodelsuchas PositiveBehaviourSupportstartswithathoroughremodelingof‘Tierone’supports,every teacherandeverystudentcannotfailtobeaffected. Activelyseek,listen,andrespondtotheviewsofstudents Everychildandyoungpersonhasabasichumanrighttoparticipateindecisionsthataffect them,andtohavetheirviewstakenintoaccountandgivendueweightinaccordancewiththeir ageandmaturity.Themanybenefitsofconsultingwithstudentsarewellknownandinclude increasedengagement,motivationandbehaviour,particularlyofmarginalisedstudents.45 Researchshowsthatlisteningtostudentvoiceleadstoadecreaseinstudentbehaviour problems: Themoreeducatorsgivestudentschoice,control,challenge,andcollaborative opportunities,themoremotivationandengagementarelikelytorise.46 Ifschoolsreallywanttobecome‘studentͲcentred’thentheymusthearthevoicesofthose whomschoolsseektoserveandlistentoviewsthattheyperhapswouldrathernothear. ‘StudentͲcentredschoolsallowhiddeninformationtofindlegitimateforumsforexpression.’47 Follow‘UniversalDesign’principles AsastudentͲcentredapproachmuststillbeimplementedinagroupcontextsuchasthe classroomorschool,theprincipleofUniversalDesign(UD)orUniversalDesignforLearning (UDL)becomesimportant.MitchelldescribesUDas: Thedesignofproductsandenvironmentstobeusablebyallpeople,tothegreatestextent possible,withouttheneedforsubsequentadaptationorspecialiseddesign.48 UDinvolvesplanninganddeliveringprogramswiththeneedsofallstudentsinmindfromthe outset.Itappliestoallfacetsofeducation:‘fromcurriculum,assessmentandpedagogyto classroomandschooldesign.’49So,forexample,aUDapproachtocomplexneedsand challengingbehaviourmightinvolvetheimplementationofaschoolͲwideapproachbasedona modelofPositiveBehaviourSupport.50Suchuniversallydesignedapproachesaremoreinclusive thanspecialisedprogramsforparticulargroupsofstudents.Whenspecialprogramsare establishedwithoutreferencetotheir‘fit’withtheschool’soverallphilosophyandpractices, theyhavemanydisadvantages.51 Universaldesignanddifferentiationarecomplementaryapproachesthatsupportschoolsto becomemorestudentͲcentred.Universaldesignisaproactivestrategy,whiledifferentiationisa PAGE|66 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE reactiveresponsetoindividualneeds.Theyeachattendtoissuesofpersonalinterest, engagement,experience,culturallyͲshapedwaysofseeingtheworld,andstrategiesforaction. Together,theycanprovideapowerfulcombinationofstrategiestoreachtheneedsofall studentsastheyworktosuccessfullyreachthegoalsofinstruction.52 Collaborateatalllevels TheanalysisofpolicyinChapter4showedtheprioritythatsomeschoolsystemsinAustraliaare givingtoteamworkandcollaborationinsupportingstudentswithcomplexneedsand challengingbehaviour.Exemplaryschoolscollaborateandformwiderrelationshipstofindnew waystomeetstudentwellbeingneeds.53 Behavioursatschoolareoftenaresponsetoissuesandstressesthatareoccurringinother contextsandneedtoberesolvedoutsideoftheschoolenvironment.Collaborationwithinthe school,butalsowithpartnersoutsideoftheschool,isrequiredtomeetthebroadpsychosocial needsofchildrenandreducetheirproblematicbehaviours.54CrossͲagencycollaborationonvery complexissuesrequiresagenciesto: Abandontheirownagendainfavourofacommonagenda,sharedmeasurementand alignmentofeffort.55 Effectiveschoolsdemonstratehighlevelsofcollaborationbetweenteachersandparents/carers becauseparents/carersarecentraltothestudent’sphysical,emotional,intellectualandsocial development.56 Implementchangebybuildingoncurrentgoodpractices TheprogressiverealisationofastudentͲcentredvisionrequiresthatleadersattendtothe factorsthatinfluencesystemchange.57Akeyelementis‘incentive’,andeffectiveleadersknow that: Gaininganawarenessofthepersonalbenefitsassociatedwithmakingachangeisthe criticalfirststeptowardschangingbehaviour.58 MajorbenefitsforteachersofteachinginmorestudentͲcentredwaysareincreasedjob satisfaction,motivation,engagementandeffort.59 Anexplicitlycommunicatedframeworkforimplementationwillshowthelogicallinksbetween implementation,rationale(linkingconstructs)andintendedoutcomes.Forexample,thestrategy mightbetoimprovestudentbehaviourbyresourcingparticularprogramcomponents(suchas multidisciplinaryteams,and/orschoolͲwidebehaviourprogramsand/orbetterprofessional developmentforclassroomteachers).60,61Strategicleadershipmakestheseconnectionsclear andalsoattendstotheemotionalandpoliticalfactorsthatarehardertoachieve,suchas convincingothersoftheneedforchange,gainingseniormanagementconsensus,developinga groundswellofsupport,andbuildingstakeholdersupportandwillingnesstoact.62 5.4 Principles Theforegoinganalysisofpolicyandresearchprovidesjustificationfortheprinciplesthat underpintheconclusionsandrecommendationsofthisreport.Althoughtheprincipleshave beendevelopedwithattentiontothespecificneedsofstudentswithcomplexneedsand challengingbehaviour,allareapplicabletoeverystudent.Theprinciplessummarisethe componentsofastudentͲcentredvisioninACTschoolsandpossiblestrategiesforimplementing it. PAGE|67 1. AllACTchildrenandyoungpeoplehavetherighttoahighͲqualityeducation.Children andyoungpeoplewithcomplexneedsandchallengingbehaviourhavetherightto accesseducationonthesamebasisasotherstudents. 2. Services,supportsandmethodsforrespondingtothebehaviourofchildrenandyoung peopleinschoolsshouldbecompliantwithlegislationandbeageandculturally appropriate. 3. Everyonehastherighttobesafeatschool.Schoolshaveadutyofcaretoallstudents andtostaff,andmustconsidertheneedsandrightsofeveryonewithintheschool. Measurestakentoprotectsafetymustincludepreventiveapproachesandmustbe consistentwiththehumanrightsofchildrenandyoungpeople. 4. Seriouschallengingbehaviourmayreflect:alackofbehaviouralskills;anemotional impactofdisruptedfamilylife;economicandsocialimpactsonthechildorfamily; psychologicalfactorssuchastrauma,depressionandothermentalhealthissues;neuroͲ medicalissuessuchasdisability,andchronichealthconditions.Aseachbehaviourmay indicatedifferentcauses,eachrequiresaspecific,personalisedresponse. 5. Responsestostudentbehaviourshouldtakeintoaccountthatbehaviourisaffectedby contextsandenvironments,andthatchallengingbehaviourmayreflectamismatch betweenthecharacteristicsandneedsofthechildoryoungpersonandtheexpectations of,andsupportprovidedby,theirenvironments. 6. Schoolsexistprimarilyforthebenefitofstudentsandstudentsshouldhaveavoicein shapingschoolculture,policiesandpractices. 7. Pedagogyandcurriculumshouldpromoteengagementandgoodbehaviourandshould bepersonalisedanddifferentiatedtorespondtostudentstrengthsandinterests. 8. Schoolleaders,teachersandsupportstaffshouldhavetheskillsandresourcestomeet thelearningandbehaviouralneedsofchildrenandyoungpeoplewithcomplexneeds andchallengingbehaviour. 9. SomechildrenandyoungpeoplewillrequirespecialisedexpertiseandwrapͲaround supports.Tobeeffectivethesecollaborationsmustensurethatservicesarealigned, throughsharedunderstandingsandgoals,tomeettheindividualneedsofchildrenand youngpeopleandtheirfamilies. 10. Justasstudentsneedtooperatewithinasupportiveschoolenvironmentthatrespects theirrightsandmeetstheirneeds,sodoteachers.Theyshouldhaveaccesstoquality adviceandsupportivesupervisiontoassistthemtosupportchildrenandyoungpeople withcomplexneedsandchallengingbehaviour. 11. Studentsneedtoknowthattheymatterandthatteachersandotherstaffcareabout them.Supportiverelationshipsarefundamentalforstudentswithcomplexneedsand challengingbehaviour.Developingsensitive,positiverelationshipswiththesestudents, familiesandotherserviceproviderswillassistthemtobehaveandtolearn. 12. Childrenandyoungpeoplewithcomplexneedsandchallengingbehaviouraremembers offamilies,classes,schoolsandthebroaderACTcommunity,andshouldfeelthatthey belongin,andarevaluedby,thecommunity.ApproachesthatdrawuponthewholeͲofͲ governmentandthecommunityareneededtobestmeettheneedsofthesechildren andyoungpeople. 13. Allchildrenandyoungpeoplehavestrengths,andastrengthsͲbasedapproachhelps studentswithcomplexneedsandchallengingbehaviour.Schoolsshouldcreatethe conditionsforthesestudentstoseeandfeelrealsuccess. PAGE|68 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE 14. Acceptanceandvaluingareachieved,inpart,byprovidingchildrenandyoungpeople whoareatriskofbeingmarginalisedwithsettingsandprocessesthatarehighlyvalued bysociety;forexample,highqualityteachers,settingsandstatus. 15. SchoolsshouldusetheirresourcesflexiblyandinevidenceͲinformedwaysthatbest meettheneedsofeverystudentintheschool. 16. IndevelopingprogramsandservicestodevelopstudentͲcentredschools,asound leadershipstrategyisto‘conservethebestandtransformtherest’.63 5.5 Conclusion ThischapteroutlinedanevidenceͲinformedcasefora‘childrenandyoungpeoplefocus’tobe theprimaryfocusinACTschools.Thisfocusbenefitsstudentswithcomplexneedsand challengingbehaviour,andallotherstudents.ThePanelappreciatesthatthisiswhatmost teachersandschoolsdo,ortrytodo,everyday.However,asastudentͲcentredvisionprovides thefoundationforlearningandbehaviour,wethereforerecommendpolicypriorityforitand urgeitsfarmorestrenuouspursuit. Keypointscoveredinthischapterinclude: justificationforschoolstogiveprioritytoathorough,studentͲcentredvisionthatis perceivedassuchbystudents; justificationforstrategiesthatpromotethatvision; alistingofprinciplesonwhichtheconclusionsandrecommendationsofthisreportare based. ImplicitinthischapteristheviewthatastudentͲcentredvisionisnotachieved‘onceandforall’ butissomethingthatschoolsshouldworktowards,andgetbetterat,everyday.Inthenextten chaptersweillustratehowthiscanbedonewithreferencetothesignificantissuesandconcerns raisedbystudents,teachersandthecommunity.Subsequentchaptersprovideexamplesofways theseprinciplescouldinfluencefuturesupportsforstudentswithcomplexneedsand challengingbehaviour.Inthenextchapter,Chapter6,wemakerecommendationsaboutthe strengtheningofcrucialrelationshipsandthecreationofschoolculturesandcontextsthatthat areengagingforstudentsandthatbettersupportappropriatebehaviour. Finallyandimportantly,thePanelbelievesthatseriousattentiontotheissuesposedbystudents withcomplexneedsandchallengingbehaviouroffersanopportunityandachallengetotheACT communityanditsschoolstofurtherexemplifyitsinclusivevision. Earlyintheconsultationprocessonepersonwrote:‘Studentsarenottheproblem;theyarethe solution.’This‘reframe’suggeststhatastudent’sbehaviourmaytellussomething–perhaps howtheyare.ThePanelbelievesthatstudentswithcomplexneedsandchallengingbehaviour poseamorechallenging,butultimatelyhelpfulconsideration–howourschoolsare. Ifschoolsareinterestedineducatingallstudentswell,wecontendthattheymustattendto themargins,thosevulnerablestudentswhohavelittleparentalguidance,andnovoicein schoolaffairs…Thesestudentschallengethecurriculumanditsstandards,theteachers’ normalinstructionroutines,andthemotivationalstrategiesthatstimulatelearningand complianceintheclassroom.Theypresenteducatorswithagrandopportunitytocreate newlearningforthemselvesandexaminetheirinvitationtolearningforallstudents.These studentsconstantlychallengetheequilibriumandboundariesoftheclassroomandtheir diversitycallsoutfortheschooltochange.Theyaretheenginesofreform.64 PAGE|69 1 MinisterialCouncilonEducation,Employment,TrainingandYouthAffairs,MelbourneDeclarationonEducationGoalsforYoung Australians,2008 <http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf>7 2 AustralianEarlyDevelopmentCensus,DataExplorer:AustralianCapitalTerritory,(2015)<https://www.aedc.gov.au/data/dataͲ explorer?id=42930> 3 AutismSpectrumAustralia,QuickGuidetoAutism,2015<http://www.autismspectrum.org.au/content/whatͲautism> 4 JohnHattie,VisibleLearning:Asynthesisofover800metaͲanalysesrelatingtoachievement,(Routledge,2009)33 5 EducationAct2004(ACT)s7(1) 6 ReginaHill,SuccessfulSchooling:TechniquesandtoolsforrunningaschooltohelpstudentsfromdisadvantagedandlowsocioͲ economicbackgroundssucceed,(EffectivePhilanthropy,Victoria2011)22 7 AustralianResearchAllianceforChildrenandYouth,TheCommonApproach,2015<https://www.aracy.org.au/projects/theͲ commonͲapproach> 8 DavidMitchell,Whatreallyworksinspecialandinclusiveeducation:UsingevidenceͲbasedteachingstrategies(Routledge,2nded, 2012)21;BarryCarpenter,etal,Engaginglearnerswithcomplexlearningdifficultiesanddisabilities:Aresourcebookforteachers andteachingassistants(London:Routledge,2015)10. 9 CommonwealthofAustralia,ProtectingChildreniseveryone’sbusiness:NationalframeworkforprotectingAustralia’sChildren 2009Ͳ2020,(2009)<https://www.dss.gov.au/sites/default/files/documents/child_protection_framework.pdf>7 10 StandingCouncilonSchoolEducationandEarlyChildhood,NationalSafeSchoolsFramework,(2013) <http://www.safeschoolshub.edu.au/documents/nationalsafeschoolsframework.pdf>2 11 JessicaHarris,etal,‘TheleadershipofstudentͲcenteredlearning(Summary)’,(2013)12(13).Curriculum&LearningJournal, <http://www.curriculum.edu.au/leader/the_leadership_of_studentͲcentred_learning,37357.html?issueID=12909> 12 JohnFrew,Managingdifficultstudentbehaviours:FoundationsofLearning,(2003), <http://www.tcfofnsw.org.au/pdfconp/frew.pdf>1Ͳ2 13 RobertMarzanoandJanaMarzano,Usingliteratureinbuildingclassroomrelationships,(2003)61(1).EducationalLeadership.6 14 JohnHattie,aboven4,118 15 RobertMarzanoandJanaMarzano,aboven13 16 Ibid 17 CatharineSimmons,AnneGraham,andNigelThomas,‘Imagininganidealschoolforwellbeing:Locatingstudentvoice’,(2015) 16(2)JournalofEducationalChange,129 18 TomBentleyandCiannonCazaly,Thesharedworkoflearning:Liftingeducationalachievementthroughcollaboration, <http://www.sanoblepark.catholic.edu.au/documents/formstemporary/SharedWorkOfLearningReport.pdf>51 19 Ibid 20 Ibid6 21 Ibid13 22 Ibid68 23 TomEwing,‘Thebuildingblocksofhighschoolredesign’.(2007)49(1)<http://www.ascd.org/publications/newsletters/policyͲ priorities/spring07/num49/toc.aspx> 24 JohnHattie,Teachersmakeadifference:Whatistheresearchevidence?PaperpresentedattheAustralianCouncilforEducational ResearchConference,October(2003) 25 JereBrophyandMaryMcCaslin,Teachers'reportsofhowtheyperceiveandcopewithproblemstudents.ElementarySchool Journal,(1992)93(1),3,3 26 EllenSkinner,andMichaelBelmont,Motivationintheclassroom:Reciprocaleffectsofteacherbehaviourandstudentengagement acrosstheschoolyear.(1993)85(4),JournalofEducationalPsychology,571,577 27 CarolTomlinson,‘Reconcilabledifferences:StandardsͲbasedteachinganddifferentiation’.EducationalLeadership,(2000)58(1),6,6 28 MihalyCsikszentmihalyi,‘LiteracyandIntrinsicMotivation’,(1990)119(2),Daedalus,115 29 AdrienneAltonͲLee,Qualityteachingfordiversestudentsinschooling:Bestevidencesynthesisiteration.2003, <http://www.educationcounts.govt.nz/publications/series/2515/5959> 30 SaraGlover,BronwynHinzandMailieRoss,NewapproachestopersistentproblemsinAustralia’sschools:ForumReport,2014 <http://www.mitchellinstitute.org.au/wpͲcontent/uploads/2014/04/NewͲapproachesͲtoͲpersistentͲproblemsͲforumͲreport.pdf>10 31 HenryLevin,Morethanjusttestscores,2012,<http://cbcse.org/wordpress/wpͲcontent/uploads/2015/04/Prospects.Sept2012Ͳ 1.pdf>10Ͳ11 32 OECDMinisterialMeeting,SkillsforSocialProgress:ThePowerofSocialandEmotionalSkills,2015 <http://www.oecd.org/edu/ceri/skillsͲforͲsocialͲprogressͲexecutiveͲsummary.pdf>1Ͳ2 33 AutismEducationTrust,EducationalprovisionforchildrenandyoungpeopleontheautismspectrumlivinginEngland:Areviewof currentpracticeissuesandchallenges,(UniversityofBirmingham,2008)14 PAGE|70 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE 34 JackieRavet,‘Inclusive/exclusive?Contradictoryperspectivesonautismandinclusion:Thecaseforanintegrativeposition’,(2011) 15(6),InternationalJournalofInclusiveEducation,667,680 35 DepartmentofEducationandEarlyChildhoodDevelopment,Victoria,SupportingAboriginalandTorresStraitIslanderchildrenin kindergarten,(2005)<http://www.education.vic.gov.au/Documents/childhood/parents/support/supportingatsikinder.pdf>13 36 LaurelDowney,Calmerclassrooms:Aguidetoworkingwithtraumatisedchildren,2007,ChildSafetyCommissioner,Melbourne, Victoria<http://www.ccyp.vic.gov.au/childsafetycommissioner/downloads/calmer_classrooms.pdf>15 37 ProductivityCommission2011,DisabilityCareandSupport,Reportno.54,Canberra.617Ͳ618 38 ProductivityCommission2014,ChildcareandEarlyChildhoodLearning:Overview,InquiryReportNo.73,Canberra.47 39 VictorianGovernment,DepartmentofEducationandEarlyChildhoodDevelopment,EveryChild,EveryOpportunity,2008, <https://www.eduweb.vic.gov.au/edulibrary/public/postcomp/effectivestrategiesreportprint.pdf>25 40 UnitedNationsEducational,ScientificandCulturalOrganisation(UNESCO),GuidelinesforInclusion:EnsuringAccesstoEducation forAll,(2005)<http://unesdoc.unesco.org/images/0014/001402/140224e.pdf>16 41 UnitingCare,SubmissiontotheSenateEducationandEmploymentReferencesCommittee,InquiryintoCurrentLevelsofAccess andAttainmentforStudentswithDisabilityintheSchoolSystem,andtheImpactonStudentsandFamiliesAssociatedwith InadequateLevelsofSupport,(2015), <http://www.childrenyoungpeopleandfamilies.org.au/__data/assets/pdf_file/0003/112647/UnitingCareͲCYPFͲSubmissionͲtoͲtheͲ inquiryͲintoͲaccessͲandͲattainmentͲforͲstudentsͲwithͲdisability.pdf>6 42 ArnoldSameroff,‘AUnifiedtheoryofdevelopment:Adialecticintegrationofnatureandnurture’(2010)81(1)ChildDevelopment, 6,13 43 MichaelArthur,ChristopherGordon,andNancyButterfield,ClassroomManagement:Creatingpositivelearningenvironments, Thomson:Victoria 44 WatersFoundation,Systemsthinking:Whatissystemsthinking?,2015<http://watersfoundation.org/systemsͲthinking/what/> 45 JessicaHarrisetal,aboven11,,22;JuliaFlutter&JeanRudduck,ConsultingPupils:What’sinitforschools?(RoutledgeFalmer, 2004).65Ͳ70;JeanRudduck,DonaldMcIntyre,Improvinglearningthroughconsultingpupils,(Routledge2007)23 46 EricToshalisandMichaelJ.Nakkula(2012).Motivation,engagementandstudentvoice.2012 <http://www.studentsatthecenter.org/topics/motivationͲengagementͲandͲstudentͲvoice>28 47 JessicaHarrisetal,aboven11,21 48 DavidMitchell,Educationthatfits:Reviewofinternationaltrendsintheeducationofstudentswithspecialeducationneeds, (2010),<https://www.educationcounts.govt.nz/publications/special_education/educationͲthatͲfitsͲreviewͲofͲinternationalͲtrendsͲ inͲtheͲeducationͲofͲstudentsͲwithͲspecialͲeducationalͲneeds/executiveͲsummary> 49 Ibid 50 DebKeenandMichaelArthurͲKelly,Assessment,disability,studentengagementandresponsestointervention,(Springer International:GriffithInstituteforEducationalReview,2009)149 51 ChristineSalisbury,andGailMcGregor,Principalsofinclusiveschools,(2005), <http://glec.education.iupui.edu/equity/Principals_of_Inclusive_Schools.pdf>6 52 NationalCenteronUniversalDesignforLearning,UDLIntersections:UniversalDesignforLearningandUniversalDesign,2013, <http://www.udlcenter.org/sites/udlcenter.org/files/UDLDI%20BRIEFfinal.pdf>;NationalAutismCenter,Findingsand conclusions:NationalStandardsProject,phase2.AddressingtheneedforevidenceͲbasedpracticeguidelinesforautismspectrum disorder,2015,<http://www.nationalautismcenter.org/nationalͲstandardsͲproject/resultsͲreports/> 53 TomBentleyandCiannonCazaly,aboven18,51 54 TimMoore,MoragMcArthur,DebbieNobleͲCarr,&DeborahHarcourt,Takingusseriously:childrenandyoungpeopletalkabout safetyandinstitutionalresponsestotheirsafetyconcerns,InstituteofChildProtectionStudies:AustralianCatholicUniversity: CommonwealthofAustralia,ProtectingChildreniseveryone’sbusiness:NationalframeworkforprotectingAustralia’sChildren2009Ͳ 2020,(2009)<https://www.dss.gov.au/sites/default/files/documents/child_protection_framework.pdf> 55 CollaborationforImpact,Thecollectiveimpactframework,2015,<http://www.collaborationforimpact.com/collectiveͲimpact/> 56 WorldHealthOrganization,GlobalSchoolHealthInitiative,(2015),<http://www.who.int/school_youth_health/gshi/en/> 57 ChristineSalisbury,andGailMcGregor,aboven51,8 58 AustralianInstituteforTeachingandSchoolLeadership,LeadershipProfiles:Behaviourchange.(2014). <http://www.aitsl.edu.au/leadershipͲprofiles/behaviourͲchange> 59 ReginaHill,aboven6,31 60 JamesMcDavid,IreneHuse,LauraHawthorn,Programevaluationandperformancemeasurement:Anintroductionto practice.(SagePublications,2006)48 61 JamesGallagher,Drivingchangeinspecialeducation,(PaulHBrookesPublishing,2006)165 62 PatCollarbone,Creatingtomorrow:planning,developingandsustainingchangeineducationandotherpublicservices,(Continuum InternationalPublishingGroup,2009)66 63 PaulBrock,BlurringtheBoundaries:SharpeningtheFocus:Acurriculumfocusforpractitioners,2005, <http://www.acsa.edu.au/pages/images/brock.pdf> PAGE|71 64 LeonardBurrello,CarlLashleyandEdithBeatty,Educatingallstudentstogether:Howschoolleaderscreateunifiedsystems. (CorwinPress,2001)2 PAGE|72 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE CHAPTER6: SchoolCultureandRelationships 6.1 Introduction PositiveschoolculturesthatarechildͲcentredandinclusiveimproveengagementandlearning outcomesforallstudents,andareparticularlyimportantforstudentswithcomplexneedsand challengingbehaviours.1Schoolcultureisshapedbytheapproachofschoolleaders,andthe values,attitudesandpracticesofallstaff,andtheirinteractionswithstudentsandfamilies. PositiveandsupportiverelationshipsareattheheartofaninclusivechildͲcentredschool culture,andarethefoundationforpreventingandaddressingchallengingbehaviour. TheNationalSafeSchoolsFrameworkhighlightstheimportanceofpositive,caringand respectfulstudent/peerrelationships,student/teacherrelationships,andteacher/teacher relationshipsasakeycomponentofdevelopingasupportiveandconnectedschoolculture.2 Thischapteraddressestheroleoftheschoolcultureinsupportingstudentswithcomplexneeds andchallengingbehaviour,includingschoolleadership,inclusivepracticesandthequalityof relationshipsamongschoolleaders,teachers,studentsandtheirfamilies. Wemakerecommendationsfordevelopingpositiveschoolculturesandforprioritising highͲqualityrelationshipstosupportthebehaviourofallstudentsinACTschools. 6.2 Schoolculture Schoolculturerefersgenerallytothebeliefs,relationshipsandattitudes,bothwrittenand unwritten,thatshapeandinfluenceeveryaspectofhowaschoolfunctions.3Schoolcultureis notstaticbutisconstantlybeingconstructedandshapedthroughinteractions,reflectionand newlearning,andisconveyedthroughschoolcommunicationsandpractices.Itreliesonshared understandingsaboutwhatisimportantandwhy. TheNationalSafeSchoolsFramework(NSSF)statesthat: Inasafeandsupportiveschool,theriskfromalltypesofharmisminimised,diversityis valuedandallmembersoftheschoolcommunityfeelrespectedandincludedandcanbe confidentthattheywillreceivesupportinthefaceofanythreatstotheirsafetyand wellbeing.4 A‘supportiveandconnectedschoolculture’isonekeyelementoftheframework,andincludesa ‘cleardemonstrationofrespectandsupportforstudentdiversityintheschool'sinclusiveactions andstructures’. PerspectivesonculturesinACTschools Manysubmissionsemphasisedtheroleofschoolcultureinsupportingallstudents,including studentswithcomplexneedsandchallengingbehaviour(withandwithoutadisability).A numberstressedtheimportanceofschoolleadersandteacherscommunicatingwithclarityand integrityabouttheirschool’sphilosophyandvision,particularlyinregardtotheissuesof PAGE|73 diversityandinclusion,anddevelopinganarrativethatisconsistentacrosstheschoolandits community: Ibelievethatthecultureofaschoolandtheattitudesofstaffgreatlyimpactonaschool’s abilitytodealwithchallengingstudents.(Teacher) Allroadstoschoolimprovementbeginandendwitheffortstofosterasafeandengaging wholeschoolclimate.(Organisation) InschoolvisitstobothsectorsthePanelobservedconsiderablevariationinthewaythatbeliefs, relationshipsandattitudesareenactedinrelationtotheinclusionofstudentswithcomplex needsandchallengingbehaviour.Thisvariationwasalsoreflectedinsubmissionsand interviews.Somesubmissionsandinterviewshighlightedthepositiveandinclusiveculturesthat havebeencreatedinparticularACTschools: Thecultureofinclusivenessispervasive.Weproudlywitnesshimlearningandgrowingand beingapartofhisschoolcommunity.Wewouldliketoseeallkidswithdisabilitiesbegiven thesameopportunityfortrulyinclusiveeducationinaninclusiveschoolcommunity.(Parent) Thesekidsbringopportunities,theyaddtoourschoolcommunity.Theyhelpotherstudents toacceptandunderstanddifferenceanddiversity.Itisrefreshingtospendtimewiththese students.(Schoolleader) However,somesubmissionsdrewattentiontoperceiveddeficienciesintheculturesofsome schoolsandtheirresponsivenesstostudents’diverseneeds: Wealsofoundthatmanyofthemainstreamteachersandprincipalattheschoolwerenot sufficientlyawareof,orunderstandingof,theneedsofthesestudentstoprovidean appropriatemainstreamenvironmentthatencouragedintegrationandinclusion.(Parent) Itisevidentthatwidespreadculturalchangeisrequiredinordertofosterasupportiveand appropriateresponsetotheuniqueneedsofthesestudents.Principalsshouldbesupported andencouragedtofosteraninclusivecultureattheirschool.(Peakbody) Thevariationbetweenschoolsreflectsanumberoffactors,butisparticularlyshapedbythe attitudeandapproachofschoolleaders,supportsforstaffandthequalityofrelationshipsthat aredevelopedwithintheschoolcommunity.Theseissuesarediscussedfurtherbelow. Frameworksandresources ACTschoolshaveaccesstoarangeofrelevantframeworks,resourcesandguidesfordeveloping apositiveschoolcultureandsupportforstudents.AsdiscussedinChapter3,discriminationand humanrightslegislationprovidesalegalframeworkwhichrequiresACTschoolstoensure equalityandtomakereasonableadjustmentsforstudentswithadisability. InthePanel’sviewtheselegalobligationsshouldberegardedastheplatformforabroader approachtobuildingpositiveschoolculturesthatareinclusiveofallstudents.Inclusivepractice requiresthecreationofchildͲcenteredschoolenvironmentsandsystemsthat proͲactivelycaterforthebroaddiversityofstudentsatschool,regardlessofdisabilityor diagnosis.Itrequiresidentifyingandaddressingbarrierstoparticipationineducation,and seekingtomeettheindividualneedsofeachstudent. TheNSSFprovidesallschoolswithavisionandasetofguidingprinciplestoassistschool communitiestodeveloppositiveandpracticalstudentsafetyandwellbeingpolicies.Supportive andconnectedschoolculture,positivebehaviourengagement,afocusonstudentwellbeingand studentownership,andpartnershipswithfamiliesandcommunityareallelementsoftheNSSF.5 ThePanelisawarethatETDiscurrentlyworkingondetailedsupportingdocumentationfor PAGE|74 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE PublicSchoolstousewiththeNSSF.CEinformedthePanelthatitisalsoworkingonamodel basedontheNSSF,whichincludesstudentandstaffwellbeing. ETD’sEngagingSchoolsFrameworkprovidesacomplementaryframeworkforPublicSchoolsto supportgoodpracticeintheareasofvaluing,understandingandhavinghighexpectationsof everystudent,strengtheningrelationships,enrichingconnectionswithcommunitiesand buildinganengagingschoolculture. ACTPublicSchoolsintroducedtheAustralianSchoolClimateandSchoolIdentification MeasurementToolin2014.Thetoolgathersinformationfromstaff,students,parents/carers andcarersabouttheschool’ssocialclimate,dayͲtoͲdayexperiences,thestrengthsoftheschool andfuturechallenges.Thispromisinginitiative,undertakenincollaborationwiththeAustralian NationalUniversity,isintheearlystagesofimplementationbutshouldprovideuseful informationtomonitortheimprovementofschoolclimateandculture.Chapter15draws attentiontothefactthatgooddata,suchasthatfromtheAustralianSchoolClimateandSchool IdentificationMeasurementTool,becomesusefulonlywhenincorporatedintoasystemof continuous,qualityimprovementandwhenthatdataleadstoaresponse. KidsMatter(forprimaryschools)andMindMatters(forsecondaryschools)arefreeinitiativesof theAustralianDepartmentofHealthtoimprovethementalhealthandwellbeingofchildrenand youngpeoplethroughtheirschools.BeyondBlueandthePrincipalsAustraliaInstitutesupport theinitiatives.Bothinitiativesofferonlinemodulesandarangeofuseful,evidenceͲbased resourcesforallschools,withastrongfocusonprevention,anddevelopingpositiveschool culturestoimprovestudentwellbeingandsenseofbelongingatschool. SomeACTschoolshaveimplementedtheKidsMatterandMindMattersprograms,andleadersat severalschoolsvisitedbythePanelspokepositivelyofthecontributiontheseprogramshave madeinhelpingtheirschooltoimprovesupportsforstudentswithcomplexneedsand challengingbehaviour.Inourview,theprogramsprovidehelpfulandsystematicguidancefor schoolstoimproveschoolcultureandrelationships,andassistallstudents.Whenutilisedaspart ofanoverarchingstrategytosupportstudentbehaviour,theseresourcessupportandprovide implementationguidanceforthepositiveapproachesthePanelproposesinthischapterandin Chapter9. Recommendation6.1:ThatETD,CE,andeachIndependentSchool,encourageallschoolleaders toimplementKidsMatter(forprimaryschools)andMindMatters(forhighschools)aspartof theiroverallstrategytosupportpositiveschoolculture,studentwellbeing,andbehaviour. 6.3 Roleofschoolleadersinshapingculture Schoolleadersarecrucialinshapingthewayinwhichschoolstaffthinkandtalkaboutstudents withcomplexneedsandchallengingbehaviour,andtheirfamilies,asthisinfluenceshow behaviourisinterpretedandresponsesenacted.Theycanalsodrivetheimplementationof schoolimprovementsinpractice.AsnotedintheAustralianProfessionalStandardforPrincipals, akeyroleofschoolleadersisto‘embraceuncertain,complexandchallengingcontextsandwork withotherstoseekcreativeandinnovativesolutionsthatsupportqualityoutcomesforall’.6 Effectiveschoolleadersestablishapositiveculturebycommunicatingtotheirteachersa commitmenttostudentswithcomplexneedsandchallengingbehaviour: ThePrincipalneedstohavegoodwillandattitudeaswellasbeingpreparedtoacceptthat hisorherschoolmayhavedifficultkidsintheirschoolandtheywillhavetorisetothe occasion.(Parent) PAGE|75 MostschoolleaderswhospokewiththePanelreporteddifficultiesinmeetingtheneedsofall studentsattheirschoolwithintheconstraintsofexistingfunding,servicesandsupports. However,someleadersmaintainedpositiveattitudes,andmadeitclearthatmeetingthesocial andemotionalneedsofallstudents(includingthosewithverychallengingbehaviours)wascore business,andrecognisedtheirroleinsupportingteacherstodothis.Theseleadershipattitudes oftenappearedtotranslateintoamoreacceptingschoolculture.Asoneschoolleadernoted: ItisoneofthereasonsIlikeworkinginpublicschools,thatwedoneedtobeabletotakeon themostchallengingstudents,thesestudentstestusandweneedtobeuptothat challenge.(Schoolleader) Someschoolleadersspoketousabouttheimportanceof‘consciouslybringingthewholestaff onboardtobuildculture’andhowitwasnecessarytochangeschoolculturefrom‘managing students’to‘teachingstudents’. Incontrast,someschoolleaderssuggestedthatmeetingtheneedsofsomestudentswith complexneedsandchallengingbehaviourplacedunreasonabledemandsontheschoolandthat themanagementofmoreextremebehavioursshouldnotbetheroleofmainstreameducation. TheseattitudesofleadershipappearedtothePaneltoaffecttheflexibilityoftheschoolto respondappropriatelytostudentbehaviour,staffperceptionsoftheextenttowhichthey shouldadapttraditionalapproachestobehaviourmanagement,andthestrategiesusedto promoteappropriatebehaviourandrespondtoinappropriatebehaviour. Akeytaskofschoolleadersincreatingapositiveandinclusiveschoolcultureistocommunicate withthedifferentstakeholdergroups,includingstudents,parents/carersandteachers,to enablethemtounderstandandinvestinnewwaysofthinkingaboutstudentdiversityandto supportchange.Riehlnotesthat: Thedevelopmentofinclusivestructuresandpracticesmustbeaccompaniedbynew understandingsandvaluesortheywillnotresultinlastingchange.Principalsarekeyagents inframingthosenewmeanings.7 Aswellasshapingvisionandattitudes,schoolleadersplayavitalroleinoverseeingthepractical implementationofculturalchange,whichrequiresthedevelopmentofskills,knowledgeand newwaysofdoingthings.Thisworkisusuallydonebestthroughcollaborativeteams: Effectiveprincipalsestablishcollaborativeteams,bringingtogetherkeystakeholderswho representdifferentperspectivesandrolesintheschoolcommunity.Theteamprovides leadershipthroughoutacontinuingcycleofplanning,implementation,andevaluationinthe schoolchangeprocess.8 TheKidsMatterandMindMattersprogramsalsosuggestthatleadersestablishan‘actionteam’ todevelopanimplementationplanandtoguidetheschoolcommunitytobringaboutwholeͲofͲ schoolimprovementsinmentalhealthandwellbeing.Schoolleadersneedtoresourceand supporttheseteamstokeeptheimplementationprocessontrack. 6.4 Relationshipsandcommunicationamongschoolstaff Sharedresponsibilityforstudents Manyteacherstalkedaboutthebenefitsofateambasedapproach,inwhichstaffshare responsibilityforallstudents,supporteachotherandhavegoodsystemsforcommunication betweenstaff: Itisimportantthatthereisasharedownershipofallstudentsandafocusonstudent abilities.Evenourmostchallengingstudentsmakesmallstepsthatwecelebrate.Notthat PAGE|76 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE wedon'tgetfrustratedandburntout,butwehaveaverycollaborativeandsupportiveteam thatsupportseachother.(Schoolleader) Strategiesthatareworkingwellforus:staffkeepannotatedlogsofstudentbehavioursand triggers;relieffolderhasnotesoneachstudentsothatreliefstaffcanquicklygetupto speed;awarenessofstaffmemberstocallforhelp;awarenessofwaysofdiffusinga situation;awarenessthatnotonesizefitsall.(Schoolstaffteam) Intheirsubmissionanassociationsupportingparents/carersofchildrenwithAutismSpectrum Disorderhighlightedtheneedforschoolstoproperlybriefallstaffworkingwithastudentonthe student’sneeds(notjustthemainclassroomteacher).Theyalsosuggestedschoolsconsider designingsystemstofacilitateaseamlesstransitionfromyeartoyearwithintheschool: Sotheschoolcontinuestobuildontheirexpertiseandknowledgeofwhatworksforeach child,ratherthanstartingafresheachyearasthechildmovesintonewclassroom environments.(Communityorganisation) Asupportiveandreflectivestaffculture ManyteacherstoldthePanelthattheysometimesfeltoverwhelmedintryingtomeettheneeds ofstudentswithchallengingbehaviour,andoftheclassasawhole.AsnotedbytheVictoria ChildSafetyCommissioner,whenteachingstudentswithcomplexneedssuchastrauma: Teachersmayneedextrahelp,intermsofbothtimeandenergyintheclassroom,and supportandreflectivespaceoutsideit.9 Thisappliestoallstudentswithcomplexneedsandchallengingbehaviour.Typicallytheyrequire agreatdealoftimeandenergyfromteacherstobuildarapportwiththem,monitorand respondtotheirbehaviouralsupportneeds,differentiatecurriculumandlearning,and collaborateeffectivelywithparents/carersandotherserviceproviders. Researchshowstheimportanceofsupportingteachersiftheyaretobesuccessfulinactively buildingrelationshipswiththeirstudents,andconsistentlyadoptingpositivebehaviour strategies: Whenstafffindmanagingstudentbehaviourdifficult,orhaveparticularissuesworkingwith aspecificstudent,appropriateresponsesinclude:partneringthemwithamoreexperienced teachertohelpdeveloptheirskillsanddealwiththestudent(s)moreeffectively;organising regularprofessionalcoachingsessionswherestafftalkaboutbehaviourthathasoccurred andhowtheteacherhandled/couldhavehandledit;orarrangingforteacherstositinand observeoneanother’sclasses.10 Teachersneedtofeelabletotalktotheircolleaguesandschoolleaderswhentheyarestruggling withthedemandsofchallengingbehaviour;helpͲseekingshouldbeseenasaprofessional expectationandastrength.11TeachersclearlyvalueaworkplaceculturewherehelpͲseekingis supported: Settingupanenvironmentwherepeoplefeelthattheycanaskforsupportandtheyare listenedto.(Teacher) Teachersoftenfeelunabletoseeksupportastheydon'twanttobeseenasincapableof doingtheirjob.Weareallstrugglingwithourincreasingworkloadbutwearetooscaredto sayitistoomuchforfearofrepercussions.(Teacher) PAGE|77 Thenecessaryconsequenceofseekinghelpiswillingnesstoacceptfeedback,toreflectonone’s practice,andopennesstodoingthingsdifferently.Someschoolleadersexperiencechallengesin supportingtheirteacherstoundertakecontinuousimprovement: ManyoftheissuesIdealwithdayͲtoͲdayarecausedbystaffmishandlingsimplesituations. Idon'tknowhowonedealswiththisissuebeyondslow,smallgains,especiallywhenstaff resisttrainingand/orthemeasuresintraining.(Schoolleader) Schoolleadershavearesponsibilitytoassistteacherstohavepositiveinteractionswithstudents withcomplexneedsandchallengingbehaviour,including: usingprofessionalsupervision,observation,collaborativeteachingandpeercoaching approachestohelpteachersidentifystrategiestochangethewaythattheyinterpret andrespondtostudentbehaviour; supportingteacherswhentheyfindworkchallenging,andhelpingthemtoseeandfocus onthepositivesideoftheirworkandtheoutcomesthattheyachievewithstudents; providingformalandinformalforumswhereteacherscandebriefondaytoday situationsandseekadviceonhowtohandlethem;and partneringmoreandlessexperiencedteacherstogethertogetthemtoworkaspeer coachesormentors.12 Chapter13describesarangeofprofessionaldevelopmentstrategiestoassistteachersand schoolleaderstoworkwithstudentswithcomplexneedsandchallengingbehaviour,andtheir families. 6.5 Buildingrelationshipswithstudents Researchshowsthatpositiverelationshipsbetweenteachersandstudentsareoneofthemost importantfactorsininfluencingstudentlearningoutcomesandbehaviour,andeffectsare increasedwherehighͲqualityteacher–studentrelationshipsarecombinedwithhigh expectationsofallstudents.13 Hattienotesthat: Themannerusedbytheteachertotreatthestudents,respectthemaslearnersandpeople, anddemonstratecareandcommitmentforthemareattributesofexpertteachers.By havingsuchrespect,theycanrecognisepossiblebarrierstolearningandcanseekwaysto overcomethesebarriers.14 Researchindicatesthatmoststudentslearnbestwhentheyhaveapositiverelationshipwith theirteachersandtheyseetheirteachersas:actinginaclearandconsistentmanner;being warmandsupportive;havingahighexpectationoftheirbehaviour,potentialandperformance; positivelyencouragingattendance,effortandperformance;makingrealisticdemandsofthem; andprovidingsupporttohelpthemunderstandwhatisrequiredofthemandcometoterms withmaterial.15 Understandably,itcanbemoredifficultforteacherstodevelopgoodrelationshipswithstudents withchallengingbehaviour.Researchsuggeststhatthesestudentstendtodevelopmore conflictualandlesscloserelationshipswiththeirteachersthanotherstudents.16However, childrenandyoungpeoplewithcomplexneedsandchallengingbehaviourcanbesignificantly influenced,bothpositivelyandnegatively,bytherelationshipstheydevelopwiththeirteachers, andsupportiverelationshipsareparticularlyimportantforthesestudents: PAGE|78 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Teacher–studentrelationshipsareimportanttovirtuallyallstudents.However,highͲquality teacher–studentrelationshipsappeartobemostsignificantforstudentswhoareatriskfor schoolproblemsbasedonearlybehaviouralandlearningissues.17 Studieshaveshownthatyoungpeoplewithfrequentandintensebehaviouralproblemsshow lessdefiantbehaviourwhentheyhavepositiveperceptionsoftheirteachersandseethemas trustworthy.18Bycontrast,persistentteacher–studentconflictinprimaryschoolcanincreasethe riskofnegativeexternalisingbehavioursinlateryears.19 Althoughteacher–studentrelationshipsarepowerfulmoderatorsofclassroombehaviour20they shouldnotbeoversimplified.Sometimesteachersmayneedto‘stepback’andgiveastudent ‘space’.Thepursuitofawarmrelationshipwithastudentmaynotbewhatthestudentneedsor cancopewithataparticulartime.Asagoodrelationshipisasensitiveone,warmconnections shouldnotbevigorouslypursued,becausetodosocouldbecounterproductivefortheteacher andthestudent.21 Students’perspectivesongoodteachers Throughoutthereport,andformanygoodreasons,thePanelmakesthecaseforlisteningto students.Wearrangedaseriesofstructuredconsultationswith275studentsfromsevenPublic, CatholicandIndependentschools(seeAppendixCforfullreport).ACTstudentstoldusthata ‘goodteacher’is: Fair;strictbutnotmean;flexible;abletogiveconsequences;respectsstudents;givesyoua secondchance;wantstobethere;makeslearningfun;funbutdoesn’twastetime;doesn’t justcutusoff,hearsyouropinionbeforeshuttingyoudown;teacheswithstories,notjust boringfacts;explainsandhelps;explainswhatyouaresupposedtobedoinginclass; doesn’tmindwronganswers;doesn’tembarrassyouinfrontofothers;explainsuntil everyoneunderstands;challengesyouinasupportiveway. Manyofthestudentsemphasisedtheimportanceofteachersbeingauthoritativeand maintainingacalmandproductiveclassroomenvironment,aswellasbeingfriendlyandcaring aboutthem. Studentswithadisabilityalsotalkedaboutpositiverelationshipswithteachers: Myrelationshipwithteachersisanequalrelationship;theydotheirbesttoaccommodate formyneeds. However,theyalsospokeaboutdifficultieswhereteachershadhighdemandsbutdidnothave suchpositiverelationshipswiththem: Sometimesgettingbossedtoomuchbytheteachers;someoftheteacherspushthe studentstoohard;hepushedmetomylimits;someoftheteachersareabitannoyingwhen theydon’tlisten;teacherswhodon’tknowwhathasbeengoingoninyourlifeandstill havingagoatyou. Teachers’perspectivesonengagingwithstudents Throughoutinterviews,submissionsandsurveyresponses,manyteachersexpressedthe importanceofknowingthestudents,buildingtrust,listeningtothemandestablishingrapport: Ithinkit'sallaboutrelationship;ifthesestudentsknowyoucareaboutthem,theyaremore willingtoworkforandwithyou.(Teacher) PAGE|79 Ithinkyouneedtoknowthestudent.Fromthere,youcanestablishwhatislikelytoworkor not.Havingarapportissoimportant.Mindyouinatimepoorprofession,Ithinkthiswill becomemoreandmorechallenging.(Teacher) Helpfultoknowaboutthestudent’slifeoutsideofschoole.g.whattheirfamilylifeand relationshipsarelike,whateventsescalateortriggertheirchallengingbehavioursin differentsettings.(Learningsupportassistant) InaresearchreportonthebenefitsofSchoolͲWidePositiveBehaviourSupport(outlinedin Chapter9),ateachercommentedonthechangedmindsetthatcomesinpartfromtalkingto studentsaboutbehaviour: IusedtobeastandͲupatthefrontoftheclass,blahblah,I’mthebossandthisiswhatyou do:Idon’tdothatanymore.(Teacher)22 Teachersconfirmedthatbuildingrelationshipswithstudentswithchallengingbehaviourisnot alwayseasy.Whenfacedwithapparentrejectionbystudents,someteachersandother professionalsworkinginschoolsspokeoftheneedtotakeresponsibilityfortherelationship, andmakeadeliberateefforttoworkthroughchallengingbehaviour: SomanyangrykidsinoursystemandIhavetoconstantlyremindmyselfthatthekidsthat arethehardesttolovearetheonesthatneeditthemost.(Teacher) Studentengagementistheresponsibilityoftheteachernotthestudent.(Schoolleader) However,teachersalsotoldthePanelthatitcouldbedifficulttofindtimetoengagewithall studentsonanindividualbasisandtoformhighͲqualityrelationshipswiththem–anissueraised inChapter15inregardtoNationalAssessmentProgram–LiteracyandNumeracy(NAPLAN)and theunintentionaleffectsofCommonwealthpolicyonsometeachersandschools: Ithinkmanyfulltimeteachersfeeltheyjustdon'thavethetimetofindoutthebackgrounds ofalltheirstudentsandthenbeabletoprovidetherightkindoflessoncontent,lesson supportandfollowuprequiredbystudentswithchallengingbehaviour.(Teacher) Teachersneedmoretimetoprogramandspend1:1timewiththechild.(Teacher) Therearegenerallysomanyresourcesrequiredandextratimeandeffortneededtobuild relationshipsandsolidfoundationstomakeadifferenceinchangingandmanagingneeds andbehaviours.Thisontopofateachingloadandotheradministrativedutiescanmake teachersfeeloverwhelmedandunsupported.(Teacher) Approachestoimproverelationships Mostteachersrecognisethevalueofbuildingrelationshipswitheachstudent,butcanfindit difficulttoprioritisewhentherearecompetingdemandsontheirtime.Havingtimetofocuson relationshipͲbuildingisparticularlyimportantforteachersworkingwithstudentswithcomplex needsandchallengingbehaviour.SomeaspectsofrelationshipͲbuildingrelatetothequalityof thedailyinteractionswithstudentsintheclassandplayground,andmaynotbetimeintensive. Howeverstudentswithcomplexneedsandchallengingbehaviourmayrequiremoretimeto allowteacherstoworkwiththemindividuallyandtocommunicatewiththeirfamiliesandother services.Asoneteacherstated: Itisanabsolutepleasuretocometowork,evenwhenfacingchallengesknowingthatwe trulyhaveawholeschoolapproachandthatclassroomteachersaresupportedwith additionalplanningtimetohelpthemachieveconsistentandexcitinglearningexperiences, andassistanceintermsof‘mentalhealth10minutes’breaksoradditionaladultsassisting specificchildren.(Teacher) PAGE|80 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Thismayrequireacarefulrethinkingofthepriorityofsomeoftheadministrativeburdens placedonteachersandhowtheyprioritisetimemoregenerally,differentusesofresourcessuch asadditionalstaffingsupport,andmoreflexibilityandresourcefulnessintheuseoffunds,as discussedinChapter14. Toimproverelationshipsitishelpfulforteachersto: beawareoftheexplicitandimplicitmessagesbeingconveyedtostudents; createapositiveclimateintheclassroombyfocusingonimprovingrelationshipswith students,andrelationshipsamongstudents; beawarethattheyaremodellingbehaviourforstudents,whetherintentionalornot; persevereinbuildingrelationshipswithdifficultstudents; proactivelypromoteapositivesocialexperienceratherthanwaitingfornegative behavioursandinteractionstooccur.23 Itisalsoimportantforexecutivestaffandschoolleaderstoformstrongrelationshipswith studentswithchallengingbehaviour,astheyareoftencalleduponwherestudentsneed additionalsupportandtheirbehaviourcannotbemanagedintheclassroom.Experiencedschool leaderstoldthePanelthatitisvitaltobuildthatrelationshipwhenthechildoryoungpersonis calm,sothattheycandrawonthattrustandrapportwhenthestudentisdistressed: Thereisaninvestmentincomplexchildrenintermsoftime,relationshipsandpriorityatthe school.TheExecutiveteammakeanefforttopositivelyengagewiththesechildren throughouttheschooldaytoensurethatwehavecreditinthebankwhenweneedto engageinrelationtonegativebehaviours.(Schoolleader) Restorativeapproaches Restorativeapproacheshelpmanagetheimpactofstudentbehaviourandassiststudentsto developgreaterempathyforothers.24Theseapproachescanworkinconjunctionwithpositive behavioursupportprogramsthatteachproͲsocialskills,andmoretargetedinterventionsto reducechallengingbehaviours. SomeACTschools(primaryandhighschools)haveadoptedaschoolwiderestorativeapproach, anduserestorativepracticestoresolvebehaviouralissues,includingconflictbetweenstudents. SchoolsvisitedbythePanelreportedthatitworkedwellformanystudentswithcomplexneeds andchallengingbehaviour,althoughprocessesmayneedtobeadaptedtohaveregardto students’particularneeds(forexample,simplifiedforstudentswithcognitiveimpairment). AsdiscussedinChapter13,approachesthatareresponsivetoindividualneeds,suchas experienceoftrauma,culturalbackground,particulardisabilitiesordisordersshouldalsobe consideredwhenseekingtoimproverelationships. Focusingonschoolengagement Childrenwithcomplexneedsandchallengingbehaviourareatgreaterriskofdisengagingfrom school,withstudentswithemotionalandbehaviouraldisordershavingaparticularlyhighrateof earlyschoolleaving.25Studentswithadisabilityandstudentsinoutofhomecare(whooften featureamongthechildrenandyoungpeoplesometimesdisplayingchallengingbehaviour)also havecomparativelylowratesofschoolcompletion.26Schooldisengagementcanleadtolifelong disadvantage,andisariskfactorforpoorphysicalandmentalhealthoutcomes,unemployment andinvolvementintheyouthjusticesystem.27 PAGE|81 ManyofthestudentswithadisabilitywhowereconsultedbythePanelreportedenjoyingand feelingconnectedtotheirschools,butothersexpressedalevelofdisengagementfromtheir education.Whenaskedwhattheylikedaboutschoolsomeprovidedresponsesincluding: Notreallyanything;Iwouldratherdoanythingelse…read,seeamovie,playagame…;the worsttimeinmylife;Idon’tlikedoingschoolwork.(Studentswithadisability) Approachesthatfosterasenseofbelongingarecriticaltohelpstudentswithcomplexneedsand challengingbehaviourtoengageintheirlearning: Ifwefailtorealisetheimportanceofcreatinganenvironmentwherestudentsfeelthey belong,wheretheyaresafe,wheretheirvoiceisrespectedandwheretheyareencouraged tolearn…thenwewillstruggletoactivelyandmeaningfullyinvolvestudentsintheprocess oflearning.Whenstudentsarenotinvolvedandbelievetheteacherdoesn’tcare,theyare morelikelytomisbehave.28 Whileitmaybenecessarytorespondtochallengingbehaviourtoprotectthestudentand others,andsometimesbehaviourcannotbemanagedwithintheclassroom,itisimportantthat responsestostudentswithchallengingbehaviourdonotfurthererodetheiremotional connectiontoandsenseofbelongingattheschool.AsdiscussedfurtherinChapter11, minimisingtheuseofsuspensionsandexclusionarywithdrawal,wherepossible,canhelpto avoidacycleofexclusionandschooldisengagement.Positiverelationshipswithteachersand peersareanimportantmediatingfactorinencouragingstudentstostayatschool,evenwhen theyfindschoolworkchallenging,andtopersevereinseekingtoregulatetheirbehaviour. StudentparticipationindecisionͲmaking ParticipationofchildrenandyoungpeopleindecisionͲmakingisanotherimportantelementof buildingrelationshipswithstudents,anditissupportedbothbylawandbestpractice.Students shouldbeconsulted,bothinrelationtoschooldecisionswhichaffectthemindividuallyand generaldecisionsaboutschoolprograms,activitiesandschoolchange.29ETDencouragesACT PublicSchoolstofosterstudentvoiceandparticipationwithinschoolcommunities.30Thereisa rangeofresourcematerialsavailabletosupportschoolstoconsultwithchildrenandyoung people,andtofosterstudentparticipationandleadership.31 TwoschoolsdescribedtotheExpertPaneltheirpracticeofdevelopingpersonalised‘learning plans’withallstudents(notjustthosewithadisability),asatoolforteacherstogettoknow theirstudents,totalktothemabouttheirviewsandallowthemtoidentifytheirowngoalsfor learning. Recommendation6.2:ThatETD,CE,andeachIndependentSchool,developandpromotetools toassistallschoolstomeaningfullyandregularlyconsultwithallstudentsabout(a)their experiencesatschool;(b)decisionsthataffectthematschool;and(c)theoperationofthe school. 6.6 Schoolsbuildingrelationshipswithparents/carers Theimportanceoftherelationshipbetweenteachersandparents/carerscannotbe overemphasised.Researchindicatesthatparent/carerandfamilyinvolvementintheirchild’s learningisassociatedwithreducedchallengingbehaviour.32Staffshouldcommunicatewith parents/carersinawaythatnurturespositiverelationships,andstaffneedtogettoknowtheir students,andthestudents’families,inordertoidentifyhowbesttosupportthem.33 PAGE|82 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Parents’andfamilies’abilitytosupporttheirchildtolearnissignificantlyimprovedwhen theyhaveapositiverelationshipwiththeirchild’steachersandschool.Thereforegood practiceinthisareainvolves:workinghardtoestablishapositiverelationshipwiththeir students’parentsandfamilies;tryingtoaddressfactorsthatcanactasbarrierstoparent engagement;andworkingwithparentstoencouragethemtoengagewiththeirchildrenat homeinawaythatreinforceswhattheyaredoingatschoolandencouragesthemto learn.34 Themoremeaningfulandactivethecommunicationbetweenschoolandparents/carers,the better.Ideally,parents/carersshouldbeinvolvedinmakingkeydecisionsabouttheirchild’s educationinpartnershipwiththeschool,ratherthansimplybeinginformedaboutschool decisions.Thisshouldincludecollaboratinginthedevelopmentandevaluationofspecificplans andprogramsfortheirchild.35 Parents/carers’perspectivesonrelationshipbuilding Someparents/carersdescribedwaysinwhichschoolleadersandteacherstooktimetoform relationshipswiththemandtovaluetheirviewsandideas: TheteachersthatIhavefoundthemostapproachableletmetalktothemaboutany strategiesthatIhaveupmysleevethattheycantry.Theoneswhohaveapproachedme afteradayandgo,‘Wow,whataday,yourchildhasdonex,yandz.Iamnotsurewhatto do,doyouhaveanyideas?’.(Parent) AfewfabulousAssistantPrincipalswhohavetakenthetimetogettoknowmyson, anticipatedandadaptedforissuesandcommunicatedwellwithmysonandourselves. Somelovelyteachers(particularlyYear3and4),wholistenedtousandmanagedmyson withwarmth,humour,sensitivityandencouragementsothatheflourished.Teacherswho madetime(andpickedtherighttime)todiscussissuesandimprovementswithmysonwith ‘sandwichcompliments’.(Parent) Thisschoolhasanoutstandingleadershipteamanddedicatedteachers.Theyareinventive andcreative,everpreparedtogotheextramile.Communicationsarewideopenand constant.(Grandparent) Otherparents/carersexpresseddisappointmentorfrustrationwiththeirexperienceof communicationwiththeirschool: Iconsistentlyfeeloutoftheloopinregardtoinformationregarding[mychild’s]schooling andgettheimpressionthatIshouldjustfeelgratefulthathegetstogotopreschoolatall. (Parent) Asaparent,IwouldrecommendthattheDepartmenttakegreatercarenottomakeparents ofstudentswithdisabilitiesfeellikearesourceburden.Webearthelion’sshareofthe caringresponsibilitiesandcoulddowithahand,notabattle.(Parent) Barrierstoparentalengagement Arangeofbarrierspreventsomeparents/carersengagingwithschools:alackofunderstanding oftheeducationsystem;negativepastexperiencesofschool;lackofconfidenceorcomfortin engagingwithschoolstaff;financialstress;overwhelmingcaringresponsibilities;lackof transport;lackofchildcare;longworkhoursorinflexibleschedules;poorhealthordisability; limitedEnglish;limitededucation,oralackofknowledgeandskillstosupporttheirchildtolearn effectively.36 PAGE|83 Carerstress,inparticular,cansignificantlyimpactonparents/carers’capacitytocommunicate withtheschool.Inadditiontothephysical,financialandsocialdemandsofcaringforachild withadisabilityorchallengingbehaviouralissues,theseparents/carerscanexperienceongoing emotionalchallengesthroughoutthewholeperiodoftheirchild’seducation: Childrenwithspecialeducationalneedscanbeasourceofbothjoyandemotionaldistress. Aswellasacceptingtheirchildren,someparentsmightalsorejectthemorbeoverͲ protectiveastheyexperiencefeelingsofshock,denial,disbelief,anger,guilt,depressionand shameatvarioustimes.37 Someteachersdemonstratedawarenessoftheimpactofthesebarrierstoparental engagement: Itisimportanttobuildacloserelationshipwithparentssohomeenvironmentcanbebetter understoodandwecanworkwiththefamiliestohelpthemunderstandhowschoolingfits intotheirchild'slife.Someparentshavehadadifficultpersonalexperiencewithschooling andimprovingtherelationshipbetweenhomeandschoolcanmakethemfeelmore welcomeandabletoapproachteachersandworkwiththemtobenefitthestudent. (Teacher) Parentsofchildrenwithhighneedsareoftenunabletosupporttheschool.(Schoolleader) However,thisrecognitionisnotuniversal,andthePanelbelievesthatsomeschoolsshould providesocialawarenesstrainingtohelpteachersunderstandthechallengesthatarefacedby familieswithcomplexneeds,andhowattitudesactasbarrierstoparents/carersbeingableto engagewithstaffandsupporttheirchildtolearn. Engagingwithparents/carerswhenitdoesn’thappeneasily Someparents/carersmaynotcometotheschoolgate,andmaynotreturnphonecalls,despite multipleapproachesbytheschool.Buildingrelationshipsandfosteringcommunicationwillnot beeasyineverysituation,andgoodpracticeisto: Recognisethatbuildingstronghome–schoolrelationshipstakestimeandeffortandthatthis effortoftenneedstobeinitiatedbytheschool.38 Allschoolsexperiencechallengesinengagingdiversegroupsofparents/carers,andthereare severalexistingresourcesofferingstrategiestoassistschoolstoengagewith parents/carers/familiesandestablishstronghome–schoolpartnerships.39However,thereisstill scopeforcapacitybuildingandawaytoimprovepracticemaybesimplytoreframe‘hardto engage’parents/carersasthosewhomwehave‘notyetsuccessfullyengaged’.40 Perhapsforemost,schoolsshouldaskparents/carershowschoolscouldbecomemore accessible.Forexample,byestablishingadvisoryorconsultativegroupswithparents/carersto identifyeffectivewaystofacilitatecommunication,orworkinggroupswithstaffand parent/carerrepresentativestodevelopaschoolwidepolicyandstrategyforhowtheschool willengagewithparents/carers.41 Insubmissions,oneschoolleadersuggestedthecreationofahome–schoolliaisonofficerto buildrelationshipswithfamilies.AnadvocacyorganisationsuggestedETDcouldfundthirdparty advocatestofacilitatecommunication;forexample,wheretheparent/carer,orchildhasa disabilityorothercomplexneeds.Thismaybehelpfulandcanreduceconflictwhere relationshipswithparent/carershavebecomestrained. Chapter13discussesarangeofprofessionaldevelopmentstrategiestoassistteachersand schoolleaderstoworkwithstudentswithcomplexneedsandchallengingbehaviour,andtheir families. PAGE|84 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE ETDinformedthePaneloftheACTGovernmentinitiative,ProgressingParentalEngagementin theACT.ThisinitiativeisbeingledbytheETDinpartnershipwiththeAustralianResearch AllianceforChildrenandYouth,CEandtheAIS.Akeyaspectoftheresearchisworkingwith,and listeningto,ACTparents/carers,familiesandthewidercommunityaboutwhatmattersmostto themintheirchildren’slearning.Theprojectwillresultin:(a)asharedunderstandingand definitionofparentalengagement,(b)asuiteoffactsheetsandresourcesforschoolsand parent/carersthatsupportimplementationofevidenceͲbasedbestpracticeinschoolsforall parent/carers,withafactsheetforschoolsspecifictoengagingwithfamiliesofchildrenwitha disability,and(c)asurveyinstrumenttofacilitatebaselinemonitoringofthequalityofparental engagementinACTschools.DraftresourcesreviewedbythePanelappearedtobeveryuseful andshouldbeprogressed. Recommendation6.3:ThatETD,CE,andeachIndependentSchool,developandpromote practicalresourcestoassistallschoolstoeffectivelyengagewithparentsofstudentswith complexneedsandchallengingbehaviour. Childrenandyoungpeopleinoutofhomecare Forchildreninoutofhomecare(kinshipcare,fostercareorresidentialcare),theDirector GeneraloftheCommunityServicesDirectorate(CSD)holdsparentalresponsibilityunderCare OrdersmadebytheChildren’sCourt.Inthesesituations,teacherscandiscussminorordaily parentingmatterswiththechild’scarer;butinordertodiscusshealthissues,ormajororlongͲ termparentingmatters,schoolsmustcommunicatewithChildandYouthProtectionServices (CYPS)and/orthecommunityorganisationthatismanagingthechild’sfosterplacementor residentialplacement. InteragencycollaborationisdiscussedinmoredetailinChapter12.WenotethatETDhas informedthePanelthattheyhaverecentlyestablishedanImprovingEducationalOutcomes CommitteewiththeOfficeforChildrenYouthandFamilySupportinwhichCYPSarebased.We aretoldtheCommitteeincludesseniorofficialsfrombothagencies,andfromthenonͲ governmentoutofhomecareproviders,andthatthey‘areworkingonmaturingexisting systemstoimproveeducationaloutcomes’forchildrenandyoungpeopleincare.ThePanel welcomesthisinitiativeandlooksforwardtoanyannouncementsofoutcomesachievedbythis Committee,particularlyinregardtotheimpactofpolicyonoutcomesatschoollevel. TheCommitteewilllikelybeawarethatinVictoriaandNewSouthWalestherearepartnership agreements,ormemorandaofunderstanding,betweentheeducationauthorityandthechild protectionauthority.42InVictoria,theagreementalsoincludestheCatholicEducation CommissionofVictoriaandIndependentSchoolsVictoria.Thesedocumentsestablishclearand practicalprocedurestofacilitatecommunication,andsupportchildrenandyoungpeopleinout ofhomecaretomaintainengagementineducation.Theyclarifyandcoordinateeach organisation’sroles,andprovidedetailedguidancetostaffinsupportingchildren.Itwould benefitETD,CE,AISandCSDtonegotiateasimilaragreementintheACT. Recommendation6.4:ThatETD,CE,andAIS,negotiateapartnershipagreementor MemorandumofUnderstandingwiththeCommunityServicesDirectoratetobettermeetthe needsofstudentswholiveinoutofhomecare,drawingonmodelssuchastheVictorian‘Outof HomeCareEducationCommitment’. PAGE|85 6.7 Communicationwiththewiderschoolcommunity Itisimportantforschoolstocommunicatewiththewiderschoolcommunityaboutthewaysin whichstudentswithcomplexneedsarebeingsupported,andtheirchallengingbehaviour managed.Plainlythereneedstobecarefulconsiderationofprivacyobligations,butitispossible todothis. Effectiveschoolsconveythemessagethatitisacommunityresponsibilitytoworktogetherto supportallstudents,andtheschooliscommittedtodoingso.Goodpracticealsoinvolvesschool leaderstalkingtotheschoolcommunityaboutthesystemsinplacewithintheschooltomanage challengingbehaviour.Thisprovidesreassuranceforallparent/carersthattheirchildrenare safe.Additionally,thiscreatesanotherresourcethatcanbeusedbytheschool,asinformed parents/carerscantalktotheirchildrenathomeaboutwhatishappeningatschool,and contributetoasupportiveschoolenvironment. Someparents/carersofchildrenwithchallengingbehaviourexpressedsadnessordistressat whattheyperceivedtobenegativejudgementsofotherparentsintheirschool.Schoolstaff shouldbeproactiveindispellingconfusionorprejudiceandcreateasaferandmoretolerant environmentforall. Otherstudentsneedinformation Itmaybeappropriateinsomecircumstances,andwithconsentofthestudentandparent/carer, totalksensitivelywithotherstudentsaboutaparticularstudent’sdifficulties.Thisshouldbe doneinawaythatisappropriatetothedevelopmentallevelandunderstandingofother students.Asnotedinrelationtostudentswithexperienceoftrauma: Thechildmaybecausingdisruption,whichcanbeannoyingforothers.Ifotherchildren don’thaveanyinformationaboutthis,theycanmakeitmoredifficultbymarginalisingthe traumatisedchild.Otherchildrenmaybeupsetiftheyperceivethatthischildisreceiving specialtreatment.Withtheagreementofparents,carersandthechild,itmaybeusefulto givesomeoverviewoftheeffectsoftraumaonchildren.Thisneedstobedonesensitively andwithregardtoconfidentiality,incooperationwiththechild’stherapistorcase manager.43 ThereareindicationsthisishappeningsuccessfullyinsomeACTschools: Theschoolgivesmysonchoicesabouthowmuchinformationonhisconditionissharedwith theclass,howwemanageissueswiththeschoolandaclearunderstandingofthe consequencesofhisbehaviouranddiscussionoftriggers,howpeoplefeltetc.afterthe stormpasses.(Parent) Thefamiliesofotherstudentsintheclassaresatisfiedthatwearemanagingthesituation andexpressgratitudeaboutmanyaspectsofthewayweprovideopportunitiesforstudents toexpresshowtheyfeelandsuggestionsthey[students]wouldliketomake.(Teacher) ThePanelwastoldbyseveralparent/carersandstudentsthat‘peopletalk’following behaviouralincidentsatschools,eitherliterallyattheschoolgate,orelectronicallythrough socialmedia.Oneparentstatedthatitwasdifficultfortheirchildtoreturntoschoolknowingso manyofthestudentshadbeencommunicatingbysocialmediaaboutwhathadhappened.A moreproactiveapproachoftalkingwithstudentsabouttheseissuesandreinforcing expectationsofprivacyandsensitivitymayassisttoreducesuchharmfuluseofsocialmedia. Thisillustratesthatresponsibilityforissuesassociatedwithstudentswithcomplexneedsand challengingbehaviourisnotjustforschoolsalone;itisawholeͲofͲcommunityobligation. PAGE|86 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Otherparent/carersneedinformation TheExpertPanelreceivedsubmissionsfromparentswhosechildrenhavebeenaffectedby challengingbehaviouratschool.Severalparentsexpressedsupportfortheinclusionofdiverse studentsattheirschool,butalsoexpressedacleardesiretobeinformedabouttheway challengingbehaviourismanaged,andforinformationtoallowthemtocommunicatewiththeir ownchildrenabouttheirschoolexperiences: Iamaparentofachildinasmallprimaryschoolthatseemstohaveitsfairshareof studentswithcomplexneedsandchallengingbehaviour.Mychildrendonotfitintothis category,butareaffectedbychildrenthatcouldbedescribedinthisway.Oneofthethings thatIhavenoticedinthewaytheseissuesarehandled,atleastinourschool,isthatthere hasbeenvirtuallynocommunicationwithparentsintheclasseswheresuchkidsarelocated thathelpsustounderstandtheissuesofthesechildrenandcommunicatewithourkids aboutwhatisgoingon.Asparentsweneedtobeinformedinabasicwayaboutwhatthe specialneedsotherchildrenmayhave,whereitispossibleandappropriatetoconveysome descriptionofwhatthechild’schallengeis.Thiswouldhelpustosensitivelydiscussthiswith ourchildren,andinturnhelptheintegrationprocess.(Parent) Privacyandhealthrecordslegislationrestrictthedisclosureofpersonalhealthinformation aboutastudentortheirfamilywithoutconsent,withonlylimitedexceptions.However,inmany caseschildrenandyoungpeoplewithcomplexneedsandchallengingbehaviour,andtheir parent/carers,mayconsenttothesensitiveandappropriatesharingoflimitedinformationfor thepurposeofassistingotherstudentsandtheirfamiliestobemoreunderstandingand supportive.Whereitisnotpossibletoobtainconsentforspecificinformationsharing,itisoften possibletosharegeneralinformationabouttheneedsofstudentswithintheschool,without identifyinganyparticularstudent.Forexample,aschoolnewslettercouldincludeadiscussion aboutanissuesuchastrauma,andprovideanoverviewforparent/carersabouthowthese experiencescanaffectstudentbehaviour,andhowstudentsaresupportedwithintheschool. Communicationfollowingincidents Communicationisparticularlyimportantfollowinganincident.Schoolsmayneedtohelp parent/carerstosupporttheadoptionofarestorative(ratherthanapunitive)approachto studentdiscipline.Goodpracticeinvolvesschoolsbeing‘proactiveincontactingparentswhen theirchildhasbeeninvolvedinanincident(eitherasaninstigatororaninvolvedparty)and explainingtheactionthattheschoolis/hastakenandthereasonforit’.44Whereanotherstudent hasbeeninjuredoraffectedbyastudentwithcomplexneedsandchallengingbehaviour,itis importantthatthefamilyunderstandsthecomplexitiesinvolvedandhowtheschoolwillensure thatfutureriskisaddressed: Thechildandtheirparentswillneedtobelistenedtoattentivelyandgivenanexplanation ofthe[otherstudent’s]behaviourthatdoesnotcompromiseconfidentiality.Theywillalso needanunderstandingoftheschool’splantomanagesuchincidentsinthefuture.Parents mayneedseveralmeetingstofeelthoroughlyheardintheseissues.Otherchildrenwho havewitnessedachallengingincidentmayneedanopportunitytotalkabouttheincident andbereassuredthattheywillbesafeinthefuture.45 Afterachallengingevent,teachersshouldallocatetimetodebriefwithallstaffinvolved;review thebehavioursupportplanorindividuallearningplanwiththestudent,parent/carerand supportworkers/professionals(didtheplanworkinthewayitwasintended?couldanything elsehavebeendone?).46 PAGE|87 Giventhefactthatsustainedandpositiverelationshipsbetweenschools,studentsand parent/carerscanhelpreducechallengingbehaviour,itisappropriateforschoolstoensuretheir communicationproceduresfollowingincidentsareaseffectiveaspossible.Oneschoolleader highlightedtheimportanceofrespondingquicklytoanincidentordisagreement,andspeaking witheveryoneinvolved,inordertoresolvethesituationandrestorerelationships: Gatheringaccurateinformationaboutasituationorproblemwasvital,speakingtothe studentassoonaspossibletoestablishmoredetailaboutaproblemorevent,seeking adviceandinformationwherenecessaryfromotherstaffandparents,addressingproblems promptlyratherthanlettingthingsbuildupfortoolong,allthesethingswereimportant. Mediatingintensesituationsbetweenateacherandastudentwasvital.Beingseentobe fairandreasonablewasalsoimportant,sothatbothstudentsandteachersfeltthatthey couldtrustyouandthatyouwouldnotautomatically'takesides'againstthem.(School leader) ThePanelbelievesthatfairandtimelyinvestigationofbehaviouralincidentsandsensitive communicationwithallaffectedpartiesisanimportantaspectofmanagingrelationships,and creatingaculturewhereallstudentsfeelvaluedandsafe. 6.8 Conclusion Thischapterexaminedtheperspectivesofstudents,schoolleadersandteachers,and parents/carersaboutthenetworkofrelationshipsthatcanhelptoachieveaconnectedand supportiveschoolenvironment.Keypointscoveredinthischapterinclude: CreatingachildͲcentredandinclusiveschoolculturethatproactivelyseekstomeetthe needsofallstudentsisanimportantfoundationforsupportingstudentswithcomplex needsandchallengingbehaviours. Schoolleadersshapeschoolculture,theattitudesactionsofstaff,andtheirinteractions withstudentsandfamilies.FrameworksandresourcessuchasKidsMatterand MindMatterswillhelpschoolstodeveloppositiveandinclusiveschoolcultures. Schoolleadersshouldhelptoframeteachers’understandingofandattitudetowards studentswithcomplexneedsandchallengingbehaviour.Relationshipsbetweenschool leadersandteachingstaff,andamongteachers,arevitalinprovidingsupport,coaching, opportunitiesforreflectivepractice,andidentificationofteachers’needforassistance tomanageverychallengingbehaviour. Theimportanceofteachersdevelopingsupportiveandeffectiverelationshipswith studentswithcomplexneedsandchallengingbehaviour.Positiverelationshipsimprove studentlearning,reduceincidenceofchallengingbehaviourandfosterengagementat school. Strategiesfordevelopingrelationshipsinclude:makingeffortstogettoknowstudents andtheirinterestsandstrengths;creatingapositiveandsupportiveclassclimate; listeningtoandvaluingstudents’perspectives,andtakingintoaccounttheirviewsabout schoolandclassroomissuesthataffectthem. Asrelationshipsareapriority,timemustbeinvestedinthem,especiallyrelationships withstudentswithcomplexneedsandchallengingbehaviour. Relationshipswithparents/carersandfamiliesarecriticalinsupportingstudent behaviour.Despitetheundoubteddifficultiesineffectivelyengagingsomeparent/carers, teachersandschoolleadersmustgo‘theextramile’todeveloptheserelationships. PAGE|88 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Someparentsandcarersofchildrenwithcomplexneedsandchallengingbehaviour reportverypositiveandcollaborativerelationshipswithschools,whileothersfeelthat schoolsdonotrespecttheirviewsandsuggestions. Strategiestodevelopbetterrelationshipswithparentsandcarersinclude: understandingthestressthatparent/carersmaybeexperiencing;perseveringin establishingcontactandtrustwithparentswhomayfaceanumberofcommunication barriers;valuingtheirknowledgeandexpertiseabouttheirchildren,andfindingwaysto communicateregularly,emphasisingsuccessesaswellasconcerns. Itisimportantforschoolstoconsiderrelationshipsandcommunicationwithother parent/carersandtheschoolcommunityasawhole,tobuildsupportfordiversity,and tohelpmanageunderstandingandperceptionsofsafetyattheschool. 1 SueRoffey,ChangingBehaviourinSchools:PromotingPositiveRelationshipsandWellbeing,(SagePublications,2011)100Ͳ101 2 SafeSchoolsToolkit,ASupportiveandConnectedSchoolCulture,(2014),<http://www.safeschoolshub.edu.au/safeͲschoolsͲ toolkit/theͲnineͲelements/elementͲ2/keyͲcharacteristics>2.4 3 TheGlossaryofEducationReform,Hiddencurriculum,(2014),<http://edglossary.org/hiddenͲcurriculum> 4 StandingCouncilonSchoolEducationandEarlyChildhood,NationalSafeSchoolsFramework,(2013) <http://www.safeschoolshub.edu.au/documents/nationalsafeschoolsframework.pdf>4 5 Ibid 6 AustralianInstituteforTeachingandSchoolLeadership,AustralianProfessionalStandardforPrincipalsandtheLeadershipProfiles, (2014)<http://www.aitsl.edu.au/docs/defaultͲsource/schoolͲleadership/australianͲprofessionalͲstandardͲforͲprincipalsͲandͲtheͲ leadershipͲprofiles.pdf?sfvrsn=8>6 7 CarolynRiehl,‘ThePrincipal’sRoleinCreatingInclusiveSchoolsfordiversestudents:Areviewofnormative,Empiricalandcritical literatureonthepracticeofeducationaladministration’,(2000)70(1)ReviewofEducationalResearch,55,60 8 ChristineSalisbury,andGailMcGregor,Principalsofinclusiveschools,(2005), <http://glec.education.iupui.edu/equity/Principals_of_Inclusive_Schools.pdf>3 9 LaurelDowney,Calmerclassrooms:Aguidetoworkingwithtraumatisedchildren,2007,ChildSafetyCommissioner,Melbourne, Victoria.18 10 ReginaHill,SuccessfulSchooling:TechniquesandtoolsforrunningaschooltohelpstudentsfromdisadvantagedandlowsocioͲ economicbackgroundssucceed,(EffectivePhilanthropy,Victoria2011),314 11 NickBurnett,SchoolͲwidePositiveBehaviourSupportandTeamͲTeach,TeamTeachAsiaͲPacific,6 12 ReginaHill,aboven10,59Ͳ61 13 JohnHattie,VisibleLearning:Asynthesisofover800metaͲanalysesrelatingtoachievement,(Routledge,2009)126 14 JohnHattie,Teachersmakeadifference:Whatistheresearchevidence?PaperpresentedattheAustralianCouncilforEducational ResearchConference,October(2003)27Ͳ38 15 ReginaHill,aboven10,56 16 SondraBirchandGaryLadd,Children'sinterpersonalbehaviorsandtheteacherͲchildrelationship.(1998)34(5),Developmental Psychology,934;ErinO'Connor,BrianCollins,andLaurenSupplee,Behaviorproblemsinlatechildhood:Therolesofearlymaternal attachmentandteacherͲchildrelationshiptrajectories,(2012)14(3),Attachment&HumanDevelopment,265,280Ͳ281 17 SaraRimmͲKaufmanandLiaSandilos,ImprovingStudents'RelationshipswithTeacherstoProvideEssentialSupportsforLearning, AmericanPsychologicalAssociation,(2015)<http://www.apa.org/education/k12/relationships.aspx> 18 AnneGregoryandMichaelRipski,Adolescenttrustinteachers:Implicationsforbehaviorinthehighschoolclassroom,(2008) 37(3),SchoolPsychologyReview,337 19 ErinO'Connor,BrianCollins,andLaurenSupplee,Behaviorproblemsinlatechildhood:Therolesofearlymaternalattachmentand teacherͲchildrelationshiptrajectories,(2012)14(3),Attachment&HumanDevelopment,265,283Ͳ284 20 JohnHattie,aboven13,102 21 JantineSpilt,HelmaKoomen&JochemThijs,‘Teacherwellbeing:Theimportanceofteacher–studentrelationships’(2011)23(1), EducationalPsychologyReview,457 22 CatherineSavage,JulietLewis&NigelColless,‘Essentialsforimplementation:SixyearsofschoolwidePositiveBehaviourSupport inNewZealand’,(2011)40(1),NewZealandJournalofPsychology,29,33 23 SaraRimmͲKaufmanandLiaSandilos,aboven17 24 ACTGovernmentEducationandTrainingDirectorate,(2014)SafeandSupportiveSchools:BehaviourSupportGuide,14 PAGE|89 25 JuliaWilkinsandLoujeaniaWilliamsBost,ReͲengagingschooldropoutswithemotionalandbehavioraldisorders,(December 2014/January2015)96(4)PhiDeltaKappan,52,52 26 AustralianInstituteofHealthandWelfare,Developmentofanongoingnationaldatacollectionontheeducationaloutcomesof childreninchildprotectionservices:Aworkingpaper,(2013)56(1)ChildWelfareSeries, <http://www.aihw.gov.au/WorkArea/DownloadAsset.aspx?id=60129544948> 27 ACTGovernmentEducationandTrainingDirectorate,(2013)EngagingSchoolsFramework:LiteratureReview,3 28 BarrieBennettandPeterSmilanich,Classroommanagement:Athinkingandcaringapproach.(Bookation,1994),61 UNConventionontheRightsoftheChild,article12 30 ACTGovernmentEducationandTrainingDirectorate,aboven27,9 31 ReginaHill,aboven10,119 32 Ibid74 33 ACTGovernmentEducationandTrainingDirectorate,aboven24,6 34 29 ReginaHill,aboven10,74 35 DavidMitchell,Whatreallyworksinspecialandinclusiveeducation:UsingevidenceͲbasedteachingstrategies(Routledge,2nded., 2012)70Ͳ71 36 ReginaHill,aboven10,74 37 DavidMitchell,aboven35,69 38 ReginaHill,aboven10,78. 39 ReginaHill,aboven10,75;ACTGovernmentEducationandTrainingDirectorate,(2014)SafeandSupportiveSchools:Behaviour SupportGuide,6 40 NatashaCortis,IlanKatz,&RogerPatulny,EngaginghardͲtoͲreachfamiliesandchildren,2009, <https://www.dss.gov.au/sites/default/files/documents/op26.pdf>13 41 ReginaHill,aboven10,81 42 VictorianGovernment,Outofhomecareeducationcommitment:ApartneringagreementbetweentheDepartmentofHuman Services,DepartmentofEducationandEarlyChildhoodDevelopment,CatholicEducationCommissionofVictoria,andIndependent SchoolsVictoria,(2011)<http://www.education.vic.gov.au/Documents/school/teachers/health/a4partnering.pdf>;NSW Government,MemorandumofUnderstandingbetweenNSWDepartmentofEducationandTrainingandDepartmentofHuman ServicesNSWinrelationtoeducationalservicesforchildrenandyoungpeopleinStatutoryOutofHomeCare,(2011) <http://www.community.nsw.gov.au/docswr/_assets/main/lib100044/mou_det_docs_educatnl_serv_yp_oohc.pdf> 43 LaurelDowney,aboven9,18 44 ReginaHill,aboven10,320 45 LaurelDowney,aboven9,24 46 LaurelDowney,aboven9,25 PAGE|90 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE CHAPTER7: SettingsandPlacements 7.1 Introduction Thischapterexploresissuesrelatingtoeducationalsettingsandplacementsforstudentswith complexneedsandchallengingbehaviour,theinclusionofthesestudentsinmainstream classrooms,andplacementsinspecialisedsettingsandalternativeprograms.Inthischapterwe identifygapsintheavailabilityofappropriatesettings,andwaysinwhichsettingsand placementscouldbeimprovedtofacilitatechildͲcentredpracticethatisinclusiveofallstudents. Wenotethegapinservicesandsettingsforstudentswhodonothavearecogniseddisability butwhohaveverychallengingbehaviourthatisnotwellsupportedinmainstreamsettings.We recommendawholeͲofͲgovernmentapproachtoensuretheavailabilityofarangeofoptionsfor thesestudentstoprovidethesupportandtherapeuticinterventionthattheyrequire. Werecommendimprovementstotheplacementprocessforstudentsinlearningsupportunits andgreaterconsultationwithschoolsandteachingstafftoensurecompatibleplacementsof studentsintheseunits. 7.2 Inclusivesettings DuringthePanel’sconsultation,manyparticipantsnotedtheimportanceofinclusion,and inclusiveschools,generallyreferringtotheinclusionofstudentswithrecogniseddisabilities, suchasAutismSpectrumDisorder(ASD),inmainstreamschools. Studentswithcomplexneedsandchallengingbehaviourareaheterogeneousgroup.Someof thesechildrenandyoungpeoplehavearecogniseddisability,andtheirbehaviourisassociated withtheirdisability,whileothersdisplaychallengingbehaviourthatreflectsexposuretotrauma orotherverydifficultcircumstances.Forsomestudentstheremaybenocleardiagnosisor discernibleexplanationfortheirbehaviour,buttheymayrequiresignificantsupportand adjustmentstomanageinaclassroomsetting. ThePanelconsidersthatinclusivepracticemustfocuslessonaparticulardiagnosisofdisability ordisorderandmoreontheindividuallearningandsupportneedsofeachandeverystudent.As discussedinChapter6,apositiveandengagingschoolculturethatprioritiseshighͲquality relationshipstosupportwellbeingandlearninghasbenefitsforallstudents. Inclusivepracticehasadvantagesnotonlyforstudentswhoare‘included’andwhomaydevelop greatersocialskillsandselfesteem,andhaveimprovedacademicopportunitieswithadiverse peergroup,butalsoforotherstudentswhomaygainanappreciationofdiversity,equalityand socialjustice,anddevelopgreaterempathyfortheirpeers.1 Aparentstated: Ipersonallywelcomeintegrationofchildrenwithvariousspecialneedsintoanormalised environment,itisbothgoodforthemandcanbefortheotherchildrentoappreciatethat otherkidsdealwithallsortsofthingsandasacommunityweneedtohelpandsupport them.(Parent) PAGE|91 Conversely,specialisedplacementsbasedonbehaviouralneedsmayreducetheimpetusfor schoolstodevelopmorepositiveculturesandtobecomemorereceptivetotheneedsofthe diversechildrenandyoungpeopleinthecommunity.AsBurrelloetal.note,perhapsthemost problematicconsequenceofplacementinspecialisedsettingsisthat: Itcompartmentalisesresponsibilityfortheeducationofthesestudents.Theschoolasan organisationisrelievedofresponsibilityforthosestudentsandasaresultisnotrequiredto adaptitselftotheirdiversity.2 ThecreationofastudentͲcentredandinclusiveschoolculturerequiresmorethansimplyplacing studentsinamainstreamsettingandmakingindividualadjustments.Appropriateschooldesign andinfrastructurearekeyfactorsincreatingwelcoming,inclusiveenvironmentsanddeͲ escalatingvolatilesituations(asdiscussedinChapters8and11). Whilesupportinggreaterinclusionforallstudents,thePanelalsorecognisesthebenefitsof specialistplacementsforsomestudentswithadisabilitywhohavehighersupportneeds,and thecurrentcontinuumofsettingsandplacements,whichoffersflexibleoptionstomeet individualneeds.ThePanelalsosupportsalternativeeducationsettingsforstudentsatriskof disengagementfromsecondaryschool.Thesesettingsprovideavaluablesafetynetand individualisedlearningforthosestudentswhomightotherwiselosetheopportunitytocomplete theireducation. PlacementsandsettingsinACTschools StudentswithcomplexneedsandchallengingbehaviourattendACTPublicSchools,Independent SchoolsandCatholicSchoolsthroughouttheACT. TheEducationandTrainingDirectorate(ETD)policyprovidesforacontinuumofsettingsand placementsforstudentswhomeetspecifieddisabilitycriteria: Arangeofeducationalservicesandsettingswillbeprovidedtoaccommodatethediversity ofcurriculum,resource,environmentalandsupportneedsofstudentswithadisability.This willincludespecialprovisions,suchasspecialschoolsandsupportunits/classes,where parents/carersandprofessionalsagreesuchplacementsareinthebestinterestsofthe students.3 In2015,ofthe2,926studentswhofallwithintheETDcriteriafordisability,2094attendACT PublicSchools.Ofthesestudents,713studentsareenrolledinLearningSupportUnitsorCentres withinACTPublicSchools4and319attendSpecialistSchoolsforstudentswithadisability,5while theremainingstudentsareinmainstreamsettingswithsomeleveloffundingforadditional support. CatholicSchoolsandIndependentSchoolsgenerallyprovide‘mainstream’settingsonly(apart fromtheGalileeschoolandAnglicareYouthEducationProgram).IndependentSchoolsoffera rangeofapproachesandphilosophies(andvariationinclasssizes),whichcanprovidealternative approachesforstudentswithcomplexneedsandchallengingbehaviour. TheConnect10andAchievementCentreprogramsofferplacementsforasmallnumberof studentswithcomplexneedsandchallengingbehaviourinYears7–8andinYear10athigh school,buttherearegapsintheprovisionofalternativesettings. Mainstreamsettings MoststudentswithcomplexneedsandchallengingbehaviourinACTschoolsareinmainstream classrooms.Placementinmainstreamclassesmayreflectparentalpreferenceorthestudent maynotmeetcriteriaforspecialistdisabilityplacements.Thelevelofadditionalsupport availabletomeettheneedsofthesestudentsinmainstreamsettingsvariesconsiderably. PAGE|92 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE ETDprovidesinclusionsupportforstudentswhomeetdisabilitycriteria.Thesecriteriaprescribe alevelofintellectualdisability,languagedisorder,physicaldisability,hearingorvision impairment,pervasivedevelopmentaldisability,mentalhealthdisorderorchronicmedical conditions.6ThesecriteriaarenarrowerthanthedefinitionsofdisabilityinCommonwealthand Territorydiscriminationlegislation,andmanystudentswithcomplexneedsandchallenging behaviourwillfalloutsidetheETDcriteria,includingsomestudentswhohaveseriousemotional andbehaviouraldisorders.Theleveloffundingforsupplementarysupportforstudentswhodo meetthesecriteriaisdeterminedthroughtheStudentCentredAppraisalofNeed(SCAN) process. AreportpreparedforEducationMinistersin2014estimatedthatupto18.6%ofstudentsin mainstreamschoolsacrossAustraliawouldmeetcriteriafordisabilityundertheDisability DiscriminationAct;however,specificfundingisallocatedbytheCommonwealthGovernmentfor inclusionsupportforonly5.1%ofstudents.7FundingisfurtherdiscussedinChapter14. Perspectivesonmainstreamsettings Parents/carers’perspectives Manyparentsandcarerspraisedthecareanddedicationofindividualteachersinmainstream classrooms,acrossallsectors,andsomereportedextremelypositiveexperiencesatparticular schools: Currently,mychildappearstobereallyenjoyinghisdailyexperiencesat[HighSchool],andI dobelieveitisduetotheteachersbuildingarelationshipwithhim,andwithus,andalso duetotheschoolingprogramofferingsuchvarioussubjectsandopportunitiesforhimto engageinhisschoolingthroughvariedactivities,eg:engaging,PEactivities,enrichment activities,cooking,bandopportunities(evenwhenheisnotparticularlyskilledwith instruments).Wehavefoundthemveryinclusiveandencouragingofallchildren,building ontheirstrengthsandinterests.(Parent) However,otherparent/carersreportedconcernsabouttheirchildrennotbeingfullyincludedor participatingwithotherstudents,becauseoftheircomplexneedsandchallengingbehaviour. Someparent/carersdescribedtheirchildrenmissingoutonexcursions,campsandclassroom activitiesbecauseofbehaviouralissues.Othersfeltthatthesupportsprovidedtotheirchild isolatedthemfromotherstudents: AcommonviewofinclusionistohavethedisabledstudentshadowedbyanLSAand engagedintasksawayfromtheclass,orthestudentisintentionallyleftoutofclassroom activity.(Parent) Manyparentandothersnotedthatdespitethepolicyofinclusion,inpracticeitwasdifficultto achieveorsustaintheinclusionofstudentswithhighbehaviouralsupportneedsinmainstream classes: Wefeelabitstuck.Ourdaughterisdoingverywellinthemainstreamsetting…andsheis developingfriendships,butrequiresthatoneͲonͲoneassistancetomakeitthroughtheday safely.Theschooliswillingforustosendincarersfor2hourseveryday,andIknowthat manyotherschoolswouldnotallowthis.(Parent) Thisisalaudableideology,butsuccessfulimplementationrequiresamuchgreaterlevelof awareness,trainingandsupportthaniscurrentlyavailableinmainstreamschools. (Advocacygroup) PAGE|93 Someparent/carersofchildrenwithcomplexneedsandchallengingbehaviourspokeabouttheir feelingsofhelplessnessandfrustrationwhenamainstreamplacementwasnotsuccessfulfor theirchild.Thiswasparticularlydifficultwheretheirchilddidnotmeetdisabilitycriteriafor specialistplacements,andtherewerenoalternativesettingorotheroptionsavailabletomeet theirchild’sneeds: Ihavegreatconcernforchildrensuchasminewhodonotfitintotheboxandstruggleto copeinageneralhighschoolsetting.(Parent) Anumberofparent/carersspoketothePanelabouttheirchildrenwithcomplexneedsand challengingbehaviourreceivingrepeatedformalandinformalsuspensions,andtheir experiencesofbeingcalledfrequentlytopicktheirchildupearly,whileothersreportedthat theyhadbeenaskedtoagreetoparttimeattendance.Oneparentreportedthatthecycleof suspensionsbeganwhentheirchildwasfiveyearsold,inkindergarten.Someparent/carers discussedfeelingthattheyhadnooptionbuttoseekatransfertoanotherschoolforafresh start,butthisbecameincreasinglydifficult: Overburdenedschoolscloseranksandmakeitimpossibleforparentstocontinuetheirchild inthesystem.Eventuallyparentsareforcedtogiveinandmoveontorepeatthesame dramaoverinoneschoolafteranotheruntiltheygiveupandhomeschool,orthechildgives upanddropsoutcompletely,oftenfollowingthepredictablepathofthesocially marginalised.(Parent) Perspectivesofteachersandschoolleaders SchoolleadersandteachersinthegovernmentandnonͲgovernmentsectorsexpressedstrong supportforinclusionofstudentswithadisabilityandspecialneedsinmainstreamschools,and forcreatingaculturethatisinclusiveofallstudents.Asoneteacherstated: Iabsolutelysupporttherightofanychildtoattendtheirlocalschoolandwilldowhateveris possibletoensurethatchildrenwhoattendmyschoolhaveaccesstoarespectful,inclusive andqualityeducation.(Teacher) However,someexpressedconcernsaboutthedifficultiesofmeetingtheneedsofsomestudents withverychallengingbehaviour(includingstudentswithandwithoutdisability)inmainstream classrooms,andtheeffectonotherstudents: Attheheart,istheelephantintheroom–everychildhastheright(andunderlawis required)togotoschoolandwevalueindividualrightsand,aboveall,therightsofaparent chooseaschoolfortheirchild.Thisisnowposedagainstincreasingcommunityconcernthat groupsofchildreninclassesandtheirteachersneedtobesafe.Findingthebalanceis alwayshard,especiallywhereparentswanttheirchildtobeinamainstreamclass. (Schoolleader) Principalsandschoolcommunitiesareexperiencingmarkeddifficultywithaverysmall percentageofstudentsexhibitingcomplexneedsandextremelychallengingbehaviour.In recenttimesthishasresultedincrisissituationsforsomeschools.Studentsaresometimes placedinsettingswhicharenotoptimalfortheirneedsbecauseofparentpreferences.Asa resultoflessthanoptimalplacement,somestudentsactͲoutorexhibitsignsofdistress. (Schoolleader) Therearemorechallengingbehavioursinclassroomsandstudentsaremainstreamed withoutextrahelp.Weareaskedtodifferentiateintheclassroomandhavemorecontentto teachandassessmoreoften.Ifeelsorryformanyofthemainstreamstudentswhohaveto putupwiththesechallengingbehavioursintheclassroomsandtheirlearningisdisrupted. (Teacher) PAGE|94 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Anumberofschoolleadersandteachersraisedtheideaofa‘tippingpoint’,intermsofthe numberofstudentswithcomplexneedsandchallengingbehaviourwhocouldbewellsupported withinamainstreamclassroomorschool.Mostschoolsworksuccessfullywithasmallnumberof studentswithverychallengingbehaviour,butstruggledasnumbersincrease.Manyfeltthat therewasaninequitabledistributionofstudentswithcomplexneedsandchallengingbehaviour inPublicSchools.Therearemorestudentswithadisabilityinthepublicsystem,anditislikely thattherearegreaternumbersofstudentswithcomplexneedsandchallengingbehaviourin thissector.ThePaneldid,however,receivemanysubmissionsraisingconcernsaboutthese issuesinCatholicSchoolsandinsomeIndependentSchools. Students’perspectives Manyresponsesfromstudentsshowedagreatdegreeofempathyandunderstandingfor studentswithcomplexneedsandchallengingbehaviour: Somestudentshavementalproblemsandmaylosetheirtemperatotherstudentsor teachers.Idon’tthinkitisfair,butIunderstandthattheymaybefeelingthisway.(Student) Nevertheless,themajorityofstudentsreportedthatthebehaviourofotherstudentsmadeit hardforthemtolearn‘mostdays’. Studentswithadisabilitywhoparticipatedinconsultationsalsoreferredtodifficulties concentratingandlearninginmainstreamclassesastheywereaffectedbythedisruptiveor inconsideratebehavioursofotherstudents: Obviouslytheotherkidsdisturbingtheclassalot,whichisnormal;Otherpeopleinthe classroomwhomessaroundanddosillystuff;Whentheclassroomisnoisyitishardtodo yourwork.(Studentswithadisability) Servicegaps TheinformationreceivedbythePanelindicatesthatthecurrentapproachesandlevelsof supportarenotmeetingtheneedsofallstudentswithcomplexneedsandchallenging behaviour.Althoughhumanrightsanddiscriminationlegislationandpolicyprovidesahelpful framework,therearegapsinthesupports,resourcesandtrainingavailabletomeettheneedsof allstudentsandtoensurethattheyremainengagedatschool.Oneteacherstatedthedilemma asfollows: Theproblemisthatyoupasslegislationtoensureallstudentsattendschoolanddon’t addresstheunderlyingissues.Wenowhaveanentrenchedgroupofyoungpeoplewhoare losttoeducationandwehavealienatedtheirfamilieswithveryheavyͲhanded communicationprocessesandbackthisupwithminimalsupportandnowholeof governmentapproach.(Teacher) ThePanelbelievesthateventhemostchallengingbehaviouralconcernscanbesuccessfully addressedorreducedthrougharangeofevidenceͲbasedinterventions,includingteacher trainingandcoaching,andimplementationofprogramssuchasschoolͲwidepositivebehaviour support,aswellasmoretargeted,collaborativeinterventionsandincreasedstaffingsupports. However,wealsorecognisethatitmaybeexceptionallydifficulttomeettheneedsofa particularstudentwithveryviolentbehaviourinaparticularmainstreamenvironment.Inthese situationstheneedsofallstudentsmustbeconsidered.Disabilitydiscriminationlegislation recognisesthatitwillnotbediscriminatorytofailtoaccepttheenrolmentofastudentwitha disabilityinaparticulareducationalsettingwheretheadjustmentsrequiredwouldcause unjustifiablehardshiptotheschool.However,insuchcasesitiscriticalthatanappropriate PAGE|95 alternativeplacementisfoundforthestudentthatwillmeettheireducationalandbehaviour supportneeds. Studentswithchallengingbehaviourswhodonotmeetdisabilitycriteria Whilesomestudentswithadisabilitymayhaveoptionsofspecialistplacementsinunitsor specialistschools,therearecurrentlynospecialistsettingsforstudentsintheACTwhodonot haveanintellectualdisabilityorASD,butwhohaveverychallengingbehavioursthatarenot responsivetosystematicinterventionsinamainstreamclassroomsetting.Asdiscussedfurther inChapter9,anevidenceͲbasedapproachtopositivebehavioursupport,includingfunctional behaviouranalysis,traumaͲinformedapproachesandadditionalstaffingsupportshouldallow thesestudentstobemoresuccessfullyincludedinmainstreameducation,andthisshouldbethe primaryfocusofintervention. ItappearsthatthereisasmallnumberofstudentswithverychallengingbehaviourintheACT Schoolsystemwhoarecurrentlynotreceivinganadequateeducation,astheycyclethrough repeatedsuspensions,arereducedtoparttimeattendance,oraretransferredbetween successiveschools,witheachstrugglingtomeettheirneeds.Itisdifficulttoquantifythe numbersofthesestudents,asavailablesuspensionstatisticsdonotidentifyhowmanytimesan individualstudentissuspended,anddonotincludeinformalsuspensions(whereaparent/carer iscalledtotakeachildhome)andreducedhours. ThePanelwastoldthatsomestudentswithverychallengingbehavioursignificantlyaffectthe learningofotherstudentsandcompromisethesafetyofstaffandstudents,whennot adequatelysupported.Allowingstudentsandteacherstobeplacedatongoingrisk,without takingeffectivestepstominimisethisrisk,isinconsistentwiththedutyofcareowedtostudents andtheworkhealthandsafetyobligationsowedtoteachersandothersintheworkplace. TheACTPublicSchoolsystemonceprovidedsixbehaviourmanagementcentresforprimary schoolsspreadacrossfivelocationsinprimaryschools.Thesewerereviewedin2003and subsequentlydisbanded,withthecommitmentthatsupportswouldbeimprovedforthese studentswithinmainstreamschools8.The2003Reviewfoundweaknessesinthebehaviour managementcentremodel,particularlyinrelationtoisolationoftheclasseswithinnonͲ supportivehostschools,lackofexpertstaffandinadequaciesofthetherapeuticsupports provided.TheReviewalsonoteddifficultieswiththeinflexibilityofthe20weekprograms,and lackofsuccessinreintegratingstudentsintotheirhomeschools: Thecurrentbehaviourunitshavebecomeaseriesofseparateprogramswithlimitedeffect inchangingthelearningenvironmentofthehomeclass.Manystudentshavelimitedsuccess inreintegration,largelybecauseofverylimitedinvolvementofclassroomteachersinthe process.9 TheReviewsuggestedreplacingthesixcentreswithtwobehaviourmanagementclassesplaced togetherinacentrallocation,tocaterforstudentswithseriousbehaviourdisturbance.Itwas suggestedthattheunitshavespecialiststaffingdevelopateamapproach,includingthereferring school.Thissuggestionwasnotimplemented. OtherstatessuchasNSWhaveadopteda‘behaviourschool’model(nowcalledlearning centres)forstudentswithchallengingbehaviour.Suchmodelshavereceivedmixedreviews. Criticshavehighlightedthelackofreintegrationofstudentsinbehaviourschoolsinto mainstreamschools: WhileNSWbehaviourschoolswereinitiallyestablishedasashortͲtermintervention response,governmentreportsnotethatenrolmentsofuptofouryearsarenotuncommon andthatlessthanhalfofstudentsreferredtothesesettingsreturntotheirhomeschool.Itis notyetunderstoodhoweverwhetherstudents’lackofreturntomainstreamschoolingisdue PAGE|96 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE toafailureintheabilityofbehaviourschoolstoeffectivelyrehabilitatedisaffectedstudents ortheresistanceofhomeschoolstoallowandsupportstudents’return–oracombination ofboth.10 Theyhavealsoquestionedthelackofacademicrigouroftheseprogramsandtheconcernthat: Lowintellectualdemandanddecreasedfocusonacademiclearninginbehaviourschools couldinturnbecontributingtoawideningofthegapbetweentheseyoungpeopleandthe academiccurriculumwithfarͲreachingimplicationsforreͲentrytomainstreamschools, opportunitiesforfuturestudyandgainfulemployment.11 Morefundamentally,itisofconcernthattheexistenceofsuchschoolscanunderminetheaim ofinclusionandremovetheimpetusformainstreamschoolstobecomemoreskilledat supportingallstudents.ThenumberofstudentsenrolledinbehaviourschoolsinNSWmore thandoubledfrom498in2001to1204in2013,12suggestinganincreasingrelianceonthese specialistsettingsasasafetyvalveformainstreamschools,andanetwideningeffect,whichmay notbeinthebestinterestsofstudents. Nevertheless,ithasbeenarguedthatevidenceͲbasedinterventionsforstudentswithserious behaviouralissuesrequireexpertise,timeandconsistencyandcanbeimplementedwithgreater fidelityinasmallgroupspecialistsetting.13Someresearchsuggeststhatstudentswith behaviouraldisordershavepositiveexperiencesinmorepersonalised,smallgroup environmentswithsupportiveteachers.14 ThePanelbelievesthatreformeffortsshouldbeprimarilyfocusedonimprovingthecapacityof mainstreamschoolstoengageandsupportstudentswithemotionalandbehaviouralissues, ratherthanestablishingnewspecialistplacements. Nevertheless,itisvitalthatallstudentsintheACThaveaccesstoaschoolsettingthatwelcomes andsupportsthemandmeetstheirneeds,evenwheretheseneedsaresubstantial.Students andtheirfamiliesshouldnotsimply‘runoutofoptions’orbeencouragedtoagreetoparttime schoolingwhereastudentdisplaysextremelychallengingbehaviour.Inkeepingwiththe objectivesoftheEducationAct,theACTPubliceducationsystemmuststrivetoprovideahighͲ qualityeducationthatisaccessibletoallstudentswithintheACTcommunity.Providing appropriateinterventionforthesestudentsasearlyaspossibleandensuringthattheyremain engagedineducationislikelytohavelongͲtermbenefitsforthestudentsandforthebroader community. InthePanel’sview,astrategymustbedevelopedandimplementedbytheACTGovernmentto providearangeofoptionsforeducationandappropriatetherapeuticinterventionforthose primaryschoolstudentswithextremechallengingbehaviourandwhodonotmeetcriteriafor existingspecialisteducationsettings.AwholeͲofͲgovernmentapproachforthesestudents, drawingontheresourcesandexpertiseoftheACTHealthDirectorateandtheCommunity ServicesDirectorate(CSD),islikelytobemosteffectiveforthesestudents. Theoptionofatherapeuticeducationprogramforasmallnumberofprimaryschoolstudents withverychallengingbehaviourshouldbecarefullyexplored,bearinginmindtherisksand possiblebenefitsofsuchanoption. Recommendation7.1:ThattheACTGovernment,inconsultationwithETD,theCommunity ServicesDirectorate,andACTHealth,developandimplementarangeofoptionstoensurethat primaryschoolstudentswithverychallengingbehavioursareabletoaccessanappropriate educationalsetting(orcombinationofsettings),thatprovidesthemwithappropriate behaviouralsupportandtherapeuticintervention. PAGE|97 7.3 Specialistunitsandcentres SpecialistDisabilityUnitsandCentresarelocatedinACTPublicprimaryschools,highschoolsand colleges,andaimtoprovideintegrationwithmainstreamstudents.Thesearedividedinto LearningSupportUnits(LSU),LearningSupportUnits–AutismSpecific(LSUͲA)andLearning SupportCentres(LSC): LSUsaresmallclassesofuptoeightstudents.StudentsmustmeettheACTStudent DisabilitycriteriaforintellectualdisabilityorASDtobeplacedintheseprograms.15 Therearecurrently207studentsenrolledinLSUsin11primaryschools,eighthigh schoolsandfourcollegesacrosstheACT.16 LSUͲAsaresmallclassesofuptosixstudents.Studentsplacedinthesesettingsmust meettheACTStudentDisabilitycriteriaforASD.Therearecurrently166studentsin LSUͲAsin15primaryschoolsandninehighschools. LSCsareclassesforstudentswithasignificantlearningdelay,amildintellectual disabilityorwhomeettheACTStudentDisabilitycriteriaforASD.Therearecurrently 340studentsinLSCslocatedin14primaryschools,eighthighschoolsandtwocolleges. AtablewiththelocationofeachunitandcentreappearsatAppendixH. Althoughtheyhavethesamebroadcriteria,unitsindifferentschoolshavevaryingapproaches regardingintegrationwithmainstreamclasses.Someunitsoperaterelativelyindependentlyand arephysicallyisolatedfrommainstreamclassrooms,withlowerlevelsofintegration,while othersareconnectedtoamainstreamclassroomandworkcloselywiththeirbuddyclass.Others integratestudentswithmainstreamclassesforsomesubjectsoractivities.Placementsinthe unitsandcentresarecompletedthroughtheCentralPlacementPanel,ratherthanthrough generalschoolenrolments. Experiencesofspecialistunits ETDdoesnotcurrentlypublishthelocationofthespecialistunitsandcentresonitswebsite, althoughitprovidesinformationtoparent/carersonrequest.Severalparent/carersreported thatitcouldbedifficulttofindinformationabouttheoptionsofferedatdifferentschoolsand howtoaccessthem: Thereisnoinformationoradviceprovidedabouthowtoaccesstheseunits,weonlybecame awarebyaccident,despitehavingengagedtheservicesoftheACTgovernmenttosupport usinmanagingourson’sAsperger’sdiagnosis.(Parent) ThePanelheardarangeofdifferentviewsfromparentsandcarersabouttheirchildren’s experiencesinspecialistunits.Manyparent/carersexpressedapreferenceforhighlyintegrated units,andsawtheseasagoodcombinationofspecialisedsmallgroupsupportwithinan inclusivemainstreamenvironment: Mychild’sschoolisinaveryunusualsituationwhereIfeelithasthe‘bestofbothworlds’in howtheirclassroomsaresetuptocaterforourchildren.Mychildhasbeengiventhe securityandlearningopportunitiesofasmallclassroomenvironmentwithLSAsupport,and theopportunitiestoworkwiththemainstreamclassesbasedonanexperiencedteacher’s knowledgeofhowmuchshecancopewith.Theabilitytowithdrawtoasmallclassroom environmentandcontinuetolearnhasbeenvital.(Parent) Othersparent/carersraisedconcernsaboutisolationandlackoffriendsandrolemodelswithin thesmallgroupenvironment,particularlywherethegroupincludedstudentsofwidelyvarying abilities: PAGE|98 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Theshiftfromamainstreamenvironmentwhichwasfailingher,tobeingsurroundedby childrenwithdisparateandoftensevereneedsinhersmallclassstillleavesherwithfeelings ofisolationandfrustration.Sheisnowinagroupwithwhomshehaslittleincommon. (Parent) Fromtheaccountsofparent/carersandteachers,itappearsthatsomeindividualschoolsmake thedecisiontoplacestudentswithverychallengingbehaviourintotheirspecialistunit/s,asa wayofreducingtheimpactoftheirbehaviourinaschoolcommunity,althoughtheymightnot meettheformalplacementcriteriaofintellectualdisabilityorASD.Insomecasesthismight representapragmaticapproachtoplacementandthismaybeintheinterestsofthestudent (givenalackofotheroptions),butinothercasesitappearsthatsuchplacementsinunitsare detrimentalbothtothestudentwithbehaviouralissuesandotherstudents: IhavecomeacrossschoolswherestudentsaresimplyplacedintoLearningSupportclasses, andbecomeabehaviouralmanagementproblemforthoseteacherswhoarealready dealingwithstudentswithspecialneeds.Thisisnotanadequatesolutionanditreallydoes notsupportthesestudentsandcanbeseenasrewardingbythem.(Teacher) Someparent/carersalsoraisedconcernsaboutalackofacademicaspirationforstudentsinthe units,andexpressedfearsthattheirchildrenwouldachievelowerlearningoutcomesinthis setting: MydaughterhasbeenplacedinaLearningSupportUnitwithchildrenwithserious intellectualandphysicaldisabilities,whileshehasbehaviouralproblemsasaresultof trauma.Sheisnotlearninganythingthere.Theyhavelowacademicexpectationsandsheis bored.Thestandardofherworkisdeterioratingandsheisgoingbackwards.(Parent) Theperspectiveofteachers SpecialeducationteachersworkinginSpecialistUnitsandCentresraisedanumberofissues includingtheneedforfurtherprofessionaldevelopmentandsupportandtrainingforLearning SupportAssistants.TheseissuesarediscussedindetailinChapter13. Manyoftheseteachersraisedconcernsaboutthewaythatstudentsareallocatedtothe SpecialistUnitsandCentresbytheCentralPlacementPanelwithoutanyopportunityforschool leadersorteacherstohaveinputintotheplacementdecision,whichtheyconsidercanleadto placementsthatareinappropriateordisruptive: WecanhaveagroupinaUnitthatisjustworkingtogetherreallywell,andeveryoneis learningandmakingprogress,andthenthisiscompletelydisruptedbyanotherstudentwith challengingbehaviourswhoisaddedtothemixwithoutconsultation.Nooneconsidersthe groupdynamics.(Teacher) ThewaystudentsareplacedintoLSUsurgentlyrequiresreview,methodsarehaphazardand borderonridiculous.Thereisnoconsultationwiththeschools,nounderstandingofthe currentsituationsorcohortofstudentsintheunits,noconsiderationforcapacitytodeal withfurtherextremebehaviours,noconsiderationoftheneedsofthestudentscurrentlyin theLSUandnoconsiderationofteachercapacity.(Teacher) ETDinformedthePanelthattheCentralPlacementPanelconsistsofDisabilityEducationstaff whohaveknowledgeofplacementsandavailability,andSeniorSchoolPsychologistsand DisabilityEducationPartnersfromeachschoolnetwork,whohaveknowledgeoftheindividual studentsandtheunitswithintheirschools.TheystatethattheCentralPlacementPanelworks collaborativelytoprovideabestfitforeachstudentwhichincludes: PAGE|99 identifyingindividualneeds; theavailablesettings; parentalpreferences; thedistancebetweenthesettingandthestudent’shome; whatschoolthechild’ssiblingsattend; friendshipgrouprequests; andthecurrentstudentprofileintheunit. TheCentralPlacementPanelmayapproachindividualschoolsandfamiliesforfurther information.Atthecompletionofthisprocessschoolsandfamiliesarenotifiedoftheoutcome andDisabilityEducationPartnersbeginworkingwithschoolsonthetransitionprocess. Whileitappearsthattheprocesstakesintoaccountmanyrelevantfactors,theconsistent concernsraisedbyteachersandschoolleadersinseveralunitsindifferentschoolsindicatethat thereisagreaterneedfornegotiationwithschoolsthattakeresponsibilityforthese placements. Althoughunitshavemuchsmallerclasssizesthanmainstreamclasses,itisexpectedthat teachersintheseunitswillmanageawiderrangeofbehaviouralissues.Theseteachersreport thatwiththemovetowardsmainstreaming,manystudentsintheunitsnowpresentwithmore significantdisabilitiesandmoreextremebehaviours. Somespecialeducationteacherstoldusthattheyfeltsupportedandenjoyedtheirworkinunits; however,asmallnumberreportedfeelingisolatedandunsafe.Whilemainstreamteacherscan generallycallonexecutivestaffforsupportwithbehaviourmanagement,someteachers reportedfeelinganexpectationthattheymanagethebehaviourwithintheunit.Asmallnumber reportedfeelingillͲequippedtorespondtotheviolentbehaviourofstudentswithsevere disabilitiesortoprotectorsupporttheirLearningSupportAssistantsandtheotherstudents: Iwasteachinginanautismunit.DuringthistimeIworkedwithanumberofstudentswith extremelychallengingbehaviourssuchasbiting,spittingandphysicallyattackingstaffand students.Isoughthelpfrommyexecutiveteamwithverylittleresultotherthanreferring metotheschoolcounsellor.(Teacher) ThelevelofviolenceincreasedandIexpressedconcerntotheschoolthatduetothephysical environment,thatattimestheonlywaytomaintainsafetywastophysicallyputourselves between[student]and[otherstudents].Istatedthatthiswasunacceptableandposedarisk tousandeveryoneelseintheunit.Iamhappilyworkingagainbutinaspecialistschool.The studentsarechallengingbutthesupportandbehaviourmanagementplanswork.Iwillnot considerteachinginaunitwithinamainstreamschoolagain.(Teacher) 7.4 Improvingpracticeinspecialistunits Unitsthatarecloselyintegratedintomainstreamsettingscanprovidethe‘bestofbothworlds’ forstudentswhorequiresmallgroupsupportbutcanparticipateinmainstreamclassesasfaras possible,andhaveopportunitiestomixwithmainstreampeers.However,thereisariskof isolationofstudentsandteachersinunits,particularlywherethesearenotphysicallyadjacent tomainstreamclassroomsandwherethereisnotahighlevelofinvolvementwiththeschool’s overallprogram. PAGE|100 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Akeyfactorinthesuccessofunitsisensuringacompatiblemixofstudents.Whilecapped enrolmentsineachunitandthemanyfactorsthatmustbeconsideredtofindaplacementthat meetsparent/carers’andstudents’needs(includinglocation)maketheprocesscomplicated, thePanelbelievesthatmorerecognitionoftheviewsoftheschoolaboutaproposedplacement wouldassisttoreducerisksassociatedwithincompatibleplacements,andallowschoolsto betterpreparefortheenrolmentofstudentswithverychallengingbehaviours.Asthereare manycompetinginterests,actionneedstobetakentoresolvetheminaprincipledway. Recommendation7.2:ThatETDconsultstakeholdersanddevelopandpublishapolicyand procedureregardingtheplacementofstudentsinLearningSupportUnitsandCentres,covering issuesincluding:timing,eligibilitycriteria,andrightsofreviewofplacementdecisions. Recommendation7.3:ThattheCentralisedPlacementPanelprovideinformationaboutthe profileandneedsofprospectivestudentstotherelevantACTPublicSchoolPrincipal,and consultwithschoolsbeforereachingadecisiontoplaceastudentinaLearningSupportUnit. 7.5 Specialistschools TheACTPublicSchoolsystemincludesfivespecialistschoolsforstudentswithadisability: CranleighandMalkaraSchoolarespecialistprimaryschoolsforstudentswitha moderatetoprofoundintellectualdisability,orASD,whorequireintensivelevelsof support. TurnerSchooloperatesasaprimaryschoolwithapredominantenrolmentof mainstreamstudentsandasubstantial(approximately25%)enrolmentofstudentswith disabilities.StudentswithdisabilitiesatTurnerattendunitsormainstreamclasses(ora combination). TheWodenSchoolandBlackMountainSchoolarespecialistsecondaryschoolsettings forstudentsinyears7to12withanintellectualdisabilityorASD. Perspectivesonspecialistschools Parents/carers’perspectives ParentsandcarerssharedwiththePanelarangeofexperienceswithspecialisteducation,and expresseddifferingviewsonseparateschoolsforstudentswithadisability.Mostparents/carers considereditimportanttohavespecialistschoolsaspartofacontinuumofoptions,evenifthey wouldprefergreaterinclusionfortheirchild.Manyreportedpositiveexperiencesand highlightedtheresourcesandexpertiseavailableatspecialistschoolsandtheabilityofstaffto managetheextremelychallengingbehaviourswithoutrecoursetosuspensionorexclusionfrom theschool.Asonefostercarerstatedaboutaspecialistprimaryschool: Theschoolalsohasa‘buckstopshere’attitudewherenomatterhowchallengingthe behaviour,theywillfindasolution,collaboratingasneeded.Themostimportantthingis thattheschoolhasbeenwillingtocollaboratewithme,traumaeducatorsandotherparties tocomeupwiththebestprogramsandsupportsforthechild.Atthemomentthathasledto PAGE|101 aprogramfocusingonhisneededskills,selfregulation,interpersonalcommunicationetc. ratherthantheusualschoolfocus.(Carer) Someparent/carersandadvocacybodiesfeltthattheACTPublicSchoolsystemasawhole encouragedthesegregationofstudentswithhigherneedsthroughalackofappropriate supportsinmainstreamenvironments.Oneparentsuggestedgivingparentsandcarersmore controlovertheuseoffundsallocatedtosupporttheirchild: Ithinkthatultimatelyweshouldclosethespecialschoolswhichdon’tencourageinclusion, andreinvestthemoneyspentontheseschoolsonindividualsupportforstudentsin mainstreamsettings,andindependentsettingsoftheparentchoice,subjecttoreasonable guidelines.Iwouldlikemorecontroloverthefunds,andtobeabletoemployteachingstaff whoarequalifiedandprofessionalformyson.(Parent) Theperspectiveofteachers Teachersatspecialistschoolsgenerallyreportedfeelingsupportedbytheirleadershipteams andhavingadequatefacilitiesandresourcestomanagestudentswithcomplexneedsand challengingbehaviour. Oneteacherwhohadworkedinspecialistandmainstreamschoolsfeltthatspecialistschools comparedfavourablywithunitsandclassroomsinmainstreamschools: WhenIthinkaboutmyexperiencewhileworkinginaspecialistprimaryschoolinCanberra, itappearswehaveadequateresourcingtoaccommodatestudentneeds.Therearesmall classsizes;fundingforstaffingsuchasLSAs,therapistsandothersupportstaff;appropriate professionaldevelopmentopportunities;ITsupportandaccess;purposebuiltteachingand learningspaces;appropriateplayspacestoaccommodatesafetyandlearning;and opportunitiesandresourcestogivestudentsaccesstocommunityprograms.(Teacher) AnotherstaffmemberataspecialistschooltoldthePanelthatherdreamwasthateventually theschoolwouldnotneedtoexistatallasaspecialistschool.Shethoughtthatideallyall studentswouldattendmainstreamschools,beingpartofarealcommunitynearertowhere theylive,andspecialiststaffcouldoperateasa‘satellitesupportsystem’forstaffinmainstream schools. ThePanelrecognisesthatspecialistschoolsareseenasavaluedpartofthecontinuumof settingsforstudentswithmoderatetoprofounddisabilitiesintheACT,andthattheyenable provisionofspecialistfacilitiesandservicesforstudentswithhighphysicalandbehavioural needsthatmaynotyetbefeasibletoprovideinamainstreamsetting.Nevertheless,future planninginthisareashouldacknowledgetheimportanceofchoiceandcontrolforstudentswith adisabilityandtheirfamilies,consistentwiththephilosophyunderpinningtheNDIS.Specialist schoolsshouldcontinuetopursueopportunitiesforgreaterintegrationoftheirstudentswith studentsinmainstreamschools.Itwouldbeadvantageousifspecialistschoolscontinuedto expandtheirroleascentresofexpertiseinteachingstudentswithadisability,andbesupported tosharethisexpertisewithmainstreamschoolsandunits,throughformalaswellasinformal mechanisms. 7.6 Alternativesecondaryschoolsettings TheACTPublicSchoolsystemprovidessomealternativeprogramsandsettingsduringhigh schoolyearsforstudentswhoaredisengagedoratriskofdisengagementfrommainstream schools.Althoughnottargetedonlytowardsstudentswithcomplexneedsandchallenging behaviour,manystudentswhoattendtheseprogramsfacesignificantsocialandeconomic disadvantage,andtheirbehaviourreflectsthesedifficulties.TheseprogramsoperateinYears7– PAGE|102 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE 8(AchievementCentres)andYear10(Connect10).TheGalileeSchoolisanIndependentHigh Schoolwhichtakesenrolmentsfromyoungpeopleinvolvedinthecareandprotectionoryouth justicesystems.TheYouthEducationProgramisanalternativehighschoolprogramrunby Anglicare,targetedtoyoungpeoplewhohavedisengagedorareatriskofdisengagingfromhigh school. AchievementCentres TherearecurrentlythreeAchievementCentresbasedinWanniassa,CampbellandCanberra HighSchools,whicheachservealargercatchmentofneighbouringhighschools.Studentsare referredbytheirhomeschool,orcanselfrefer,duringYears7–8.Thecentrescaterforstudents whohaveexperienceddifficultyinthetransitiontohighschoolorareatriskofdisengagement fromschool.Moststudentsenrolledintheprogramhavecomplexneedsand/orchallenging behaviour. Thecentresoperateona‘displacement’model,wherestudentsattendtheAchievementCentre programfor20weeksforintensivesupport,thenreturntotheirhomeschool.Theteacherto studentratioishigh,withthreeeducatorsandamaximumof18studentsenrolledineach program.Attimestheseenrolmentshavenotbeenfull,sostudentshavehadmore individualisedattention.Theprogramfocusesonsupportingstudents’developmentinliteracy andnumeracy,aswellasinsocialandemotionallearning,buildingconfidenceandresilience, andpreparingstudentsforsuccessfulreͲengagementwiththeirhomeschool. StudentsatoneAchievementCentreexpressedverypositivefeelingsabouttheprogram.A numberreferredtonegativeexperiencestheyhadhadattheirhomeschools,andtalkedabout feelingwelcomedandacceptedinthesmallgroupenvironmentofthecentre.Othersspoke abouttheimportanceofexplicitandindividualisedteaching.Onestudentstated: I’velearnedmorehereinaweekthaninallofYearSeven.(Student) Teachersspokeaboutthestrengthsofthemodelatthatcentre,whichhadateamofstaffwho hadexperienceinworkingwith‘atrisk’youngpeople,aswellasstrongskillsinteachingliteracy, numeracyandart,andwhowerecomfortablemanagingchallengingbehaviouralissuesina smallgroupenvironment.Theyemphasisedtheimportanceofarigorousassessmentofeach student’seducationalstrengthsandweaknessesatthebeginningoftheprogramtopinpoint learningneeds,aswellasbuildingstrongrelationshipswithstudentsandtheirfamilies.The reducedstudenttostaffratioallowsteacherstotakeacasemanagementroleforeachstudents, andtheyfocusintensivelyonbuildingskillsandconfidencewithoutthepressureofthe curriculum. Whilestudentsmaymakesignificantgainswhileintheprogram,andreͲengagewithlearning, therelativelyshortdurationoftheAchievementCentreprogramisadrawback,asitcanbehard tomaintaintheprogressmadeduringtheprogramwhenastudentreturnstotheirhomeschool, wheremultipleteachersandlargerclasssizesofferlesspersonalattention.Asoneteacher noted: Schoolsneedstoseetheperiodthattheyareawayasmorethanarespitefortheclassand teacher,andusethattimetoprepareforreͲentry,changingtheenvironmentandplanning howtomakethecurriculumworkbetterforthatstudent.Unfortunatelythisdoesn’talways happen.It’snotenoughtochangethestudentandthensendthembacktothesame environment.(Teacher) AchievementCentrestaffwriteareportontheneedsofeachstudentandprovidethisto mainstreamteacherswhenthechildisreturnedtotheschool,butitisnotclearthatmainstream PAGE|103 teachersareabletoimplementtherequiredlevelofsupportforindividualstudentstomaintain theirengagement.Thereisanadvantageforstudentsreturningtothehighschoolwhichhosts theAchievementCentre,astheycontinuetoaccessinformalsupportfromcentrestaffwhen theyreturntothemainstreamclassrooms. ThisinteractionbetweentheAchievementCentresandthehomeschoolsmakesevaluationof thesuccessofthecentresdifficult,astheeffectivenessofthemodeldependsonahighlevelof commitmentofthehomeschooltosupportstudentsontheirreturn. Teachersspokeaboutthegapinalternativeplacementsandprogramsforthisgroupofstudents duringhighschool,andthelackofoptionsbetweentheAchievementCentresandConnect10 programs: SooftenYearNinestudentsfallintoapit.ThereareislandsofsupportinYearSevenand Eight,andthenagaininYear10butnothingatallintheotheragegroups.(Teacher) ThefutureoftheAchievementCentresiscurrentlyuncertain,andteachersspokeofalackof consultationorinformationfromETDaboutareviewoftheprogram.Staffsuggestedthat rumoursofclosureoftheAchievementCentreshaveaffectednumbersofenrolmentsinthe program,creatinganegativecyclewhichthenimpactsonitsongoingviability,althoughETD haveindicatedthatnumbershaveremainedrelativelystable. Connect10 TheConnect10programhasbeenhighlightedintheCanberraSocialPlanasanexampleofthe government’s‘innovativeandflexiblewaysofkeepingyoungpeopleengagedwithlearningso theycanmakethemostoftheirfuture’.17 TheprogramoperatesatLakeTuggeranongCollege,UniversityofCanberra,SeniorSecondary CollegeLakeGinninderraandDicksonCollege.AsatJanuary2015,21studentswereenrolledin theprogramacrossthethreecampuses.18 TheConnect10programacceptsstudentsinYear10(andoccasionallyfromYear9)whohave disengagedorareatriskofdisengagementfromschool.Whileintheprogram,studentsfocuson completionofYear10Certificate,transitiontoYears11and12,vocationallearning, employmentorreͲengagementwithhighschool.Theprogramhasareducedstudenttostaff ratio,andfocusesonbuildingrelationshipswithstudentsandsupportingthemtomeettheir personalgoals. ThePanelvisitedaConnect10Programandspokewithstudents,parentsandstaff.Allofthe studentsreporteddifficultexperiencesattheirpreviousschools,andsometoldusthattheyhad experiencedmultiplesuspensions.Studentstoldusthatinabigschoolsettingtheywereableto gounnoticedandthat‘nooneknew’whatwasgoingonforthemathome.Theyallagreedthat theyweremuchmoreconnectedinthesmallersettingofConnect10andfeltsupportedand motivatedtoattend.Havingareducedteachertostudentratiomeantthattheywereabletoget help,andtheyappreciatedhavingthesameteachersthroughouttheday. Parentswerealsoverypositiveabouttheprogram: Ican’tpraiseConnect10highlyenough,ithasbeenthesavinggraceformychildwhowould otherwisehavecompletelydisengagedfromschool.(Parent) Thiswasourlastchance,wearesogratefulthatwefoundoutaboutthisprogram.(Parent) Parentsexpressedconcernsaboutthelackofpublicinformationandpromotionoftheprogram andthattheirchildonlyfoundoutaboutitthroughwordofmouthfromanotherstudent. PAGE|104 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Connect10needstobemoreaccessiblesoothersdon’tmissit.Theyneedcleareligibility criteriaandobjectives,wefeelthatitiskepttooquiet,perhapsbecausetherearemore studentswhowouldliketoattendthantheyhaveplacesfor.(Parent) Parentsandstudentsexpressedconcernsabouttransitionsoutoftheprogramandthatcollege wouldbelesspersonalandsupportive: Wehavesomeconcernsaboutwhatwillhappenattheendoftheyearwhenourchild transitionstocollege,whichwillbeadifferentballgame,butatleasttheyareinthesame school,andcancomebackandhaveasafeplacetovisitwiththeteachershere.(Parent) Teachersechoedtheseconcerns,notingthatpreviousstudentshavestruggledinbridgingthe gapbetweenConnect10andcollege.Theytoldusthatinthepreviousyear,of12studentsatthe program,10completedtheirYear10certificate.All10startedYear11,howeveronlytwo remainedduetodropout.Theystatedthattheyfeltthiswasduetothevastdifferencein expectations,culture,andsupportofferedwhentheyenteredthecollegeenvironment. TeachersalsospokeofchallengesaroundthefundingmodelforConnect10,andthefutureof theprogram.Theynotedthatthisuncertaintymakesitchallengingtobuildrelationshipswith otherservices. 7.7 Otheralternativeprograms Galileeschool TheGalileeschoolisanIndependentHighschool,years7to10,partiallyfundedbytheCSDin partnershipwithCommunities@work.Theschoolprovidesaneducationsettingforyoung peoplewithcomplexneedsandchallengingbehaviour,someofwhomarepartofChildand YouthProtectionServices(previouslyCareandProtectionServices)andwhoaredisengaged fromthemainstreameducationalenvironment. TheGalileeschoolfacilitatestheSecondarySchoolRespiteandEnhancementProgram,which offersanalternativetomainstreamschoolingbyprovidingopportunitiesforyoungpeopleto workinaworkshopsetting,focusingonwoodworkormetalworkprojects.Secondarycore subjectssuchasEnglish,MathematicsorSciencecanalsobestudied.19 Theschoolcurrentlyhas24studentsandreportsthattheyhavehadasignificantincreasein referralsfromETD’sNetworkSchoolEngagementTeamprogram.Theschoolcurrentlyhasa numberofstudentswhopresentwithmentalhealthissues,includinganxietyanddepression, andstaffhaveundertakenongoingtraininginrelationtoIntensiveBehaviourSupport(trauma), andPositiveBehaviourSupport,toaddresstheneedsofthesestudents. Galileeschoolstudentsshowedevidenceofpositivesocialisation,supportiveandaffirming relationshipswithstaff,andstatedthattheyvaluetheabilitytoaccessflexiblecurriculum options.Theschoolreportedarenewedfocusoneducationalprogramsandpedagogyandfeel thattheyhave‘movedawayfromtheyouthdropͲincentreenvironmentofthepast’.Theschool alsostatedthattheyarehopingtogain‘inprincipleapprovalforanothercampus’toassista largergroupofyoungpeoplewithaparticularfocusondevelopingpathwaystoeducationand employment. YouthEducationProgram TheYouthEducationProgramisanalternativehighschoolprogramrunbyAnglicare,fundedby ETDtotake15students.Theprogramsupportsyoungpeoplewhohavedisengagedorareatrisk PAGE|105 ofdisengagingfromhighschoolandprovidesanopportunityforthemtogainacertificatein adultlearning,whichisaYear10equivalent,ortocompletevocationaltraining. Aresearchreportfoundthatstudentsgenerallyhadapositiveattachmenttotheprogram,and sometravelledfromacrossCanberratoattend,whichindicatedacommitmentformany studentswhowereexperiencingsignificantdisadvantage.20 Theprogramsharesasimilarissueofuncertaintyoffunding,whichceasesattheendof2015, withthereportnotingthat: Thestaffherealsoexperiencethissenseof‘surviving’withjobuncertainty,lackofresources andindecisionbytheACTDepartmentofEducation[sic]astothefutureoftheprogram, impactontheirabilitytodelivertheexcellenceandconsistencyofcarethattheyaspiretoin ordertobenefittheirstudents. Otherprograms ArangeofshortͲtermandlongertermprogramsareconductedwithinschoolsettings,including CanberraCollegeCares,whichisanalternateeducationandsupportprogramforpregnantand parentingstudentsseekingtocompletetheirYear12certificate;andFlexibleLearningOptions, whichareintroductoryvocationalandotherflexiblecoursesofferedtohighschoolstudentsto assistthemwithpathwaystoemploymentandfurthereducation. TheCottageDayprogramisrunbytheChildandAdolescentMentalHealthServicesforyoung peopleagedbetween12and17withmentalhealthdiagnoses,andaimstoreducetheseverity ofmentalhealthsymptomsandtoachievefunctionalgainintheareasofschooling,social functioningandfosteringlifeskills. TheMurrumbidgeeEducationandTrainingCentreisaschooloperatedwithinBimberiYouth JusticeCentreforyoungpeoplewhoaredetainedatthecentreonremandorundersentence. TheCentreprovidesarangeofprogramsincludingcertificatecourses,tutoringandtransitional supportbackintothecommunity. TheCanberraHospitalSchoolisanETDfacilityoperatingwithintheCanberraHospital.The schoolcatersforschoolagechildrenaccessingthehospital,andtheirsiblings,andchildrencan befromanyeducationsectororjurisdiction.Theschoolaimstoconnectstudentswiththeir learningwhiletheyareunabletoattendtheirhomeschool.Studentsvoluntarilyattendthe schoolandareabletoparticipateinarangeofeducationalactivitiesappropriatefortheiryear andabilityleveloraresupportedtocompleteworkprovidedfromtheirhomeschool. 7.8 Improvingpracticeinalternativeprograms Manyyoungpeopleinalternativeprogramshavehadexperiencesofnotbelongingorbeing knownorvaluedinmainstreamschools,andthishighlightstheneedtoimprovethecultureof mainstreamschoolssothattheyaremoreengagingandsupportiveforallchildrenandyoung people. ThefollowingcommentofSirKenRobinsonraisesasimilarissuetothatraisedbythePanelin Chapter5–‘Doesthebehaviourofsomestudentstellusasmuchaboutourschoolsasitdoes aboutthem?’: Alternativeeducationprogramsdesignedtogetkidsbackintoeducationhavecertain commonfeatures,andtheywork.What’sinterestingtomeisthatthesearecalled ‘alternative’education.Whenalltheevidencearoundtheworldisthatifwealldidthis there’dbenoneedforthealternatives.21 PAGE|106 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Nevertheless,alternativeeducationsettingsserveanimportantroleasasafetynetforyoung peoplewhoareatriskofdisengagingfromsecondaryschoolsintheACT,andwhomay otherwiselosetheopportunitiestocompletetheireducation. AsnotedinthePuttingtheJigsawTogetherreport: Flexiblelearningprogramsenableyoungpeopletoattaineducationalcredentialsaswellas confidence,knowledgeandskillsnecessaryforwork,lifeandfurtherlearning.Flexible learningprogramsdothisforyoungpeoplewho,withoutsuchprograms,wouldbefarless likelytobeabletoachievetheseoutcomes.22 Overall,thePanelconsidersthatthealternativeeducationsettingsavailableatsecondaryschool levelintheACTPublicSchoolsystemprovideperiodsofhighͲqualityinterventionandsupport forasmallnumberofstudentswhoaredisengagedoratriskofdisengagingfromschooling,and thistargetgroupincludesahighproportionofstudentswithcomplexneedsandchallenging behaviour. However,thesesettingsarecurrentlyfragmented,anddonotappeartofitwithinacoherent frameworkfortheprovisionofflexiblelearningoptionstoengagestudentsthroughout secondaryschool.BoththeAchievementCentreandConnect10programsprovideintensive supportandpersonalisedlearningandtheyachievetangibleoutcomesinimprovingengagement withlearningwhilestudentsremainintheprogram,buttheseislandsofsupportarenot connectedinaclearpathwayforstudents.Itappearsthatmanystudentsareunsuccessfulin returningtomainstreameducationaftercompletingtheseprograms,andtherealityisthat somewillrequirethislevelofintensivesupportonanongoingbasisthroughouthighschooland collegetofulfiltheirpotential. Currentlythesealternativeeducationprogramsappeartobeoperatingundersignificant constraintscausedbyuncertaintyaboutfuturefunding. ItisimportantthatETDtakesaprincipledandtransparentapproachtopolicyinthisarea,and thatitprovidesinformationabouttheevaluationanddecisionsregardingthefutureofthese programstostaffinvolvedintheseprogramsandtoreferringschools.ThePanelbelievesthat ETDshoulddevelopacoherentapproachregardingtheprovisionofalternativeeducation programsandflexibleoptions,whichprovidesaclearpathwayforstudentsatrisk.Thelarger issueof‘systemplanning’forallservicesforstudentswithcomplexneedsandchallenging behaviourisaddressedinChapter15. Recommendation7.4:ThatETDpublishinformationaboutsupportandeducationoptionsfor studentsatriskintheACTPublicSchoolsystem,includingthelocationofprograms,operational philosophy,curriculumoffered,criteriaforenrolment,andreferralprocess. Recommendation7.5:ThatETDdevelopandimplementacoherentstrategyfortheprovisionof alternativeeducationprogramsand/orotherflexiblelearningoptions,forstudentsatriskof disengagingfromsecondaryschool.Thisstrategyshouldensurethat,ifrequired,suchstudents haveaccesstoanappropriatealternativeeducationprogramthroughouttheirsecondary schooling,buildingonthepositivefeaturesoftheAchievementCentresandConnect10 programs. PAGE|107 7.9 Conclusion ThischapterreviewedtheissuesofsettingsandplacementinACTschools.Keypointscoveredin thischapterinclude: Thereisneedforabroadunderstandingofinclusion,andthebenefitsofinclusionof diversestudentsinamainstreamenvironment.Whendonewellandadequately resourced,inclusivepracticecanhaveadvantagesforeveryone. Theperspectivesofstudents,teachersandparent/carersabouttheinclusionofstudents withcomplexneedsandchallengingbehaviourinmainstreamclassesintheACTsuggest thatthereareanumberofstudentswhosebehaviouralsupportneedsarenotbeingmet appropriately.Thisishavinganadverseimpactonthosestudents,andonotherswithin schools. Therearegapsinthesupportsandsettingsavailableforstudentswhodonothavea recogniseddisabilitybutwhohaveverychallengingbehaviour.WholeͲofͲschool approachesandtargetedinterventionsshouldassistmanyofthesestudents.However,a smallnumberofstudentsarenothavingtheireducationalneedsadequatelymetin mainstreamclassrooms,andawholeͲofͲgovernmentapproachisrequiredtoprovide appropriatetherapeuticinterventionsandoptionsforthesestudents. Unitswithinmainstreamschoolscanofferaflexibleandindividualisedapproachfor studentswithadisability,allowingstudentstolearnandsocialisewithmainstream studentsasfaraspossible.However,thereareanumberofbarrierstothishappening effectively. Teachersandstudentsinsomeunitscanbeisolatedfromthemainstreamclassesand maybeexposedtogreaterrisksofaggressivestudentbehaviour.Highlevelsoftraining andsupportmustbeprovidedtoteachersworkinginunits,andschoolsshouldhave inputintotheallocationofstudentsintotheunitstoreducerisksassociatedwith incompatibleplacements(seeChapter13). Specialistschoolsforstudentswithadisabilitygenerallyappeartohaveapositive approachtosupportingverychallengingbehavioursandhaveculturesthatresourceand supportteachingstafftoworkeffectivelywiththesestudents.Itisimportantthatthese schoolscontinuetofurtherdevelopinclusivepracticesandshareexpertisewith mainstreamschools. AnumberofhighͲqualityalternativeeducationprogramsareavailableforsecondary schoolstudentsatriskofdisengagingfrommainstreamschools.However,thereare gapsinthecoverageoftheseprogramsandmostareoperatingunderconditionsof uncertaintyregardingtheirfuture. Thewayinwhichthevariousprogramoptionscohereandcontributetoanoverall strategyforstudentswithcomplexneedsandchallengingbehaviourisunclear.(This issueisaddressedinChapter15,‘System’Issues.) 1 DavidMitchell:WhatReallyWorksinSpecialandInclusiveEducation(Routledge,2008)27 2 LeonardBurrello,CarlLashleyandEdithBeatty,Educatingallstudentstogether:Howschoolleaderscreateunifiedsystems.(Corwin Press,2001)4 3 ACTEducationandTrainingDirectorate,StudentswithaDisability:Meetingtheireducationalneeds,(2008) <http://www.det.act.gov.au/__data/assets/pdf_file/0017/34370/Students_with_a_Disability_updated.pdf.pdf>2 4 FiguresprovidedbytheEducationandTrainingDirectorate,currentasat14October2015.Thesefiguresincludestudentsinunits withinTurnerPrimarySchool. PAGE|108 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE 5 BasedontheFebruary2015SchoolsCensus.EnrolmentfiguresforCranleigh,Malkara,BlackMountainandtheWodenSchool.This figuredoesnotincludestudentsatTurnerPrimarySchool. 6 ACTEducationandTrainingDirectorate,aboven3,3 7 JustineFerrariandRickMorton,‘HiddenTollofStudentDisability,TheAustralian(Melbourne)3November2014,NationalAffairs 8 RobertConway,ReviewoftheprovisionofalternatesettingsintheACTGovernmenteducationsystem,(2003) <http://pandora.nla.gov.au/pan/43536/20040723Ͳ0000/www.decs.act.gov.au/publicat/pdf/conway.pdf> 9 Ibid47 10 ElizabethGraniteandLindaGraham,‘Remove,rehabilitate,return?TheuseandeffectivenessofbehaviourschoolsinNewSouth Wales,Australia’(2012)9(1);InternationalJournalonSchoolDisaffection,39,46 11 Ibid 12 NSWDepartmentofEducationandCommunities,SpecialistSchoolsSupportingBehaviour,2013 <https://www.det.nsw.edu.au/media/downloads/aboutͲus/statisticsͲandͲresearch/keyͲstatisticsͲandͲreports/specialistͲschoolsͲ supportingͲbehaviour.pdf> 13 TimothyLandrum,MelodyTankersley,andJamesKauffman,‘Whatisspecialaboutspecialeducationwithstudentswithemotional orbehaviouraldisorders?’(2003)37(3)TheJournalofSpecialEducation,148,152Ͳ154 14 MarkkuJahnukainen,‘Experiencingspecialeducation:formerstudentsofclassesfortheemotionallyandbehaviourallydisordered talkabouttheirschooling’(2001)6(3),EmotionalandBehaviouralDifficulties,150,157Ͳ158 15 ACTEducationandTrainingDirectorate,InterimACTStudentDisabilityCriteria, <http://www.det.act.gov.au/__data/assets/pdf_file/0009/17829/InterimͲDisabilityͲCriteriaͲ2015.pdf> 16 Canberrapublicschoolswithdisabilityeducationprogramsin2016.DocumentprovidedbyETD 17 ACTChiefMinister,Treasury,andEconomicDevelopmentDirectorate,CanberraSocialPlan2011,(2011) <http://www.cmd.act.gov.au/__data/assets/pdf_file/0010/216559/2011CanberraSocialPlan_Print_Version.pdf>35 18 ACTEducationandTrainingDirectorate,CanberraPublicSchoolsCensus:August2015(Preliminary)(2015)< http://www.det.act.gov.au/__data/assets/pdf_file/0020/770204/August_2015_Census_Publication_Prelim.pdf>5 19 Communities@work,GalileeSchool:RespiteandEnhancementProgram,(2015),<https://youth.commsatwork.org/galileeͲschool> 20 AnglicareYouthEducationProgram,BarrierstoEducation,AustralianCatholicUniversity,informationprovidedbyAnglicareNSW South,NSWWest,andACT 21 SirKenRobinson,TEDtalk:Howtoescapeeducation’sdeathvalley,(2013) <https://www.ted.com/talks/ken_robinson_how_to_escape_education_s_death_valley?language=en> 22 KittyteRiel,Puttingthejigsawtogether:FlexiblelearningprogramsinAustralia–FinalReport,(2014) <http://dusseldorp.org.au/wpͲcontent/uploads/2014/09/VictoriaͲInstitueͲ1Ͳ7ͲMB2.pdf>18 PAGE|109 PAGE|110 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE CHAPTER8: PhysicalEnvironmentandInfrastructureof Schools 8.1 Introduction InChapter5(StudentͲCentredSchools)andelsewhereinthisreport,wehavehighlightedthe influenceof‘context’onthequalityofstudents’educationalexperience.Thecurrentchapter considersthecontributionofthephysicalcontextandschoolinfrastructureinsupporting studentswithcomplexneedsandchallengingbehaviour.Thedesignandinfrastructureof schoolscancontributetoordetractfromaninclusiveenvironment,helpreducechallenging behaviour,and/ororcreatedifficultiesforteachersseekingtomanagecomplexneedsand behaviouralrisks. Inthischapterweexploretheperspectivesofteachers,parents/carersandstudentsabout currentschoolenvironments,andhowthesecouldbeimprovedtobettersupportallstudents. ThePanelmakesrecommendationsregardingissuestobeconsideredindesignbriefsfornew schools,andrefurbishmentofexistingschools.Wealsorecommendmeasurestoensurethatall schoolshavesafeandappropriatespacesforstudents,withsensoryprocessingissuesandother complexneeds,toaccesswhentheywishtowithdraworreducestimulation.Asexplainedin Chapter11,thedesignanduseofthesespacesmustbecarefullyconsideredandmonitoredto ensureconsistencywithhumanrightsanddiscriminationobligationsandsupportstudents’ learningandbehaviour. 8.2 Universaldesignforinclusion Universaldesigninvolvesthecreationofaccessiblebuildingsandinfrastructurethatcanbeused byadiverserangeofstudents,reducingtheneedforindividualadjustments,throughthe removalofphysicalandotherbarrierstoparticipationandinclusion. InclusiveschooldesigngoesbeyondaoneͲsizeͲfitsͲallmodel,consideringallusersand addressinganybarriersthatmightdenyanyone–childrenwithSEN(specialeducation needs)anddisabilities,disabledstaffandvisitors–accesstoservices.1 Gooddesigncanimproveconditionsforallstudents.2AsMitchellnotes: Whatconstitutesgooddesignofindoorphysicalenvironmentsforlearnerswithspecial needsisalsogooddesignforalllearners.3 Heidentifiestheneedforparticularattentiontophysicalspaceandequipment;temperature, humidityandventilation,lighting,acoustics,stimulationandsafeclassrooms.Afocusonthese factorscanimprovelearningoutcomes. While‘universaldesign’isthegoal,theachievementofanabsolutely,universallyͲdesigned environmentforevery‘complexneedandchallengingbehaviour’isverydifficult.Theterm referstoawiderangeofstudentswithawiderangeofneeds.Studentswithadisabilityalone– asubsetof‘complexneedsandchallengingbehaviour’–havevastlydifferentneedsinregardto cognitionandlearning,behaviour,emotionalandsocialdevelopment,communicationand PAGE|111 interaction,andsensoryandphysicaldevelopment.4Sometimestheneedsofstudentsare incompatible;forexample,theacousticenvironmentmaybeadequateforsomeand overstimulatingforothers.However,studentswithcomplexneedsandchallengingbehaviour willgenerallyneedenvironmentsthatinclude:flexibleclassroomspacestoallowsmallgroup workandoneononesupportfromateacherorlearningsupportassistant;accesstoadjacent calmingspaces;andspaceswheresensorystimulationandacousticsmeettheirspecificneeds. TheUKDepartmentforEducationandEmploymenthasdevelopedasetofprinciplestoguide inclusiveschooldesignandtheseaddressthefollowing: access; space; sensoryawareness; enhancedlearning; flexibilityandadaptability; healthandwellbeing; safetyandsecurity; sustainability.5 8.3 Perspectivesonschoolenvironments Schoolsstrivetomeetthelearning,wellbeingandaccessneedsofallstudentsaswellasthe physicalandemotionalsafetyofeveryonewithintheschool.‘Wedon’tknowofanoutstanding schoolthatdoesn’tcontinuallyseektomakesmallimprovementstoitsaural,visualand behaviouralsurroundings’.6However,manyACTschoolsareworkingwithintheconstraintsof existingbuildingsandspaceswhichwerenotdesignedtomeettheneedsofadiversestudent population. ThePanelnotedthatarangeofcreativeschoolbuildingadaptationsandusesofavailablespace wereinplaceinACTschoolsandthatmanyschoolssawallspacesaspotentiallearningspaces. Nevertheless,welearnedfromsubmissions,interviewsandvisitsaboutthedifficultiesACT schoolsinbothsectorsareexperiencinginaccessingsafeandflexiblespacestomeetstudent needswithincurrentbuildingdesigns. Mainstreamschoolsarenotbuiltwithstudentswithcomplexneedsinminde.g.classrooms aretoosmallforafullclassifastudentneedingextrastafftosupportthem,anelectric wheelchair,orastandingframeorspeciallymadedeskandchairetcarepartoftheclass. Therestillneedstobeadequateandsafemovementaroundtheroomforallstudentsand staff.(School) ManyparticipantsnotedconcernswiththeopenplanclassroomsthatareafeatureofsomeACT primaryschools.Whiletheseclassroomdesignscanallowgreaterflexibilityandopportunities forteamteachingbycombiningseveralclassroomsinalargeropenplanarea,theincreased noisefromsurroundingclassescanbedistractingforstudentswhohavedifficultyfocusing,or whohavehearingorsensoryissues: Mychildiseasilydistracted,andhashadmoredifficultyfocusinginanopenplanclassroom withfourclassesinonelargeunit.WhenIvisitedtheclassIhadtroublehearingtheteacher becauseofthenoisefromadjacentclasses.Mysonalsotendstowanderbetweenclasses, anditcanbedifficultforhisteachertokeeptrackofhiminthisenvironment.(Parent) PAGE|112 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Modificationssuchassoundabsorbingpartitionsanddifferentapproachestoteachingmaybe necessarytoreducenoisepollutioninexistingopenplanclassroomsandallowstudentswith complexneedsandchallengingbehaviourtofocusandlearn. Playgroundspacesneedparticularattention,aswithahighernumberofstudentsinspaces,and withouttheregularroutinesofclassrooms,unpredictablebehaviourscanescalate.Teachersand parents/carerstoldthePanelthatbreaktimesintheplaygroundwereoftenthemostdifficult timesforstudentswithcomplexneedsandchallengingbehaviour: Thesestudentsareoftenfearfulofplaygroundbreaktimesduetooverwhelminganxiety createdthroughsensoryoverloadfrommultiplesources.Anunstructuredplayground environmentisanunpredictablejungleexperience.(Teacher) Oneparenttoldusthattheywereoftenrequiredtocollecttheirchildatlunchtimeastheschool wasgenerallyabletomeettheirchild’sneedsintheclassroom,butwasnotabletoprovide adequatesupportandsupervisionintheplayground,andincidentswouldoftenoccuratthis time. McGrathnotesthatplaygrounddesigncanbepartofapositivebehaviourmanagement strategy: Oneveryeffectiveaspectofpreventionisthedevelopmentofveryattractiveandstimulating playgroundsforstudents.Theseplaygroundsfeaturelotsofequipmenttoshare,plentyto goaround,lotsofdifferentspacesforquietactivities,moreenergeticactivities,alongwith reallyeffectivesupervisionbystaff.7 8.4 Schooldesignandsafe/sensoryspaces Submissionsandinterviewsidentifiedthatstudentswithcomplexneedsandchallenging behaviourmaybenefitfromhavingaccesstoasafespace,whichtheycanusevoluntarily,to allowthemtoreducestimulationandtocalmdownwhentheybecomedisregulatedor overwhelmed. Someschoolleadersdescribeddifficultieswithaccessingappropriatesafeorsensoryspaces withinmainstreamschoolbuildings.TheyinformedthePanelthatofficesoftheleadershipteam, thelearningsupportteacheroranotherclassroomwereoftenusedforthispurposeifavailable. Schoolstendtoutiliseanyareathatisavailableorcanbeconverted.However,theseadhoc optionsoftencreatedifficultieswheretheyarerequiredforotherteachingandwork commitmentsandcanresultinlossofspaceforanothercompetingactivity,whilestillnot creatingatrulyappropriateandsafespace.Inparticular,theymaycontainfurnitureandoffice equipmentthatmaybedamagedorposearisktootherswhenstudentsaredisregulated.By contrast,spacesthatareallocatedspecificallyforcalminganddeͲescalationprovidegreater safetyandsecurity: Atourschoolwehavearangeofcalmdownplaces,oneofwhichisacontainedRelaxRoom whichisequippedwithsensoryandothermaterialscarefullydesignedforallchildrenwith particularitemstomeetthesensoryandpreferenceneedsofallcertainchildren.Attimes childrenwhoareinjuringothersareremovedusingTeamTeachmethods–aspecificsetof strategieswhichprettymuchallofthestaff,includingLSAs,havebeentrainedin.(School) Anumberofparents/carersandpeakbodiesalsonotedtheneedforappropriatewithdrawal spaces: Thesechildrenneedtheirownspacewheretheycannotdestroythebelongingsofothers, resourcesandhurtpeople.Thechallengingchildrengiveusfeedbackthattheyvaluequiet PAGE|113 spacesthattheycancalltheirownandnotbedisturbed,buttheschoolandallotherschools Ihaveworkedindonotphysicallyhavetheseareas.(Teacher) IhavenothingbutpraisefortheextraordinaryjobthattheteachersandLearningAssistants doinmanagingthesechallengesandeverytimetheyhavetomanagethiswithmyson,they havekindlyproblemsolvedandcalmedhimdown,sohehasbeenabletorejointheclassat somepoint.Butthishappeningintheclassroomisnotthebestenvironmentforanyone. (Parent) Havingaquietspaceandtimeformygirlstobeawayfrompeoplewithnosocial communication,isaveryimportantpartoftheirdailyanxietymanagement.(Parent) ExaminingthephysicalenvironmentandwaysinwhichitcanbeconducivetothedeͲ escalationofchallengingbehaviour.Thereshouldbeanidentifiedsafepersonineach school,asafeplaceforstudentswhoarefeelingoverwhelmed.(PeakBody) Aswellasschooldesign,classroominfrastructurecansupportstudentcopingstrategies.Schools andteachersidentifiedarangeofspacesandequipmentcurrentlybeingusedwithinthe classroom.Thesespaceswerepredominantlyusedforindividualorsmallgrouplearningorwhen studentsselfͲregulatedtheirwithdrawal,recognisingtheirneedforacalm,quietspace.Mostof thesespaceswereidentifiedthroughpriornegotiationwiththestudentaspartofabehaviour managementplan. BehaviourResponsePlanscanincludetheappropriateuseofawithdrawalspacefor studentswhocanselfͲregulate.(School) These‘spaces’inclassroomsincluded:tents(bothspecificallydesignedsensorytentsand commercialtents);adjacent,unlockedrooms;‘nooksandcrannies’withpillowsandcushions; lowstimulationspaces(loweringsensorystimulationinclassroomscanhelpchildrenwhoreadily becomeoverwhelmedandbehaviourallydisregulated),andareaswithstudentspecificcalming orfocusingequipment.Thesesafespacesincludedarangeofsensoryequipmentand furnishings(beanbags,hammocks,bubbletubes,softmusic)toassistincalmingstudentswith sensoryneeds. AsdiscussedinChapter11itisessentialthatthedesignofthesespaces/structureswithin classroomsbecarefullyconsideredandthattheiruseismonitored,evenwhenusedona voluntarybasisbythestudent,toensurethatpracticesareconsistentwithandrespectfulof students’humanrights,dignityandprivacy.Somestructuresorspacessuchastentsoraspace underadeskmaybeacceptableforyoungerstudentsbutmaybeseenasstigmatisingor degradingforolderstudents.IfastructurewouldnotbeconsideredageͲappropriatefora studentwithoutadisability,itisunlikelytobeappropriateforastudentwithadisability, regardlessofcognitivecapacityordevelopmentalstage.Thisisparticularlyrelevantwherea studentwillbeobservedbyotherstudentswhileusingaspaceorstructure.Theappearanceand connotationsofsomestructuresmaymaketheminappropriateforanystudent,regardlessof thecircumstancesinwhichtheyareused. Incrisissituationsitmayalsosometimesbenecessarytomoveastudenttoadesignatedsafe spacetoprotectthesafetyofstudentsandstaff.However,asdiscussedindetailinChapter11, theuseofinvoluntarywithdrawal,andtherestrictivepracticeofseclusion,hasthepotentialto breachstudents’humanrightsanddiscriminationlaw,andshouldonlybeundertakenwhere necessarytoprotectsafety.Thesepracticesmustbesubjecttostrictguidelinesandoversight.8 8.5 Studentsleavingschoolgrounds ThePanelwastoldaboutstudentswholeavetheschoolgrounds,oftenmovingtodangerous locationssuchasbusyroads.Theiractionscanbeparticularlyconcerningwhenthestudentis PAGE|114 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE distressedandfearful,andtheirjudgementaboutpersonalandroadsafetyiscompromised. Youngerstudentsandstudentswithadisabilitymayalsoplacethemselvesatparticularriskin leavingschoolgrounds.Schoolshaveadutyofcaretostudents,andmustseektoprotectthem fromharmthatisreasonablyforeseeable. SomestakeholdersmentionedschoolfencingprogramstothePanel,andwenotecontroversy onaestheticgroundsandthelimitationoftheuseofschoolfacilitiesbythecommunity. Howevermanyparents/carersofstudentswithcomplexneedsandchallengingbehaviour supporttheuseoffencingaroundtheschoolperimetertokeeptheirchildrensafe: Theenvironmentwasn’tsafe.Mychildisanescapeartist,canopenchildprooflocksandis constantlydoingdangerousthings.(Parent) Itisimportantthatissuesincludingsafety,communitypracticeandnorms,andtheviewsand needsofotherstakeholdersarealsoconsideredindecisionsaboutfencing.Issuesregarding restraintofstudentsfortheirownsafety,orthesafetyofothers,areconsideredindetailin Chapter11. 8.6 SpecialrequirementsandLearningSupportUnits ThePanelwastoldabouttheinadequacyofsomeclassroomspacesforLearningSupportUnits (LSUs)incaseswherepurposeͲbuiltunitswerenotavailable.Sharingfacilitieswithother programscancausedifficulties,particularlyforstudentswithAutismSpectrumDisorder(ASD) whomayexperiencesensoryoverloadwherealearningspaceisinappropriatetomeettheir needs.ThePanelheardanexampleofstudentsinLSUssharinghalftheclassroomspacewith the(afterschool)schoolbandprogramandtheconsequentdisruptiontothearrangementof furnitureandbelongings–oftenwithunsettlingeffectsonsomestudents.Aschoolgavean exampleofthedistresscausedtoastudentwithASDwhenthedemountableclassroomshook andreverberatedwhenpeoplewalkedupthestairstoenterit. SometeachersspoketothePanelaboutthelackofclassroomadjustmentsinspecialunitsand theneedforbiggerclassroomstomeettheirstudents’needs.Theytoldusaboutunitsthatwere physicallyisolated,thatmadeitdifficultforstaffandstudentstoaccesssupport,andthat createdanimpressionofexclusion.Thiswasparticularlythecaseindemountableunitsseparate fromthemainstreamschoolbuildings.Parents/carersalsoraisedconcernsaboutisolation: Astheschoolstrugglestointegratehimintothemainstream,whatwefoundwasthat[my child]beingattachedtotheLSUͲAmeantthatheforfeitedhisrighttobeinthemainstream kindyclass.TheLSUͲAkidswerekeptinaseparatebuilding,separateroomfarawayfrom therestoftheschool.Hebelongedtotheunit,notthekindyclass,sohewasnotinkindy classverymuch.(Parent) Otherschoolleaderstoldusabouttheincreasedrisksfromstudentswithverychallenging behaviourwheretheenvironmentoftheunitwasnotappropriatelydesigned,asteachersor studentsmaybecometrappedinaparticularareawithaviolentstudentandnoteasilyaccess assistance. Inclusiveuseofspace OneschoolwithintegratedLSUsreportedthesuccesstheywerehavingwithclassrooms organisedwithlearningareasaroundtheroom,thelibraryreadingnookinthemiddleofthe roomandnodesignatedfrontandbackoftheclass.Theclassroomwascomplementedby safe/quietspaces.Connectingsmallerspacesorquietroomstomainstreamclassrooms(for example,withslidingdoors)wasseenaspositivebyanumberofteachersandparents/carers. PAGE|115 Lastyear[mychild]wasinasmallclassroomthathadalargeslidingaccesstothe mainstreamclassroom.Thisallowedthesmallgroupteachertoworkseamlesslywiththe mainstreamclassandteacherduringappropriatesessions,butcouldclosethedoorif[my child]andherclassmatesneededmoreintensiveteachingwithnodistractions.(Parent) Anotherschoolreportedthattheyhadcreatedthreespaceswithinoneclassroom.Thisallowed forthedifferingneedsofstudentsandprovidedquietermoreprivatelearningspaceswithlow stimulationaswellasamoretraditionallearningspace. ThePanelalsonotedtheinnovativeworkschoolsaredoingtocreateinclusiveplaygroundsthat havearangeofspacesandcreativeequipment(musicalareas,sandpits,puppetplayareas, specialgardens,etc.)thatpromoteinteractionwithmainstreamstudents.Someschools reportedthatmanagingsomechildrenwouldbemuchmoredifficultifenclosed‘activebreakout courtyards’adjacenttoclassroomswerenotavailable. Otherschoolshavecreatedindividualorsmallgroupplayareasbothinsideandout.School leaderscommentedpositivelyabouttheeffectofthesearrangementsandspacesbutnotedthat theyrequiredteacherstobeonaveryhighnumberofplaygrounddutiesperweektoprovide therequiredsupervisionforthestudentsusingthem. 8.7 Improvingschooldesign Whilerecognisingthatschoolsandindividualteacherscurrentlyusespacescreatively,priority shouldbegiventoprovidingpurposebuiltspacestomeetneedsappropriatelyandconsistent withprinciplesofinclusion,humanrightsandsafety. Newschoolsneedtobedesignedtomeetrequirementsforinclusion,includingconsiderationof: lowsensoryareas;acousticseparation;safeandcalmingspaceswitheasyaccessthatareboth internalandexternal(courtyardsandplaygroundareas);fencing;medicalproceduresareas; improvedvisualaccesstosafewithdrawal/sensoryareas,andsmallerlearningareasthat connectwithmainclassrooms. Classroomdesignsthatreducenoiseandsensoryoverload,andwhichallowappropriate movement,areparticularlyimportant: ThereisincreasingevidencethatchildrenwithADHDconcentrateandlearnmoreeffectively whentheyaremoving.Strategiesforenablingchildrentomoveintheclassroomthatdonot impactonothersintheclassroomshouldbeconsidered.(Parent) APanelmemberreportedavisittoaNSWCatholicSchoolthathastakenaninnovative approachtoclassroomredesigntousespacewithgreaterflexibility. Weuseourlearningspacestoempowerourstudentstowanttolearnanywhereand anytime.Studentstakemoreresponsibilityfortheirlearningandmovement.Webetter caterforstudents’differinglearningstylesandassuchthereisarealattempttopersonalise learning.Inthiscontemporarymodel,studentsareabletomovetoareaswheretheyfeel morecomfortable,workwiththeirfriendsandchooseresourcesthatwillassistthemtofind theinformationtheyrequire.Thisenvironmentprovidesastrongsenseofconnectedness betweenlearners;itallowsmanyopportunitiesforcrossͲagetutoringandmultiͲage learning,promotesastrongsenseofsocialresponsibilityandenhancesrelationshipswithin theschool.9 The2013ArchitecturalForumshowcasedarangeofinnovativespacesinschoolsand demonstratedhowarchitecturecouldreducestimuliforchildrenwithsensoryissuesand promotesocialinteraction.Quietrooms,wherestudentscouldmeetwithateacherorcalm downifoverstimulated,wereincorporatedintodesigns.10 PAGE|116 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Everybitofspace,inacitywhereeveryinchcounts,wasproductive:builtͲinbenchesinthe hallwayprovidedaplaceforateacherandastudenttohaveaprivateconversationoutside oftheclassroom.11 Thereareanumberofcurrentstudiesintoschoollearningenvironments,whichACTsystems andschoolsshouldmonitor.TheyincludetheUniversityofMelbourne’sEvaluating21stCentury LearningEnvironments:ARCLinkageproject12andTowardsEffectiveLearningEnvironmentsin CatholicSchools:AnEvidenceBasedApproach.13Bothstudiesaimtodevelop‘newapproachesto learningenvironmentevaluationandevaluationtoolsthatcanbeusedtodevelopanevidence basetoinformboththedesignandthepedagogicaluseoflearningenvironments’.14 ThestudentconsultationsconductedbythePaneldemonstratedthatstudentshadalottosay aboutschooldesign.Somecommentsincluded: Weneedbetterdesksandchairs Makeclassroomsmorecolourfulandfun Moreplaygroundequipment Abiggerenvironmentforstudentstolearnin,andmoreplacesoutsidetolearn Standuptablesandcomfychairs Haveabrighterlookingschoolsoitlooksnice Letusgetupandmovearound Airconditioning–Ican’tconcentratewhenit’ssohot(Students) Studentsalsoraisedconcernsaboutmobilityandsafetyissues,theneedforalternative play/recreationspacesforverycoldweatherandpoorlymaintained,designedandlocatedtoilet areas.OutcomesfromtheseconsultationsarediscussedatAppendixC.Providingopportunities formeaningfulstudentvoiceinschooldesignisbestpracticeandshouldbeimplementedinthe ACT.15 ThePanelseesschooldesignasintegraltomeetinglearningneedsandsupportingtheinclusion ofstudentswithcomplexneedsandchallengingbehaviour.Flexibility,considerationofdiverse needs,andsafetyforthewholeschoolcommunity,particularlyinregardtoalternatespacesin schools,mustreceiveattentionbyallsectors.Itisimportanttonotethat: Whenwelldesigned,newgenerationlearningenvironmentsofvarioustypologiescan providearangeofusefulaffordancestosupportpedagogiesbasedonnotionsofsocial constructivismandstudentengagement.16 Nevertheless,welldesignedphysicalenvironmentsshouldbeseenassupportivepracticenot standͲaloneintervention.17 ETDFunctionalBriefforConstructionofACTSchools ThePanelrecognisesthatETDhascommissionedadraftFunctionalBrieffortheconstructionof ACTSchools,whichiscurrentlybeingfinalised.18Thedraftbriefaddressesarangeofissues relevanttothedesignofACTPublicSchoolsincludingappropriatedesignforintegratedLSUsand providinganinclusiveenvironmentforallstudents.Thedraftacknowledgesthat: Manyofthesmallscaleenvironmentalmodificationsthatenablestudentswithdisabilities toparticipateininclusiveeducationalenvironmentsalsoimprovetheenvironmentfor studentswhowerenotclassifiedashavingspecialneeds. PAGE|117 ThedraftbriefidentifieskeydesignelementsforLSUsincluding: structuredenvironments; safeandsecureindoorandoutdooreducationalspaces; controlledaccesstomultiͲsensoryequipment,technologyandhighlyreinforcing activities; adaptablespacesandspatialvariety; nonͲthreateninglargerspaces–includingelementswithasenseofenclosure,intimacy; spacesforrefuge; absenceofclutter; naturallight; predictablenavigation; safetyforthosewhomightinjurethemselvesorothers; aresidentialratherthananinstitutionalfeel. Thedraftbriefnotesthat: Buildingsthatarepredictable,consistentandorderlyhavecalmingeffectonstudentswith sensoryandbehaviouralissuesandhelpthemtofocusonlearningactivities.Learning spacesthatarearrangedtoallowseveralactivitiestohappensimultaneouslyandsupport groupsofvarioussizes,increasetheteachers'flexibilityandpromoteinterdependence amongstudents. Thisdraftdesignbriefprovidesausefulandcarefullyconsideredmodelforfuture developments.Manyoftheseprinciplesandapproachescouldapplyequallytogeneral classroomsandlearningspacesusedforadiverserangeofstudents.Itshouldbefinalisedand publiclyreleasedbyETDtoprovideguidancetoCEandIndependentSchoolsregarding appropriateinclusiveanduniversaldesign. Recommendation8.1:ThatETD,CEandeachIndependentSchool,ensurethatallexisting schoolshavesafe,calming/sensoryspacesthatareappropriatetomeettheneedsofstudents withcomplexneedsandchallengingbehaviour. Recommendation8.2:ThatETD,CEandeachIndependentSchool,ensurethatthedesignbriefs forallnewschoolsfollowprinciplesofuniversaldesign,andincludeanappropriaterangeof learningareasandfacilitiestomeettheneedsofstudentswithcomplexneedsandchallenging behaviour.Thesemayincludeflexibleclassroomareaswithadjacentsmallgrouplearning spaces,andinclusiveplaygrounds,aswellassafe,calming/sensoryspaces. 8.8 Conclusion Thischapterreviewedthecontributionofthephysicalenvironmentandinfrastructuretothe effectiveteachingandsupportofstudentswithcomplexneedsandchallengingbehaviour.Key pointscoveredinthischapterinclude: PAGE|118 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Schooldesignandinfrastructuresignificantlycontributetotheinclusionofstudentsin ACTschools.Conversely,poororinflexibledesigncanincreasedifficultiesand behaviouralrisks. Itisimportantforschoolstodevelopsafespacesthatcanbeusedbystudentswith complexneedsandchallengingbehaviourtocalmandselfregulate.Thesespacesmust becarefullydesigned,andtheirusemonitoredtoensureconsistencywithhumanrights anddiscriminationlaws. Flexibilityofclassroomdesigntoallowlearningsupportunitstoworkseamlesslywith mainstreamclassescanmaximisetheintegrationandinclusionofstudentswitha disabilityinmainstreamschools. FutureschooldesignandmodificationsshouldbeguidedbyevidenceͲinformed principles,(suchasthoselistedinthischapter)toeliminatebarrierstoparticipationof allstudents. Studentsaswellasteachersandotherstakeholdersshouldbeconsultedaboutschool design. 1 DepartmentforChildrenSchoolsandFamilies,BuildingBulletin102(BB102):Designingfordisabledchildrenandchildrenwith specialeducationalneeds,2009, <https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/276698/Building_Bulletin_102_designing_for_dis abled_children_and_children_with_SEN.pdf>24 2 DavidMitchell,Educationthatfits:Reviewofinternationaltrendsintheeducationofstudentswithspecialeducationneeds,(2010), <https://www.educationcounts.govt.nz/publications/special_education/educationͲthatͲfitsͲreviewͲofͲinternationalͲtrendsͲinͲtheͲ educationͲofͲstudentsͲwithͲspecialͲeducationalͲneeds/executiveͲsummary> 3 DavidMitchell,WhatReallyWorksinSpecialandInclusiveEducation:Usingevidence–basedteachingstrategies,(Routledge,2nd ed,2014)224 4 DepartmentforChildrenSchoolsandFamilies,aboven1,12 5 Ibid,24 6 TimBrighouse,andDavidWoods,Whatmakesagoodschoolnow?(NetworkContinuum,2008).114 7 ProfessorHelenMcGrath,SafeSchoolsToolkitPositiveBehaviourManagement,(2014)<http://www.safeschoolshub.edu.au/safeͲ schoolsͲtoolkit/theͲnineͲelements/elementͲ5/introduction> 8 DarcieLyons,‘RestraintandSeclusionofStudentswithDisabilities:AchildrightsperspectivefromVictoria,Australia’,(2015)23 (1)InternationalJournalofChildren’sRights,189,223 9 HolySpiritLavington,ContemporaryLearning,2014<http://www.hsslavington.com/learning/contemporaryͲlearning/> 10 YasmeenKhan,‘CreatingSchoolsforAllStudents:DisabledorNot’,Schoolbook(online),14Jan2013 <www.wnyc.org/story/301524ͲcreatingͲschoolsͲforͲallͲstudentsͲdisabledͲorͲnot/> 11 Ibid 12 UniversityofMelbourne:MelbourneSchoolofDesign,Evaluating21stCenturyLearningEnvironments,2012,< https://msd.unimelb.edu.au/evaluatingͲ21stͲcenturyͲlearningͲenvironmentsͲe21le> 13 UniversityofMelbourne:MelbourneSchoolofDesign,TowardsEffectiveLearningEnvironmentsinCatholicSchools,2012,< http://msd.unimelb.edu.au/towardsͲeffectiveͲlearningͲenvironmentsͲcatholicͲschools> 14 BenClevelandandWesleyImms‘Improvingthe(notso)newlandscapeofteachingandlearning’,(2015)14(4)4Professional Educator,5,6 15 RebeccaBorden,TakingSchoolDesigntoStudents,(Jan2004)<http://www.ncef.org/pubs/schooldesign.pdf>2Ͳ6 16 BenClevelandandWesleyImms,aboven14,5 17 Ibid 18 DrJuliaAtkinDRAFTACTEducationandTrainingDirectorateFunctionalBrieffortheconstructionofACTPublicSchools2015 (excerptprovidedtothePanelbyETD). PAGE|119 PAGE|120 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE CHAPTER9: SupportingStudentBehaviour 9.1 Introduction ThischapterdescribesandrecommendsforACTschoolsageneralmodelofPositiveBehaviour Support’–asetofpracticesthatdiffersfromtraditionaldisciplinedͲbasedapproachesinits ‘tiered’approach,itsemphasisonprevention,andrecognitionofthepowerofclassroom environmentsandculturestopromoteappropriatebehaviour.Thechapterexemplifiesmanyof theevidenceͲinformedapproachesoutlinedinChapter5,includingafocusonprevention, teachingforengagement,teachingsocial–emotionalskills,collaboratingwithparents/carersand listeningtostudents. Wesummariseevidencefortheeffectivenessofapproachesthatadoptthegeneralprinciplesof PositiveBehaviourSupport1forstudentswithawiderangeofcomplexneedsandchallenging behaviourinarangeofsettings.Thisapproachhasvariousnames,suchas‘SchoolͲWidePositive BehaviourSupport’and‘PositiveBehaviouralInterventionsandSupports’2,andiswidelyusedin schoolsinternationally,nationallyandinsomeschoolsintheACT.Inthischapter,weusethe term‘PositiveBehaviourSupport’torefertothegeneralapproach. Thechapterdealsinsomedepthwithimplementationissues.Ultimately,thesuccessof approachessuchasPositiveBehaviourSupportdependsonthefidelitywithwhichthemodelis understood,translatedintoschools,monitoredandsupported. PositiveBehaviourSupportdoesnotclaimtobeapanacea.However,thegeneralapproachhas achievedprovensuccessinmanycountriesasa‘universal’frameworkthatmostteachersfind acceptableand‘natural’.Thetieredmodelallowsforsupporttobeprovidedaccordingtolevel ofneedand,forexample,forthesmallproportionofstudentswithhighlycomplexneedsand behaviourtoreceivepersonalised,multidisciplinaryand/ormultiagencysupport. ThechapterstronglyrecommendsthewidespreadadoptionofapproachessuchasPositive BehaviourSupportinbothgovernmentandnonͲgovernmentsectorsandprofessional supervision,consultationandsupportforteacherstoimplementit. 9.2 Theissues Schoolsarefindingthattraditionalapproachestodisciplineand‘behaviourmanagement’areno longeradequateformanystudents,particularlythosewho,asillustratedinChapter2, experiencetheeffectsoftrauma,previousillness,disabilityand/orviolentorchaotichome environments.Theirpersonalandfamilyissuesarenotleftattheclassroomdoor. Thisisabigsleeperforoursystem.Ifayoungperson’sbehaviourissosociallyunacceptable thattheywouldn’tbewelcomeinanyothersettinghowdoweensuretherightsofthat youngpersonandtherightsoftheschoolcommunitythattheyarepartof?(Parent) Thereisnodoubtthatthereisasmallpopulationofyoungpeoplewithverycomplexissues andallchallengingbehaviourthatrequireadditionalsupport.Itishowever,vitally importantthatthevastmajorityofnormalwellͲbehavedandadjustedyoungpeoplearenot forgotten.(Parent) PAGE|121 Childrenreacttotheiruniquecircumstancesindifferentways.Aservicethatprovides counsellingsupportinCanberraschoolsdescribedreasonsforreferrals: Themostcommonreferralissuesacrossprimaryandhighschooloverthepasttwoyears havebeenmentalhealth(particularlyanxiety),familybreakdown,socialskillsandpeer issues.Otherissuescounsellorsworkwithincludesuicidalideation,selfharm,intimate relationships,personalidentity,problematicteacher–studentrelationships,griefandloss, separationanddivorce,childprotection,atͲriskbehavioursandotherbehaviouralissues, stress,studyskills,sexualisedbehaviours,healthanddisability,bodyimageandeating disorders,emotionalregulation,trauma,drugandalcohol,homelessness,school disengagementand/orrefusal,behaviourmanagementandinformation/advocacy. (Organisation) 9.3 Stakeholderperspectives Submissionsrevealedthatmanystakeholdersappreciatethemeritforstudentsandteachersof approachestobehaviourthataremoreholistic,moreawareofcontext,andmoreproactiveand childͲcentred: Manyoftheyoungpeoplewesupporthaveverycomplexneedsasaresultofprofound relationaltraumaexperiencesintheirlivesandneedextensivesupport.Webelievethat despitetheiroftenchaoticlifecircumstances,everyyoungpersonwehelphasthestrength andcapacitytobringaboutpositivechangeandbuildafuturebeyondthepresent expectations.Withouttheappropriatesupporttoaddresstheirpersonalissues,toomany youngpeoplearedeniedtheopportunitiestorealisetheirpotential.(Organisation) Thestudentswhohadthemostsuccessfuloutcomeswereplacedwithinschoolswiththe principlesandactionsthatpromotedemotionalwellͲbeing,nurturingandconnectionand didnotapproachthetreatmentofcomplexneedsandchallengingbehaviourasa disciplinarianissueonly.(Organisation) Suspensionsgiveusasmallamountofrespect,buttheydon’tresolvetheissues,andtendto causeariftbetweentheschoolandparents,manyofwhomhaven’thadagreatexperience ofschoolthemselves.(Teacher) Thereneedstobeashiftawayfromseeingdifficultbehaviourasrequiringadiagnosisand towardsseeingitasacommunication,achild’sbestattempttocopewiththesituationthat istoodifficultforhim/her.Thisthendemandsthatwe’recuriousastowhythisis happening.Theanswerscomefromconsidering: Ͳ whatthechildisdoing/communicating Ͳ whatthechildhasexperiencedinthepast Ͳ whatstresss/heiscurrentlyfacing Ͳ developmentalorsensoryimpairments(visual/auditory)ordifficulties Ͳ neurologicalandmedicalconditionsincludingdevelopmentaldisabilities Ͳ specificlearningproblems.(Professional) Sometoldushowbehaviouraldifficultiesareoftenaccompaniedbylearningdifficulties,and/or maybearesponsetothosedifficultiesand/ormaymaskthosedifficulties: Manychildrenwhoexperiencechildhoodadversityhavelearningproblems.Theseare associatedwithfrustration,senseoffailureandbehaviouralproblemsandmaybetheresult ofspecificlearningproblems,notjustthecause.(Professional) PAGE|122 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE ThePanelbelievesthatitisunreasonableandunfairforschoolsandteacherstoexpectsome studentsto‘fitin’whentheymaynothavethecapacitytodosoinparticularcircumstances.The appropriatebehaviourorresponsemaynotbeinthechild’srepertoireandmayneedtobe taught.Formanyteachers,thisshiftinmindsetchallengestheirunderstandingofbehaviourand thewaytheyhavemanagedstudentsinthepast.3 Achangeinthewayinwhichschoolsviewchildrenandyoungpeoplemaystarttomodify thewayinwhichthingsarehandled.Aholisticapproachtoschooling,wherepedagogy meetscircumstance,wouldbeastart.(Teacher) Childrenwhohaveexperiencedneglect,punitiveparentingorchaoticrelationshipsintheir earlyyearsathomearriveatschoolexpectingthattheadultstherewillbehavethesame wayastheirparents.Theyhavenowayofknowingthatthingsmightbedifferentatschool anddon’tknowhowtobuildtrustingandcooperativerelationshipswiththeirteachersor indeedotherchildrenthere.(Professional) ReferringtotheACTChildren&YoungPeopleAct2008onepersonwrotethat: TheActprovidesthatactionsinrelationtoachildoryoungpersonshouldbeinthatchildor youngperson’sbestinterests.Soitshouldbeinschools.AstudentͲcentredapproachisnot justinteachingandlearningpractice,butinthewholeapproachtoschooling,whichshould beinthebestinterestsofeachstudent.Itshouldmeettheneedsofeachstudentinorderto helpthemtobethebesttheycanbe.(Teacher) AgroupofACTschoolleaderssharedwiththePanelpositiveapproachesthattheyhavefound successfulinrespondingtostudents’complexneedsandchallengingbehaviour: workingwithparent/carers; goodrelationshipswithstudentsandfamilies; relationshipbuilding; counselling; tailoringresourcestolocalcontexts; innovativeandflexibleprogramstailoredtostudents’specificneeds; shiftingstaffthinking; addressingmindsetandattitude. Children’sbehaviouratschoolreflectsmanyfactors–personal(suchashavingadisability)and aninteractivemixofcultural,communityandfamilyfactors.Anabsolutelycriticalfactoristhe qualityoftheenvironment–theextenttowhich,intheviewofstudents,theschooland classroomaregoodplacestobe.Recognitionofthissimplefactalone,akeyfeatureofPositive BehaviourSupport,would,initself,haveahugeimpactonbehaviour.Asafe,dependableand secureenvironment,supportiverelationshipsandanengagingcurriculumaretheplatformsfor studentbehaviour. Manysubmissionsadvocatedthatschoolsadoptamorecontemporary,childͲcentred,less reactiveapproachtostudentbehaviour,andfortheseapproachestobecentrallysupportedand resourced: Aframeworkisonethingbutthenweneedasystemofactualrealthingsandmaybeeven mandatedthingsthatschoolscanuse/implementtosupportthephilosophyandtheir students.(Schoolleader) PAGE|123 Developmentofpoliciesandprinciplesthatencouragesastandardsetofpracticeguidelines acrosstheservicesystemtoenhancecollaborativepracticeandaunifiedapproachtothe treatmentcareofstudentswithcomplexneedsandchallengingbehaviours.(Organisation) OursmalljurisdictionshouldbemoreeffectiveinprovidingalongͲtermstrategicand sustainablemodelthatfocusesonthestudentandtheirfamily.(Teacher) AnunderstandingoftraumaͲinformedcareandpracticewithintheschoolcontextand providingteachersandprincipalswithtrainingregardingtraumaͲinformedcare,challenging behavioursandcomplexneedsfromrelationalandattachmentperspectiveswouldbe useful.(Organisation) StrategiesarerequiredtobuildproͲsociallearningenvironments,notonlyforthe challengingchildinquestion,butfortheteachers,classroomandschoolasawhole.It’slike apublichealthresponsetotheproblem;lookingbeyondtheindividualchildtosystemwide solutions.Universal,ratherthanprimarilytargeted,interventionswillbenefitall,including thosewithdisabilitiesanddelays.Buildingemotionalliteracy,empathy,respectful relationshipsandconflictresolutionskillsorganisationallywillimprovebothsocialand learningoutcomesforallchildren,aswellasprofessionalsatisfactionforteachers. (Organisation) Thesesubmissionsexpressedtheneedforaverydifferentapproachtostudentbehaviour,one thatappliestoallstudents,isproactive,andreducestheneedtoprovideindividualsupportfor manystudents: Itisuneconomictoattemptfixingaschool’sbehaviourproblems‘onestudentatatime’.The identificationofstudentswithhighneedssimplyresultsintheincreasingidentificationof suchstudentsuntilsupportresourcesbecomeexhausted.Effective‘changedrivers’shiftthe focusfromsupportingafewstudentsandstafftosupportingallstudentsandstaff.Ashift from‘fractured’interventionsforstudentgroupshistoricallyconsideredbeing‘onthefringe’ (i.e.studentsateducationalrisk)toawholeͲschoolfocusonstudentengagementisthekey dynamic.4 9.4 PositiveBehaviourSupport InitsbroadesttermsandapplicationPositiveBehaviourSupportisanapproachthatstartswith attentiontothestudent’squalityoflifeathomeandatschool.Theelementsinclude: Functionalassessmentofbehaviour;redesigningthesettingtopromoteappropriate behaviour;teachingthenecessaryproͲsocialskills;reducingthenaturalrewardsassociated withmisbehaviour;reinforcingproͲsocialbehaviour(especiallynewproͲsocialbehaviours); andmaintainingorganisationalsupportfortheapproachthroughgoodcommunication, policy,data,timeforplanningandsupport).5 PositiveBehaviourSupportinvolvesatieredapproachandafirststep(Tierone)istoimplement strategiesthatapplytoeverystudent.Asitishardtobehavewellinabadsituation,Tierone strategiesmuststartwiththecreationoflearningenvironmentsthatareperceivedbythe studenttobesafe,welcomingandengaging.ThisimpliesthatTieronesupportsarenotjust abouthowandwhatteachersteachbuthowstudentsperceivethequalityoftheschooland classroomenvironments. Schoolsmustbeplacestowhichchildrenwanttogo,placesinwhichchildrenwanttostay, andplaceschildrenmissiftheyarenotallowedtogoto.(Consultant) PAGE|124 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Ifbehaviouralissuesariseforsomestudents,Tiertwointerventionsareimplemented,including, forexample,smallgroupsocialskillstraining,targetedsocialstoriesorreinforcementforspecific proͲsocialbehaviours. IfawellchosensetofselectedinterventionsatTiertwoproveunsuccessful,thesemustbe reinforcedwithmorespecificallytargeted,personalisedandintensivesupports,oftenbasedon afunctionalanalysisofthebehaviour.6Theinterventionsaresupportedbyawrittenplanto whichthestudentandtheirfamilyaremajorcontributors.ThesethreeTiers,orlevelsof support,aresometimesreferredtoas‘preventative’,‘remedial’and‘interventionist’,or ‘universal’,‘selected’and‘targeted’layersinaunifiedmodelofsupport. TherealcontributionsofSchoolͲWidePositiveBehaviourSupportlieina)focusingonthe wholeschoolastheunitofanalysis;b)emphasisingmultipletiersofsupportinwhicha student’sneedsareassessedregularly,andsupportlevelsaretiedtoneed,andsupportsare deliveredasearlyaspossible;c)tyingeducationalpracticestotheorganisationalsystem neededtodeliverthesepracticeswithfidelityandsustainability;andd)usingdataforactive andcyclicaldecisionͲmaking.7 PositiveBehaviourSupportisconsistentwiththeprincipleofUniversalDesignforLearning(UDL) highlightedinChapter5.‘UDLisamultiͲcomponentstrategythatinvolvesplanningand deliveringprogramswiththeneedsofallstudentsinmind.’8Inregardtobehaviour,UDL suggeststhatschoolsandteachersputinplaceevidenceͲinformed,‘universal’supportsthatare supplementedbymoretargetedandpersonalisedinterventionsascircumstancesrequire. PositiveBehaviourSupportfocusesonprevention,usesevidenceͲbasedinterventionsand providessocialskillsinstruction.AlthoughPositiveBehaviourSupportwillnotremoveorsolve everybehaviouralissue,theapproachachievesgoodresultsforthemajorityofstudents, includingthosewithseverechallengingbehaviours.9Extensiveresearchhasshownconsistent reductioninratesofproblembehaviourassociatedwithpreͲschoolersatriskforlateracademic andsocialandemotionalproblems,decreasesintheoverallproblembehavioursofprimaryage students,andincreasedschoolengagementandhighschoolcompletionratesforsecondary students.10 Thishighlyeffective,efficientandteacherandstudentͲfriendlyapproachhasbeenadoptedin manyeducationsystemsintheUnitedStatesandrecentlythroughoutNewZealandpublic schools.SomeCanberraschoolshaveadoptedtheapproachandETDhaspublicisedit,for example,initsBehaviourSupportGuide.11 PositiveBehaviouralSupporthasalsobeenfoundtobeeffectiveforstudentswhodisplay internalisingbehavioursuchasthosewithdepression,socialwithdrawalandanxiety.12The community’sinvolvementintheimplementationwasassociatedwithgreaterprideinattending schoolandareductioninvandalism.13 9.5 Implementation ApproachessuchasPositiveBehaviourSupportabsolutelydependontheeffectivenessofthe Tieroneinterventions(theuniversalsupportsforallstudents).Theyaretheplatformand foundationandiftheyareweak,thewholemodelcollapses.Thesamephenomenonoccurswith theanalogous‘ResponsetoIntervention’model.Thatis,iftheTieronestrategiesemployedto teachliteracyandnumeracyarenotevidenceͲinformedandimplementedcorrectly,thenthe logicofputtingincreasingeffortandresourcesintothesmallerTiertwogroup(targeted),and theverysmallTierthreegroup(intensive),isundermined. PAGE|125 Tieroneinterventions Asnoted,Tieroneinterventionsshouldnotberestrictedtocurriculum–towhatistaught.First andforemost,studentsmustwanttobeatschool.AsChapter6shows,thestudent’smainly positiveexperienceoftheschoolandclassroomisafundamentalconsideration. AstheimplementationofPositiveBehaviourSupportrequiresschoolstotakeownershipand tailortheinterventionstotheuniquecultureandvaluesoftheschoolcommunity,collaboration withparents/carersisessential.14Studentinvolvementhasamajorpositiveeffect.Aschool leadersaid:‘Thethingis,wehadtositbackandlisten,andwehadtodisempowerourselves,and empowerthechildrenandthecommunity,andletthemtelluswhattheywanted.’ ThePanelvisitedaSydneyschoolthatimplementsawiderangeofuniversalinterventionsfor supportingappropriatebehaviourthroughouttheschool.ThePanelheardthatRootyHillHigh SchoolgoestogreatlengthstoprovideastudentͲfriendlyenvironmentwherekeyvalues– includingrespect,responsibilityandsafety–arecelebratedandreinforcedconsistently.The Schoolwelfareteamconductsindividualinterviewswitheachofthe1,100studentstofindout abouttheirgoalsandinterests,andworkwiththemtodeveloptheirpersonalisedlearningplan, framedbytheschoolvalues.Thesearereviewedwithstudentseachsemester.Theteacherssay thisisahugeamountofworkthat‘paysoff’innumerousways.Informationgatheredfrom interviewsandstudentengagementsurveysarealsousedtodevelopengagingextracurricular clubsandactivitiesreflectingstudentinterests.Theschoolhasalsoestablishedjuniorandsenior hubswherestudentscanaccessacademicandsocialsupport,andthesehubsaredesignedtobe welcomingforallstudents. Manysubmissionsmentionedwaysinwhichflexible,childͲfriendlyschoolsprovideoptionsthat respondtoindividualneeds: Thepastoralcarecoordinatorandyouthsupportworkerpositionshavebeenveryvaluable attheschoolinsupportingourmostcomplexstudents.(School) Thisisnotlimitedtopersonnel.Resourcessuchasengagingteachingspaces,ICTand equipmentareequallyimportant.Thecapacitytoschoolstoprovidealternativeoutofclass activitiesforsomestudentsisoftenavitalcomponentoftheindividualprogram. (Organisation) Althoughsomeschoolsareimplementingthesestrategieswell,thePanelbelievesthatTierone interventionswouldbemoreeffectiveiftheywere,intheviewofchildren,morepersonalised andchildͲcentred,andthisisespeciallytrueforstudentswithcomplexneedsandchallenging behaviour.Therearemanybenefitsforstudentsandteacherswhenteachersinvesttimeand energyinplanningastudentͲfriendlyschoolexperience. Tiertwointerventions InaPositiveBehaviourSupportmodelstudentswhohavenotrespondedwelltouniversal,Tier oneinterventionsareprovidedwithTiertwo(secondlevel)‘targeted’orsecondary interventions.Datacollectedaboutbehaviourisessentialindeterminingwhichstudentsneed Tiertwointerventions.Thisdatamaybecollectedthroughbehaviourreports,and/orroutine recordsthatprovideconsistentinformationaboutbehaviourissuesincludingthecircumstances inwhichtheyoccurred.Analysisofthisdataenablesschoolstodeterminenotonlywhich studentsarenotrespondingtoTieroneinterventions,andanycommoncharacteristicsshared bythestudentswhichmightenablegroupinterventions,butalsothesituationsand circumstancesinwhichstudentsdisplaychallengingbehaviours.Dependingonthepatternsof behaviour–suchastimeofday,dayoftheweek,withwhatteacher–additionalattentionmay berequiredtoreinforceparticularbehaviours(forexample,atlunchtimeintheplayground),or PAGE|126 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE toimproveteachingstrategiesandrelationshipswiththesestudents.Thesemayresolveissues forgroupsofstudentswithouttheneedformoreintensiveindividualinterventions.15 StudentsidentifiedasrequiringTiertwointerventionsmayhavebothacademicandbehavioural concerns,andrequireadditionalassistancesuchasdifferentiationofthecurriculum,mentoring, checkinginwithateacher,behaviouralrewardcardsortargetedsocialandemotionalskills development.Parentsandothersworkingwiththechildshouldbeinvolvedtosupportthese interventionswherepossible.TherearemanyusefulresourcesforimplementingTiertwo interventions.16 TiertwointerventionsmayalsointroduceabasicFunctionalBehaviourAssessmenttohelp understandthebehaviour,includingbehaviour‘triggers’andfactorsinthesettingsthat reinforceandmaintainthebehaviours.Forexample,thefunctionofthebehaviourmaybethe avoidanceofacademicorsocialdemands,orseekingofsafetyandreducedstress.Whenthe functionisidentifiedacollaborativeapproachcanbeused,workingwiththestudenttodevelop moresociallyacceptablewaysofhavingtheirneedsmet.17Theassessmentcanalsohelpto clarifywherebehaviourseemstoservesnofunctionforthestudent,andmaybeamanifestation offactorssuchasphysiological,psychiatricorneurologicalconditions.18 WhenTieroneandTiertwoapproacheshavebeenappliedandmonitoredappropriately,and wherethechilddoesnotshowadequateprogress,Tierthreeinterventionsareessential. Tierthreeinterventions Tierthreeinterventionsareintensivesupportsprovidedtoaverysmallnumberofstudents whosebehaviourhasnotrespondedtoappropriatelydelivered,evidenceͲinformed,Tierone andTiertwointerventions.Atthisstageacollaborativeapproachwithparents/carers,the schoolpsychologistandotherprofessionals(including,forACTPublicSchools,theETDNetwork StudentEngagementTeamorTargetedSupportTeam)isrequired,andacomprehensive functionalbehaviourassessmentmaybenecessarytodeterminethefunctionsthatthe student’sbehaviourserves. Abehavioursupportplanshouldbedevelopedandincludenotonlymeasurestodevelopmore appropriatebehavioursbutalsomodificationtotheschoolenvironmentandroutines–features ofthesettingthatmayexacerbatebehaviouraldifficulties. Bydefinition,Tierthreeinterventionshavetobetailoredtothespecificcircumstancesofthe student.Staffwillalmostcertainlybedevelopingtheirstrategywithreferencetothecausesof thestudent’sbehaviour(ifknown)andsystematicallytestingintuitionsformedonthebasisof data.InChapter6westresstheimportanceofleadershipsupportforschoolstotrialinnovative andcreativeapproaches,withinanauthorisedpolicyenvironment,andinChapter15wemake recommendationsaboutsupportforwhatCarpenterandcolleaguesrefertoasteachers’ engagementin‘thedynamicprocessofinquiry’.19 AsdiscussedinChapter13,tailoredapproachesmayberequiredforstudentswhohave experiencedtrauma,orwhohaveparticularcomplexneedsassociatedwithadisability,suchas AutismSpectrumDisorder.Undertakingprofessionallearningandseekingadviceandassistance fromexpertsinthesefields,includingparents/carers,canprovidehelpfulguidanceinresolving intractableissues.Researchhasfoundthatawholeschoolapproach,withappropriatestaff trainingandactiveadministrativesupport,wasakeyfactorwhenimplementingTierthree interventions.20Planningforresponsestobehaviouralcrisesmayalsoberequiredforthese studentsandthisissueistakenupinChapter11. PAGE|127 Proceduralintegrityandtreatmentfidelity WeknowfromtherelativelynewfieldofImplementationSciencethatitisonethingtoidentify apracticethatallschoolsshouldbeusingbutitisanentirelydifferentmattertoextendthe modeltoalargesystem,forexample,ACTPublicSchoolsorCatholicSchools,andtodosoina waythatissustained.CurrentlythereisnoformaloversightoftheintegritywithwhichPositive BehaviourSupportisimplementedinACTschools. ResearchhasshownthateveninitiallyhighͲqualityimplementationswilldeteriorateovertime withoutfeedbackaboutperformance.However,theproblemmaybenotintheinnovations themselvesbutratherinthemannerinwhichtheyareimplemented.21Commentingonthefate ofanotherinitiative–ProfessionalLearningCommunities–DuFourdescribestheinevitable disillusionmentwhensoundinitiatives‘losetheirway’becauseoffailuresinimplementation: InthisallͲtooͲfamiliarcycle,initialenthusiasmgiveswaytoconfusionaboutthe fundamentalconceptsdrivingtheinitiative,followedbyinevitableimplementation problems,theconclusionthatthereformhasfailedtobringaboutthedesiredresults, abandonmentofthereform,andthelaunchofanewsearchforthenextpromising initiative.Anotherreformmovementhascomeandgone,reinforcingtheconventional educationwisdomthatpromises,‘Thistooshallpass’.22 Inordertoreducestudentsuspensions,standͲdownsandexclusions,theNewZealandMinistry ofEducationhas,since2010,implementedanationͲwiderolloutofPositiveBehaviour Support.23UnderthebannerofPositiveBehaviourSupportforLearning,andwithsubstantial fundingviareprioritisationandnewmoney,theMinistryofEducationprovideshandsͲon supportforschools.24 HorneretalexaminedtherolloutofSchoolͲWidePositiveBehaviourInterventionsandSupports insevenAmericanstatesandidentifiedthecorefactorsforsuccessfulimplementationas: Fundingfortheinitiativeforaminimumofthreeyears;visibilityandinformationsharing; politicalsupportthatinvolvedregularopportunitiestoreportonprogressandoutcomesto thehighestlevelsofadministrativeauthority;andpolicythatsupportedthebuildingof strongsocialculturesinschools.25 Recommendation9.1:ThatETD,CE,andeachIndependentSchool,(a)endorseSchoolͲWide PositiveBehaviouralSupport;(b)resourceandsupportschoolstoimplementtheprogramfora minimumofthreeyears;and(c)evaluatethesuccessoftheprogram. ThePanelisawarethatwhiletheETDandCEmaydistributefundsamongmemberschoolson thebasisofneed,IndependentSchools,particularlythesmallerand/orpoorerschools,donot havethesameflexibilitytotargetstudentneed.Manyofthesesmallerschoolshaveahigh proportionofstudentswhoseneedsarecomplexandchallenging.Itwouldbehighlydesirableif theseschoolsweresupportedbyETDtoparticipateinanylargeͲscalerolloutofthegeneral modelofPositiveBehaviourSupportinPublicandCatholicschools. 9.6 Responsestoverychallengingbehaviour AseffectiveasapproachessuchasPositiveBehaviourSupportare,theywillnotbesuccessful witheverystudentoneveryoccasion.Sometimesstudentswilldisplay,inexplicably,very challengingbehavioursthatrequireanimmediateresponsetoprotecttheirsafety,orthesafety ofotherstudentsandstaff,andschoolssometimesneedmultidisciplinaryassistancefromother PAGE|128 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE agenciestosupportthestudentandfamily.TheseissuesaretakenupinChapters11and12 respectively. 9.7 Conclusion Inthischapterweexplainedhowaproactivefocusonpositivebehaviourforallstudentsshould underpintheapproachtakentosupportthebehaviourofsomestudents,particularlythosewith complexneedsandchallengingbehaviour.Consistentwiththerationaleandprinciplesoutlined inChapter5andelsewhere,werecommendanapproachthatisbasedonamorethorough appreciationofindividualneeds,circumstancesandstrengths.Thisapproach,referredtoin generaltermsasPositiveBehaviourSupport,isevidentinsomeACTschools.However,thePanel recommendsmorethorough,systematicandwidespreadimplementationtoachievesystemͲ widepositiveresults. Keypointscoveredinthischapterincludethat: Traditionalapproachestodisciplineandbehaviourmanagementarenolongeradequate formanystudents,particularlythosewhoexperiencetheeffectsoftrauma,illness, disabilityand/orviolentorchaotichomeenvironments. ManyACTcommunitymembersandteacherswellunderstandandsupporttheneedfor moreproactive,childͲfocusedandevidenceͲinformedapproachestostudentbehaviour. Itisinefficienttoattemptto‘fix’behaviourproblemsinschoolsoneatatime. Extensiveresearchhasconsistentlydemonstratedthebenefitsofapproachesthatadopt thegeneralmodelofPositiveBehaviourSupportforawiderangeofstudents. Whenrecommendedapproaches–forexample,PositiveBehaviourSupport–are introduced,theyshouldbeimplementedwithdueregardtotheresearchon ‘implementationscience’. WhenprovidingTierone,oruniversallevel,supportforpositivebehaviour,schools shouldgiveprioritytothefundamentals–thestudent’sperceptionofsafety, predictability,structure,clearexpectations,goodrelationshipsandengagingactivities– supportingthesewithrelevantcurriculumandgoodpedagogy. Thechaptertouchesonmanyotherissuesraisedinthisreport,reinforcingthepointthatissues relatedtobehaviourcannotbesensiblydiscussedinisolation.Relatedissuesinclude:theneed forsupportandclearguidelines;professionallearning;collaboration;adequatefundingand resources;andtheabilitytouseschoolandclassroomdatatoinformstrategy.Werecognise thatschoolssometimesneedtodrawonadditionalskillsandsupportsandthisisthesubjectof Chapter10.Wealsorecognisethatsometimes,despitetheirbestefforts,schoolsmusttake measurestodealwithextremelychallengingbehaviour,andthisissueisexploredinChapter11. 1 GlenDunlap,etal,‘Acommentontheterm“PositiveBehaviorSupport”’,(2014)16(3)JournalofPositiveBehaviorInterventions, 133,134 2 RobertHorner,etal,‘ScalingupschoolͲwidepositivebehavioralinterventionsandsupports:Experiencesofsevenstateswith documentedsuccess’,(2014)16(4),JournalofPositiveBehaviorInterventions,197Ͳ208 3 CatherineSavage,JulietLewis&NigelColless,‘Essentialsforimplementation:SixyearsofschoolwidePositiveBehaviourSupportin NewZealand’,(2011)40(1),NewZealandJournalofPsychology,29,33 4 SafeSchoolsHub,TheNationalSafeSchoolsFrameworkandSchoolwidePositiveBehaviourSupport,2014 <http://www.safeschoolshub.edu.au/docs/defaultͲsource/resources/nssf_schoolwide_positive_behaviour_support.pdf?sfvrsn=2]>6 5 GlenDunlap,etal,aboven1,133Ͳ136 PAGE|129 6 RobertO’Neill,RichardAlbin,KeithStorey,K.,RichardHorner,&JeffreySprague,Functionalassessmentandprogramdevelopment forproblembehaviour:Apracticalhandbook(CengageLearning3rdEd.,2015) 7 RobertHorner,etal,aboven2,208 8 DavidMitchell,Whatreallyworksinspecialandinclusiveeducation:UsingevidenceͲbasedteachingstrategies(Routledge,2nded., 2012)236 9 DavidMitchell,Ibid275 10 JohnMaag,‘SchoolͲwidedisciplineandtheintrasigencyofexclusion’,(2012)34(10)ChildrenandYouthServicesReview,2094, 2095 11 ACTGovernmentEducationandTrainingDirectorate,(2014)SafeandSupportiveSchools:BehaviourSupportGuide,6 12 KentMcIntosh,SophieTyandLynnMiller,‘EffectsofschoolͲwidepositivebehavioralinterventionsandsupportsoninternalising problems:Currentevidenceandfuturedirections’,(2014)16(4),JournalofPositiveBehaviorInterventions209Ͳ218 13 CatherineSavage,JulietLewis&NigelColless,aboven3,33 14 Ibid 15 TerrenceScott,PeterAlter,MichaelRosenberg,ChrisBorgmeier,‘DecisionͲMakinginSecondaryandTertiaryInterventionsof SchoolͲWideSystemsofPositiveBehaviorSupport’,(2010)33(4),EducationandTreatmentofChildren,513Ͳ535 16 Forexample,thewebsitehttp://www.pbisworld.comcontainsacomprehensiverangeofinterventionstrategiesandresourcesfor tierone,twoandthreeinterventions 17 18 RossGreene,‘CollaborativeProblemSolvingcantransformschooldiscipline’,(2011)93(2),PhiDeltaKappan,25 PaulAlbertoandAnneTroutman,AppliedBehaviorAnalysisforTeachers(Pearson,9thed.,2012) 19 BarryCarpenter,etal,Engaginglearnerswithcomplexlearningdifficultiesanddisabilities:Aresourcebookforteachersand teachingassistants(London:Routledge,2015) 20 FionaBryer&WendiBeamish,SupportingStudentsWithProblemBehaviourInSchoolSettings(2005),inB.Bartlett,F.Bryer,and D.Roebuck(Eds.),Stimulatingthe"action"asparticipantsinparticipatoryresearch,(Vol.1,pp.146Ͳ159).Brisbane,Australia:School ofCognition,Language,andSpecialEducation,GriffithUniversity 21 DeanFixsen,etal,Implementationresearch:Asynthesisoftheliterature.(2005) <http://ctndisseminationlibrary.org/PDF/nirnmonograph.pdf>Tampa:UniversityofSouthFlorida>4 22 23 RichardDuFour,‘Whatisaprofessionallearningcommunity?’(2004)61(8),EducationalLeadership,6,7Ͳ8 CatherineSavage,JulietLewis&NigelColless,aboven3,29 24 MinistryofEducationNewZealand.PositiveBehaviourforLearning:Update2013.(2013) <http://www.education.govt.nz/assets/Documents/School/SupportingͲstudents/StudentsͲwithͲSpecialͲ Needs/PB4LUpdate2013.pdf>4Ͳ5 25 RobertHorner,etal,aboven2,199 PAGE|130 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE CHAPTER10: TargetedServicesandSupports 10.1Introduction Schoolleadersandteachersarekeyplayersinchangingschoolculture,buildingpositive relationshipsandimplementinginterventionstoteachandreinforceappropriatebehaviours. However,somestudentsposegreaterchallengesthancanbemetbythemostdedicated teachingstaffontheirown,andschoolsneedaccesstoothersupportsandexpertiseto effectivelymeettheneedsofthesestudents. Chapter9focusedonaproactive‘wholeschool’approachthatprovidesthefoundationfor supportingthebehaviourofallstudentsaswellasrespondingtothecomplexneedsand challengingbehaviourofsomestudents.Thischapterdealswithissuesassociatedwiththe additionalsupportsandservicesthatarecurrentlyprovidedinschoolsinbothsectorsand makesrecommendationstoimprovethem. AsdiscussedinChapters5and15,thePanelbelievesthatdecisionsaboutthetypeandnatureof additionalstaffingmustbemadewithreferencetoanevidenceͲinformed,coherentstrategy thatbuildsontheuniquecharacteristics,strengthsandhistoriesofservicesforstudentswith complexneedsandchallengingbehaviourineachjurisdictionandschool. Thiscaveatnotwithstanding,thePanelrecommendsthattheratioofschoolpsychologists and/orschoolcounsellorstostudentsbesubstantiallyincreasedinACTPublicSchoolstomeet unmetneedfortheirservices,andweproposeconsiderationoftheemploymentofschool counsellorswithsocialworkskillstocomplementexistingpsychologists’rolesinordertobuilda multidisciplinaryteamapproach.ThePanelalsorecommendsimprovementstotheresourcing andexpertiseofthecentralisedStudentEngagementTeams,toenhancetheircapacitytoassist schoolstosupportstudentswithparticularlycomplexneedsandchallengingbehaviour.The PanelconsideredtheroleofLearningSupportAssistants(LSAs)andrecommendsasystematic approachtoincreasetheirprofessionalpreparationandlearningthroughrelevanttrainingand professionaldevelopment. 10.2Schoolpsychologistsandcounsellors Thetrainingandprofessionalexpertiseofschoolpsychologistsandschoolcounsellorsprovidesa therapeuticandevidenceͲbasedperspective,whichcancomplementtheclassroomexperience ofteachingstaff.Schoolpsychologistsassistbyassessingthecognitivecapacitiesandneedsof studentswithchallengingbehaviour,andbyworkingwithschoolstafftodevelopandmonitor evidenceͲbasedtargetedinterventionsforthesestudents,aswellasprovidingongoing counsellingsupporttostudentsandtheirfamilies.1However,asdiscussedbelow,limitationson capacitypreventschoolpsychologistsfromfulfillingtheseroles. IntheACT,schoolpsychologistsinPublicSchoolsmustbeeligibleforregistrationasa psychologistwiththePsychologyBoardofAustralia.2EducationandTrainingDirectorate(ETD) employspsychologistsbothwithandwithoutteachertraining,andschoolpsychologistsare basedinschoolsatcollege,highschooland/orprimarylevels,aswellasinthepreschoolsector.3 In2015ETDemployedeightSeniorPsychologistsand44.16fullͲtimeͲequivalentschool PAGE|131 psychologists,withmostworkingacrossseveralschools.4SchoolpsychologistsinthePublic Schoolsectorundertakearangeofassessments,includingassessmentandreportingforthe StudentCenteredAppraisalofNeed(SCAN)process,aswellascounsellingandotherduties. CatholicEducation(CE)hasappointedapsychologistforitssystemicschoolsintheACT,who providesarangeofservicesincludingassessmentofstudents’socialandbehavioural developmentandofintellectualandacademicskills.TheCEpsychologistisinvolvedincase managementandalsoparticipatesinthevalidationprocessfortheStudentCenteredAppraisal ofNeed(SCAN)process.Whererequiredthepsychologistprovidescognitiveassessmentsaswell asassessmentsforstudentswithsuspectedAutismSpectrumDisorder(ASD). Inadditiontothesystempsychologist,CEprovidesschoolswithschoolcounsellorsthroughits partnershipwithCatholicCare.Thesecounsellorsdonotconductassessmentsbutworkwith studentsandfamilies. PsychologistsareemployedinsomeIndependentSchools. Capacityofschoolpsychologiststomeetstudentneed ThroughoutthePanel’sconsultation,thelackofcapacityofschoolpsychologiststomeet studentneedwasaconsistentthemeraisedbymanystakeholdersinthepublicsector.Thiswas attributedtoahighstudenttopsychologistratio,thehigherlevelofassessmentsandreporting performedbyschoolpsychologistsinthepublicschoolsystem,andthefactthatthetimeand capacityofschoolpsychologistswerestretchedoveranumberofschools,eachofwhichmight havestudentswithsignificantbehaviouralneeds. InasurveyofschoolleaderswithinthePublicSchoolsetting,whenaskedtonominateonething thatwouldmakeadifferenceinsupportingstudentswithcomplexneedsandchallenging behaviour,over30%(28)ofrespondentsreferredtoadditionalaccesstotheschoolpsychologist orasimilarresource.Someschoolpsychologistsalsoreportedthattheydidnothavetimeto meettheextentofstudentneed: Asaschoolpsychologist,itisextremelyfrustratingtoknowthatIhavetheskillsandabilities toassistwithmanystudentsbutIdonothavethetimetogivestudentsandteachersthe amountofsupporttheyneed.Ioftengohomefeelingfrustratedafterhavingtorefer studentstoexternalagenciesorprivatepsychologistsknowingthatIcouldhelpthemifIhad moretime.(Schoolpsychologist) Assistancefrompeoplelikeschoolpsychologistsiscritical.Wedohaveaclearsystemin placeforreferralatmyschool,howeverweneverhaveourschoolpsychologistforenough hourseachweektogettoallthosechildrenwithissues.(Teacher) Assessmentsandreporting WhileassessmentandreportingisanimportantfunctionofschoolpsychologistsinPublic Schools,thedemandandwaitinglistfortheseservicescanmeanthatotherfunctionssuchas counsellingandtargetedinterventionsreceivelowerpriority.Thisisparticularlythecasewhere reportsareneededbyschoolstogainaccesstosupplementarysupportthroughtheSCAN process,sotheremaybeadditionalpressuretofocusontheseassessments: Mypersonalexperienceworkinginprimaryschoolsisthatschoolpsychologistsspendan awfullotoftime‘assessingstudents’butnotthatmuchtimeonperformingmoreofthe counsellingrole.(Teacher) ItappearsthatcounsellorsemployedintheCatholicandIndependentschoolsettingshavea greatercapacitytosupportteachers,studentsandfamilies,astheyfocusoncounsellinganddo PAGE|132 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE nothavethesametimecommitmentassociatedwithprovidingassessmentsandreportsforthe SCANprocess. ManyIndependentSchoolsreferstudentstoexternalprovidersinordertoobtainassessments. Although‘externalassessments’freeuptimefortheschoolcounsellorstoworkdirectlywith students,theyplaceanadditionalfinancialburdenonparent/carers,whichmaynotbefeasible forsome.However,anumberofparent/carersnotedthatbecauseofthedelayinseeinga schoolpsychologistinthePublicSchoolsystem,theyhadengagedaprivatepsychologistattheir ownexpense.Thisthennecessitatedtheschoolstoliaisewithanexternalproviderforongoing supportratherthanworkwiththeirownschoolpsychologist.Thedelayinobtainingnecessary assessmentswasmentionedbyanumberofteachers: Moreschoolpsychologistsareneededtohelpidentifystudentneedsmorequickly–insome caseswehavebeenwaiting2yearstogetstudentsassessed!(Teacher) Schoolpsychologistsworkingacrossdifferentschools ThecurrentmodelofallocationofschoolpsychologistsinACTPublicSchoolsgenerallyprovides onepsychologistfor2–4schoolsinalocalarea.Manyschoolsreportedthatthissharing arrangementlimitedtheabilityoftheschoolpsychologisttogainanunderstandingofthe contextandcultureoftheschool,giventhelimitedtimeineachindividualschoolsetting.This alsomadeitdifficultforaschoolpsychologisttobeavailablewhensignificantbehaviouralissues orcrisesoccurred: Resourcesareneveradequate,complexneedsdon'tonlyimpactusononeselecteddayof theweek,whenthepsychologistisavailable.(Schoolleader) WeneedafullͲtimepsychologisttosupportstaffonaconstantbasis.(Schoolleader) WeneedmoreschoolpsychologistsandtheyneedtobeplacedinschoolsonafullͲtime basis!Weareteachingstudentswithidentifiedmentalhealthdiagnosesandwedonothave thesupportorresourcestobeabletoeffectivelysupportthemortheirfamily.(Teacher) SomeschoolsvisitedbythePanelreportedusingschoolbudgetstopurchaseadditional psychologisthoursthroughconsultantpsychologists.Theflexibleuseoffundsforsuchpurposes isdiscussedfurtherinChapter14. Experienceandspecialistknowledge Someschoolsreportedthatthecomplexityofstudentneedandtheseverityoftheirbehaviour couldbechallengingforsomeschoolpsychologists,particularlythosenewtoclinicalpractice.A numberofschoolleaderssuggestedthatthesepositionstendedtoattractrecentgraduates,and thattherewassometurnoverinschoolpsychologists,whichcouldaffectrelationshipswith studentsandfamilies. Separationofcounsellingrole ThePanelnotedthattheuseofcounsellors(whomayhavesocialworkorotherprofessional training)inCatholicsystemicschools,inadditiontothesystempsychologist,providedfora usefuldelineationinroles.Thesecomplementaryrolesallowthepsychologisttoundertake assessmentandreports,whilethecounsellorshadgreateravailabilitytofocusoncounselling anddevelopingstrongrelationshipswithstudentsandfamilies. Thereareadvantagestohavingonsiteschoolpsychologistsforstudentswithsignificantmental healthneedsorothercomplexneedsandchallengingbehaviour.However,itmaybe PAGE|133 appropriatetoconsiderwhetheradditionalcounsellorsmaysupplementtheclinicalroleof schoolpsychologistsinACTPublicSchoolstobettermeettheneedsofallstudents.Again,andas discussedinChapter15,precisedetailaboutnatureandtypeofstaffdependsonthesystem’sor school’soverallplanforstudentswithcomplexneedsandchallengingbehaviourandthe ‘programlogic’forit.5 Psychologist/counsellortostudentratio TheAustralianPsychologistsandCounsellorsinSchoolsAssociationrecommendsaratioofone schoolpsychologist/counsellorto500students6,basedonthefindingsoftheNSWCoronerthat highschoolsofmorethan500studentsshouldhaveafullͲtimeschoolcounsellor.7The Associationreportedin2013thatthepsychologist/studentratiointheACTcomparedwellto otherAustralianjurisdictions.8SincethistimeETDhasincreasedthenumberofschool psychologistsintheACT,addinganadditionalfourfullͲtimeͲequivalentschoolpsychologist positions.Nevertheless,thecurrentratioofpsychologisttostudentsacrosstheACTis1:750 whichdoesnotyetmeettherecommendedstandard.9 InthePanel’sview,ratherthansimplyrecruitingpsychologists,itmaybehelpfultocomplement existingnumbersofpsychologistswithsocialworkersandotheralliedhealthprofessionalsin schoolcounsellingroles,tobuildamultidisciplinaryteamapproachandtomeetrecommended ratios. Ifthishigherpsychologist/counsellortostudentratiowereadoptedacrosstheACTthiswould leadtoasignificantincreaseinthecapacityofschoolpsychologistsandschoolcounsellorsto meetstudentneed,includingneedsofstudentswithcomplexneedsandchallengingbehaviour. Recommendation10.1:ThatETDincreasethenumberofpsychologists/schoolcounsellors(or otherprofessionalswithcomplementaryexpertise)withinschoolstomeettheratioof1:500 studentsrecommendedbytheAustralianPsychologistsandCounsellorsinSchoolsAssociation. 10.3Centralisedbehavioursupportservices Inadditiontoschoolpsychologistsandcounsellorsthereisalsoanimportantrolefor consultantswithspecialistexpertise(includingexpertiserelatingtoparticulardisabilitiesor behaviouraldisorders)whocanworkwithschoolstobuildcapacitytosupportstudentswith complexneedsandchallengingbehaviour.TheabilitytodrawoncentralisedhighͲlevelexpertise andresourcesispotentiallyanadvantageofPublicandsystemicschools,andisamechanismfor ETDandCEtomeettheirresponsibilitiestomakereasonableadjustmentsforstudentswithin theirsystems. Duringourconsultationsteachersemphasisedthebenefitsofexternalexpertiseandsupports forchildrenwithcomplexneedsandchallengingbehaviour.Asubmissionfromateacher highlightsthepositiveoutcomeswhenappropriatestrategiesandsupportsareidentified: InTerm2anauthenticASDconsultantcameandspenttimewithmeintheclassroom. Withinacoupleofhourstheyhaddiagnosedtheproblemsspecificallyforthechild.They gavemesimple,effectiveandpracticalsolutionsthatturnedthechild’sbehaviouraroundin justafewdays.Notonlydidthebehaviourimprovedramaticallybutitwasasthoughwe hadunlockedakeyandaccessedthischild.Thechildbeganlearning,talkingandenjoying theclassroom.Thechangewassodramatic!Theconsultantalsoorganisedmetovisit anotherASDunitinaction.Itwastransformationalinmyprofessionallearning.(Teacher) PAGE|134 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE InthissectionweconsiderthecentralisedresourcesavailabletoCatholicSchoolsandACTPublic Schools.EachIndependentSchooladoptsitsownapproachtotheseissues,drawingonexpertise withintheschoolorcontractingexternalspecialistsupportonanindividualbasis. CatholicSchools:WellbeingandInclusionTeam WithinCatholicEducation,aBehaviourandWellbeingOfficerpositioncurrentlyprovides supporttoCatholicSchoolsinCanberraaswellasofferingsupporttootherschoolswithinthe Canberra/Goulburndiocese.CEreportsthatthesupportsprovidedinclude:student observations;supporttodevelopbehaviourresponseplansorbehavioursafetyplans; formulationoffunctionalbehaviourassessmentswhereneeded;andcoordinatingcollaboration withotherofficerswithinCEOffice(includinglearningsupport,psychologistassessment,human resources,schoolservices,CatholicCareandschoolcounsellors). Schoolscanreferindividualstudentsforbehavioursupportthroughanintranetform.Students arereferredforarangeofreasonsincluding:challengingbehaviourinthe classroom/playground;complexneeds,includingsupporttomanagethenumberoftherapistsor outsideagenciesinvolved;parentalsupport;transition;casemanagement,andfurther assessment. OftheteacherscurrentlyworkinginCatholicschoolswhorespondedtothePanel’ssurvey, approximately50%(155)hadnotreceivedspecialistbehavioursupport.Ofthoseteacherswho hadreceivedspecialistbehavioursupport,87%(15)reportedthattheyhadfoundit“moderately orextremelyuseful”. Severalteachersfromthissectormadecommentsaboutdifficultiesaccessingspecialistsupport toassistthemtomanagestudentswithchallengingbehaviour: Staffneedmorecounsellorsandbehaviourmanagementexpertstoworkwiththemand student/sandfamilies.(Teacher) Anongoingmentorwhoisavailabletosupporteachteacherwiththesechildren,tohelpset upsystemsandtoreturntoobserveandgiveongoingsupporttotheteacher.(Teacher) ManyteachersalsocommentedabouttheworkloadsoftheBehaviourandWellbeingOfficer andhowthisaffectedtheoutcomesofthestrategiesimplemented: CEhasaWellbeingandBehaviourSupportOfficerwhodoesafantasticjob,butistheonly oneforourentiresystem.(Teacher) AbehaviouralspecialistteacherinCEobservedandspenttimemakingsuggestionsabout studentsinmyclass.Shealsotriedtohelpbymeetingwithparents.Ifoundherspecialist knowledgeandexperienceparticularlyuseful.Hadtowaitalongtimeforhertocome becauseofherworkloadsobelieveotherswithsimilarskillsareneededwhocanbe accessedmorequickly.(Teacher) SometeachersspoketothePanelaboutdelaysinaccessingtheassistancetheyrequiredfrom CEtomanageandsupportstudentswithverychallengingbehaviour. CEinformedthePanelthattheyareintroducingamultidisciplinarycasemanagementteam approachtosupportschoolsandstudentswithcomplexneedsandchallengingbehaviour.This involvesthecreationofaWellbeingandInclusionTeamcomprisedoftheCEpsychologist,Senior OfficerLearningSupportandtheBehaviourandWellbeingOfficer.Atthisleveltheteamwill determinetargetedsupportforthestudentand/orschool.CEhasalsoestablishedaSchool EngagementTeaminvolvingcontractedtherapists,consultantsinAutismSpectrumDisorder, PAGE|135 hearingconsultantsand/orteacherstodeliversupportintheschool,withinputfromthe LearningSupportteachersattheschool,executivestaffandparent/carers. ItisnotclearwhethertheWellbeingandInclusionTeaminvolvesadditionalresourcesorisa newconfigurationofexistingroles.HowevertheestablishmentofthisteamandtheSchool EngagementTeamarepositivedevelopments. Recommendation10.2:ThatCEmonitorandevaluatetheoutcomesoftheWellbeingand InclusionTeamProgramcurrentlybeingintroducedinCatholicschools. ACTPublicSchools:NetworkStudentEngagementTeam,andTargeted SupportTeam In2012,ETDestablishedfourNetworkStudentEngagementTeams(NSET)intheNetworksof Belconnen,Gungahlin,WestonandTuggeranong.EachNSETincludesaTargetedSupportTeam (TST).EachNSETcomprisestwoSeniorPsychologists(onewithintheTST),twoBehaviour SupportPartners(onewithintheTST),aFamilySupportOfficer/socialworker(intheTST),anda DisabilitySupportPartner.10TheBehaviourSupportPartnerandDisabilitySupportPartnerroles arefilledbyexecutiveteacherswithparticularinterestandexpertiseintheseareas. TheNSETsoffersupportandadvicetoschoolsthatrequireadditionalsupporttomeetthe educationalneedsofchildrenwithcomplexneedsandchallengingbehaviour.ThePanelheard thattheunderlyingphilosophyoftheNSETistobuildcapacitywithinschools,throughobserving behaviourintheclassroomandprovidingadviceandstrategiesforteacherstoimplement, ratherthanworkingdirectlywithstudents.TheNSETalsoprovidesprofessionaldevelopment sessionsandonlinecoursesforteachers. TheTSTisasubsetoftheNSET,basedwithinonehostschoolineachnetworkandcanprovide moreintensivesupportinrelationtostudentswithchallengingbehaviouralissues.Theformal criteriaforTSTinvolvementisstudentswhohavebeensuspendedthreetimes,orforatleast fivedaysintotal;however,thePanelhasbeeninformedthatsometimesthesecriteriaare treatedmoreflexiblybyteams,andthatachangetopolicyin2014allowsforearlyintervention whereastudentisatriskofmultiplesuspensions.WherestudentsmeetthesecriteriatheTST canworkwithaschoolandthestudent’sfamilyfortwoterms,withareviewandpossibilityof extensionattheendofthesecondterm.EachNSET/TSTcanhaveacaseloadofupto20 students.TheinvolvementoftheNSETandTSTremainatthediscretionofeachschool,withno requirementforschoolleaderstoreferissuestotheNSETorTST,evenwhenastudenthas multiplesuspensions,orrestrictivepracticeshavebeenrequiredinrelationtothestudent. Whiletherearemanyadvantagesofthismodel,therehasnotyetbeenanyformalevaluationof theNSETprogram,andthePanelwasnotabletoaccessdataregardingtheoutcomesof studentswhohadbeenreferredtotheseteams.Duringourconsultation,thePanelhearda rangeofviewsabouttheNSETsthatsuggesttheprogramscouldbestrengthenedtoprovidea moreeffectiveservice,andseveralpeakbodiesrequestedafullassessmentandreviewofthese programs. Adequacyoftheprogramstomeetdemand InthePanel’ssurvey,approximately70%(322)ofACTPublicSchoolteachersreportedthatthey hadnotengagedwiththeNSETorTST.Ofthosewhohadengaged,70%(99)reportedthatthey foundtheservicesoftheNSETuseful,and75%(108)reportedthattheyfoundtheTSTuseful. PAGE|136 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE SometeachersstatedthatindividualBehaviourSupportPartnershadprovidedsignificant supporttotheirschool.ItwasalsoreportedthattheroleofthesocialworkerintheTSTwas helpful,andthattheirengagementwithparent/carerswasvitaltotheongoingsuccessofthe studentattheschool: TheNetworkStudentEngagementTeamisagreatresourceandisveryusefulwhenyou havechallengingstudentsinyourclass.Havingabehavioursupportpartnertotalkabout yourconcernswhilstofferingpracticalstrategiesisveryreassuring...Thetargetedsupport teamarealsobeneficialasourfamiliesgetaccesstoapsychologistwhichalltoooftenthey can'tgetthroughtheschoolbecauseoftheamountoflimitedtimeschoolpsychshavein schools.(Teacher) Ihavehadongoingsupportfrombehavioursupportpartnersandtheteam,whichIfound extremelyuseful.(Teacher) However,manyteacherswhorespondedconsideredthattheworkloadoftheteamswastoo high,andthatincreasedresourcingfortheseprogramswasrequired: Oneoftheissuesisthattheseteamsappearsooverworkedandstretchedthattheydon't alwaysfollowupandcommunicationislost.Ongoingchangesinstaffdoesnothelp. (Teacher) ParticipantsparticularlyfocusedonthelimiteddurationofinvolvementoftheTSTwithschools andfamilies.Teachersnotedthatthetimelimitsoninvolvementdidnotalwaysmeettheneeds offamilieswithhigherneeds,whoneedtimetodeveloptrust,andrequireongoingsupport. TeachersalsoraisedconcernsabouttheabilityoftheTSTtoofferproactivesupportfor students,asschoolsneededtowaituntilthestudenthadthreesuspensionsbeforetheteam couldbeengagedinsomecases.Thismeantthattherewasnoearlyinterventionofferedbefore issuesescalatedsignificantly,andthatanysupportofferedwasreactiveinnature. TheNSET/TSTintervenedtoolateand,furthermore,werenotintendingtooffersupportto theschoolintheimmediatetimeframe.(Teacher) ETDhaveinformedthePanelthatin2014thecriteriaforTSTwaschangedtoallowearly interventionforstudentsatriskofcontinualsuspension.However,giventheconsistentconcerns raisedwiththePanelitappearsthatnotallschoolleadersareawareofthischangetopolicy. Needforongoingcoaching Whileitisdesirabletobuildexpertisewithinschools,ratherthancreatingongoingdependency uponexternalspecialists,developingteachercapacitymayrequiremorethantrainingcourses andadvice.Anumberofteachersandschoolleadersqueriedtheapproach,sometimestakenby someNSETs,ofprovidingadvicetoteachersbyemailortelephone.Theyfeltthatthiswasnotas helpfulasobservationandcoachingintheclassroom,asthiscanprovideteacherswith opportunitiestopractisebehaviourmanagementstrategiesandtoreceiveimmediatefeedback. Whilethisapproachwouldbemoreresourceintensive,theyconsideredthatitwouldhelp strategiestobeimplementedwithgreaterintegrity: Schoolsoftendon'tneedsitdownadvicefromtheseteams.Weneedthemtoprovidetime forthemtovisit.(Teacher) Thesupportisnotsustained,itisonlyashortintervention.Ifyouareluckyitmightbean observationandthensomefollowͲupemailsorcalls.Weneedsupportshouldertoshoulder, someonewhohasthepracticalskillsandcanshowyouhowtodothingsintheclassroom, PAGE|137 andwatchyoutryit,thencomebackeachweekforawhiletoobserveandhelpgetthings workingwell.Notjustwaitinguntilthereisanothercrisis.(Teacher) It’sfrustratingbecausetenyearsagowehadthatkindofsupport.Aladyfromstudent supportcameintositwithmeeveryWednesdayoversixmonthsandworkedwithmeon challengingbehaviouralissuesinmyclass.Itwasasustainedapproachwhichbuiltmyskills andconfidencetoteachandsupportthesechildren.(Teacher) ItappearsthattheapproachtakenbytheNSETsvaries,assomeBehaviourSupportPartners alreadytakethismorehandsͲoncoachingapproach,whichisvaluedbyteachersandschool leaders.Theabilitytoprovidethislevelofsupportwillalsodependoncapacityandcaseloadof eachNSET.ThePanelbelievesthatgreaterclarityisneededintheroleofNSETs,particularlyin regardtothebalancebetween‘handsͲon’assistanceandcapacityͲbuilding. Levelofspecialistexpertise AnumberofteacherstoldthePanelthattheyappreciatedtheeducationalbackgroundsofthe BehaviourSupportPartnersandDisabilitySupportPartners,asitmeantthattheyunderstood howclassroomsoperated.However,someconsideredthattheseofficersdidnotalwayshave sufficientspecialistexpertisetoassistinthemostdifficultcases.Manyteachersreportedthat theNSETrecommendedthattheytrystrategiesthattheschoolhadalreadytriedandexhausted. OthersfeltthattheyhadalreadydevelopedexpertisetoasimilarleveltotheNSETwithintheir ownschool,butneededsomethingmore(forexample,aspecialistinrelationtoaparticular disabilityordisorder)tosupporttheminrespondingtostudentswithveryhighneeds. ItisusefultogetinputfromtheNSETandTSTteamintermsofflaggingchallenging behaviours,howevertheinputweusuallyreceiveisnothingaboveorbeyondwhatwe alreadyknowandtrytoimplementonadailybasis.(Teacher) Oftenthesupportwasofageneralapproachandnotspecificenoughtotargetspecific situations.(Teacher) SeveralschoolsreportedthattheyhadverypositiverelationshipswithaparticularBehaviour SupportPartner,butconsideredthattherolewasspreadtoothinlyacrossmanyschools. Needfora‘buckstopshere’approach AnumberofschoolsandteacherstalkedaboutthelimitationsoftheNSETtoassistwiththe mostdifficultstudents,asthecapontimeallocatedforinterventionmeantthatsometimes supportendedeventhoughthebehaviouraldifficultieswereongoing,andtheschoolwasleft struggling.ManyteachersfeltthattheNSET(asrepresentativesoftheETD)shouldremain involveduntiltheissuesweresatisfactorilyaddressed,whichmayrequirethebrokeringof additionalsupportsforthestudent: Thereneedstobeanescalationprocesswhenneedsarenotbeingmetdespiteusing directorateprocesses/resources.Thiswouldsupportusinthatitwouldn’tfeellikeyouhave triedeverythingandyouarethereforeoutofoptions.Itcanfeellikeyouhaveengaged NSET/disabilityed.partner/behavioursupportsoyouaredone.Itisisolatingandofgreat concern.(Teacher) ItisnotablethatinthepubliclyreleasedsummaryoftheSharedServicesinvestigationintothe circumstancesofthe‘inappropriatestructure’incident,itwasreportedthat‘thespecialised behaviouralsupportteamroutinelyprovidessupporttotheschool.Theywerenotinvolvedinthe decisionmakingregardingthestructure’.However,thesummaryalsostatesthat‘thePrincipal didnotescalatearequestforassistance’.11 PAGE|138 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Withoutcommentingontheindividualcircumstancesofthiscase,whichhavenotbeen investigatedbythePanel,itshouldbenotedthatETDdoesnothaveaclearpolicyregardingthe escalationofbehaviouralissuesthatcannotberesolvedbytheNSET,anditisnotclearwhat furthersupportcanbeprovidedinthesecircumstances.Anumberofschoolleaderscommented tothePanelthatultimatelytheyfeltthattheywereleftalonetosolvethemoredifficult problems,withouttheresourcestoproperlymeettheneedsofsomestudentswiththemost complexneedsandchallengingbehaviour. Therearecurrentlynoformaloversightmechanismsfordecisionsaboutrestrictivepractices, whicharelefttothejudgementofindividualteachersandschoolleaders.Thisgapinpolicy guidanceandoversightisdiscussedfurtherinChapter11. ImprovingtheNSETprogram Externalbehaviouralsupportprograms,andadvicefromexperiencedprofessionals,canhavea significantpositiveimpactinassistingschoolstosupportstudentswithcomplexneedsand challengingbehaviour.Acentralisedsupportservice,whichallowsACTPublicSchoolstosharea poolofspecialistexpertise,isapromisingmodel;however,greaterresourcingandspecialisation isrequiredtoallowthismodeltomeettheneedsofschools. Whetherasofficers,orspecialistsretainedasneeded,animprovedmodelwouldinclude utilisingpartnerswithspecialistexpertiseinthemanagementandsupportofstudentswith particulardisabilitiesanddisordersintheclassroom,includingASD,ADHD,traumaͲrelated behaviouralissuesandconductdisorders.Giventhenumberofstudentswithcomplexneeds andchallengingbehaviourwhohavelearningdifficulties,andtheeffectoflearningdifficultieson manyaspectsofstudentengagement,itappearsthatthereisaneedforgreatercentralised expertiseinthisarea.DevelopingaspecificroleofLearningDifficultiesPartnerwithineachNSET team,withspecialistexpertiseinidentifyingandsupportingstudentswithlearningdifficulties, wouldaddkeyskillsneededbymanystudentswithcomplexneedsandchallengingbehaviour. Animprovedmodelwouldallowforearlierandmoreproactiveintervention,onthebasisof seriousbehaviouralissuesidentifiedbyaschool,(whichinsomecaseshappensinthefirst weeksofachild’senrolment)ratherthanwaitinguntilnegativepatternshavebecome entrenchedandastudenthasreceivedseveralsuspensions.Suchanapproachisconsistentwith principlesinChapter5inregardtoproactivityandprevention.AsdiscussedinChapter11, suspensionsareprimarilyareactiveapproachandshouldbeusedwithgreatcautionasthey mayexacerbateanexistingproblemofschoolrefusalordisengagement. Animprovedmodelmightalsoallowformore‘shoulderͲtoͲshoulder’coachingandmentoring withteacherstoassistthemtoidentifytriggersforbehavioursandimplementappropriate responseswithintheclassroomorschoolenvironment. Inourview,theNSETshouldhavecapacitytoremaininvolvedwiththeschoolandfamilyuntil theissueshavebeenresolved,ortheschoolisabletosupportthestudent’sbehaviour appropriately.TheNSETiswellplacedtoassesswhetherastudentrequiresadditionalsupports withintheclassroomthatarenotcurrentlybeingprovidedundertheSCANfundingprocess.The NSETshouldhavetheabilitytoapplydirectlytoETDforfundingforsupports,including additionalstaffingandotherresources.Suchsupportsshouldnotbedependentonaformal diagnosis,ormeetingtheSCANcriteria,butratheronthebasisofgenuinesupportneedswithin theschoolenvironment.ThiswouldassistschoolsandETDtocomplywithrequirementsto makereasonableadjustmentsforstudentswithdisabilitiesasdefinedundertheDDA. ItisimportantthattheNSETprogramsfocusontheoutcomesforstudents,andschools,andbe evidenceͲbased.Theseprogramsshouldcollectdataontheeffectofinterventionsforeach PAGE|139 student,andtheeffectivenessoftheprogramsshouldbeevaluated.Whenevaluatingbehaviour supportprogramsacrossanumberofschoolsintheUSA,Dodgereportedthat: Consistentdatacollection,supportedbyasystemicproceduretoanalyzethatdata,is paramounttoincreasetheeffectivenessofanybehaviorsupportprogram.Asschools continuetofacechallengesassociatedwithprovidingadequatebehavioralsupportsfor students,buildingcapacitywithteachingandadministrativestaffisrecommended,sothata continuumofbehavioralsupportscouldbeprovidedtomeetdiversebehavioralneeds.12 Putsimply,developingasystemofmonitoringandevaluatingtheoutcomesofanybehaviour supportmodel,bothforindividualstudents,aswellastheirteachersandschools,isvital. Measuringtheeffectivenessoftheseapproachesshouldleadtoimprovedpracticeand adaptationofapproachesused,particularlyintermsoftimelinessandlongͲtermimpactof interventions. Recommendation10.3:ThatETDensurethattheNSETsaresufficientlyresourcedand supportedtoallowthemto(a)provideongoingcoachingtoteacherswithintheclassroom settingtoassistwiththesupportofstudentswithverychallengingbehaviours;(b)respondproͲ activelyandinatimelywaytomeetidentifiedneeds;and(c)developahighlevelofexpertisein relationtothesupportandmanagementofstudentswithverychallengingbehaviours,and obtainspecialistconsultantadvicewhererequired. Recommendation10.4:ThatETDresourceandestablishwithineachNSETaLearningDifficulties Partnerpositionwithspecialisedexpertiseinassessingandrespondingtostudentswithlearning difficulties. Recommendation10.5:ThatETDdevelopamechanismtoalloweachNSET,incircumstances whereastudentwithcomplexneedsandchallengingbehaviourdoesnotmeetcriteriaforSCAN funding,toobtainfundingforadditionalstaffingorotherservicesassessedbytheNSETas necessarytoadequatelysupportthatstudent. Recommendation10.6:ThatETDcollectandanalysedataonstudentoutcomes,andschool, studentandparent/carersatisfaction,withrespecttotheNSETprogram,andthatthisdatabe usedtomonitorandimprovetheeffectivenessofETD’soverallstrategywithrespecttostudents withcomplexneedsandchallengingbehaviour. 10.4Supportstaff TheACTPublicSchoolsystemhasadoptedamodelofschoolbasedmanagement,whichmeans thateachschoolhasconsiderableflexibilityintermsoftheuseofstaffingpositionstosupport studentswithcomplexneedsandchallengingbehaviour,andtheschoolenvironmentmore generally.Supportstaffallowschoolstotargetspecificstudentsthroughgroupwork,oneͲonͲ onesupport,focusedactivities,orengagementwithparentsandcarersorotheragencies,and maybeutilisedinanumberofwaystosupporttheoverallneedsoftheschool. PAGE|140 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE SchoolswithintheACTmayemployavarietyofsupportstaffincluding,butnotlimitedto:youth workers,pastoralcareworkers,welfareofficers,communityliaisonofficers,LSAs,andschool chaplains.Someofthemostcommonpositionsarediscussedbelow,andthePanelconsiders strategiestoensurethattheuseofthesepositionsiseffectiveandevidencebased. ThePanelspokewithschoolleaderswhohadadoptedmorecreativeusesofstaffingresources andadditionalstaffingpointsreceivedthroughSCANfundingwhichprovidedagoodmodelto meetstudentneed.RatherthanrelyingsolelyonLSAstheseleaderssometimesemployed additionalparttimeteachingstaff,literacyandnumeracyspecialists,andyouthworkersto performparticularsupportroles,whichenhancedthefunctioningoftheclassroomandschool overall.However,asschoolsmayneedsupportandguidancetomakethebestuseofthese resources,andtolearnfromthepositivepracticesofotherschoolleaders,wediscussthese issuesinChapters13and15. PastoralCareCoordinators PastoralCareCoordinatorsorindividualsinsimilarrolesarecurrentlyemployedinACThigh schoolsandcollegesinthePubliceducationsectorandinmanyCatholicandIndependent schools.PastoralCareCoordinatorsareoftenresponsibleforfacilitatingordevelopinggroup programsthatsupportthesocialandemotionalneedsofstudents,andfocusonstudent wellbeinganddevelopment.Theyalsohaveaprimaryroleinfosteringapositiveschoolculture, aswellassupportingotheragenciestoengageintheeducationalsetting.Schoolsreportedthat thePastoralCareCoordinatorwilloftenworkinconjunctionwithothersupportstaff,suchas youthworkers,welfareofficersorLSAs,todevelopprogramstosupportchildrenwithcomplex needsandchallengingbehaviour. TherewasconsiderablepositivefeedbackofferedtothePanelaroundtheuseofPastoralCare Coordinators,andstudentwelfareteams,andthesupportthattheyofferedtheschool,students andfamilies.ManyschoolleadersreportedthatadditionalcapacitywithinthePastoralCare Coordinatorrolewouldbenefittheirschool.Someschoolleadersinprimaryschoolssuggested thatestablishinganequivalentroleinprimaryeducationwouldbenefitstudents,aspreͲemptive strategiestargetingsocialandemotionalwellbeingcouldbeimplementedpriortothestudent engaginginmorecomplexandchallengingbehaviourastheyage. Additionalfundingforbehavioursupportorpastoralcareexecutiveinprimaryschools. (Schoolleader) Thewholepastoralelementoftheschoolisthegreatestresourcefordevelopingstudents. (Schoolleader) Pastoralcarepositioninprimaryforearlyfamilysupportwouldbegreat.(Schoolleader) SomeconcernswereraisedabouttheneedformorespecialisedqualificationsforPastoralCare Coordinators,particularlyastheycommonlyengageincommunitydevelopmentandwelfare activitieswhiletheirprimaryqualificationandexperienceisusuallyineducation.Someteachers raisedconcernsaboutthelevelofsupportofferedtoPastoralCareCoordinatorsinrelationto professionalsupervision,giventhecomplexnatureofthestudentsandfamiliestheyareoften engagedwith.(IssuesofprofessionalsupervisionarediscussedfurtherinChapter13.) However,overall,PastoralCareCoordinatorswereseenashavingasignificantpositiveeffecton schoolcultureandpractice,particularlywhenintegratedwiththeschoolprogramandsupported byallstaff. PAGE|141 LearningSupportAssistants LearningSupportAssistants(LSAs)areoftenemployedwithinACTschoolstosupportstudents withcomplexneedsandchallengingbehaviour.StaffingpointsareprovidedundertheSCAN fundingprocessforstudentswhomeetdisabilitycriteria,andtheseareoftenusedforLSAs, althoughthisfundingisnottiedtoaparticularstaffingroleortosupportaparticularstudent. LSAsarealsoemployedinLearningSupportUnitsandSpecialistSchoolstosupportstudentsin thosesettings. LSAsarecurrentlyutilisedinavarietyofways,including:workingasFirstAidOfficer;supporting classroomteacherswithstudentswithlearningdifficulties;conductingreadingrecoverywith smallgroupsofstudents;participatinginwithdrawalprogramsforoneͲonͲonetimeinliteracy andnumeracy;workingwithstudentswithdisabilitiesinamainstreamclassroom;and/or supportingteachersinalearningsupportunitandspecialistschools,includingpersonalcareof studentswhennecessary,suchasfortoileting. SometeachersandschoolsreportedthatLSAsareallocatedtoanindividualstudentwithintheir school,andwillgenerallyfocustheirattentiononmeetingtheneedsofthatonestudent.In otherschoolsLSAsmaybedeployedmoreflexibly,toprovidesupportatparticulartimes(such astransitions),ortosupportanentireclasswhilsttheteacherengageswithonestudentwith complexneedsandchallengingbehaviourtoofferthemtargetedsupport. StakeholderperspectivesonLSAs MoststakeholdershadverypositiveviewsofLSAs,andfeltthattheyprovidedinvaluable assistanceintheclassroom. Anumberofstudentswithadisabilitycommentedthattheyappreciatethesupportand individualattentionthatLSAscanoffer: LSAsgettohelppeoplelearn. MyLSAhelpspeoplebetterthanthereliefteacher. LSAsinclasswereusefultoo.IthinkIfeelmorecomfortabletalkingtoLSAnottheteacher. (Studentswithadisability) TeachersandschoolleadersparticularlyvaluedLSAsinthemanagementofstudentswith complexneedsandchallengingbehaviour,andgenerallycalledforresourcingformoreofthese roles: LSAsintheclassroomareextremelybeneficial–notjustfortheindividualstudenttheyhave beenassignedtobutforotherstudentswithsimilarneeds.LSAsareworththeirweightin gold.(Teacher) LSAprovideinvaluablesupportforchallengingchildren.TheyoftencravetheoneͲonͲoneor smallgrouptime;thiscanbeprovided.(Teacher) ItwasalsoacknowledgedthroughoutconsultationthatLSAshadaleadingroleintermsof managingchildrenwithcomplexneedsandchallengingbehaviour.LSAswereoftenreferredto as‘frontͲlinestaff’,andthedemandsofthisrolewerecommonlyreported. Parent/carersalsogenerallysupportedtheLSArole,andraisedconcernsaboutthelackof fundingforLSAsformanystudentswithcomplexneedsandchallengingbehaviour,andthe difficultyinobtainingafullͲtimeLSAtosupporttheirchild. Despitetheseverypositiveviews,anumberofstakeholdersraisedconcernsabouttheadequacy ofsupport,trainingandrespiteforLSAs,toallowthemtoeffectivelymanagesomeofthemore challenging,andsometimesviolent,behavioursthattheyareexpectedtodealwith.Itwasnoted PAGE|142 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE thattheyspecificallyrequiretraininginareassuchastrauma,learningdifficulties,ADHDand ASD. ConcernswerereportedtothePanelaboutmovestobroadentheLSArolefurthertoinclude medicaltasksthatwerepreviouslyadministeredbyschoolnursesundertheHealthcareAccess atSchoolsprogram.Someadditionaldutiesmayinclude:tubefeeding;administering medicationsbothorallyandrectally;andassistingwithtoileting,includingdiaperchanging. Furtherconcernswereraisedwhenstudentsrequireadditionalequipmentsuchasmedical bracesorstands,harnessesorinformationtechnology,allofwhichLSAsmaynotbefamiliar with.ItwasnotedthatLSAsmaynothavethetrainingthattheyrequiredtoundertakethese tasks,andthatthiswasseenasasafetyissue,notonlyforthestaffmembers,butforthe childreninvolved. ETDinformedthePanelthatLSAswhoarerequiredtomanagehealthcaretasksareprovided withspecifictrainingbasedonthestudent’sindividuallyassessedhealthcareneeds,and assessedforcompetencybyACTHealthRegisteredNurseswithaCertificateinTrainingand Assessment.LSAsarealsoprovidedwithmanualhandlingtrainingtoensurethesafetyofboth studentsandthemselves. Nevertheless,itappearsthatfurtherworkisrequiredtoensurethatschoolsandstaffare comfortablewithperformingtheseadditionalduties,andtoeliminateanysafetyrisksto students.Weunderstandthattheissuesarebeingfurtherexploredthroughacrossgovernment workinggroupinvolvingETD,ACTHealthandrelevantunions. ResearchontheeffectivenessofLSAs ThereisaconsiderableresearchontheeffectivenessofLSAsinsupportingstudentswith complexneedsandchallengingbehaviour.Thisresearch,thattendstofocusontheinfluenceof LSAsonstudentlearningoutcomes,tendstoconflictwiththeverypositiveviewsofmany parent/carersandteachers.13Researchhasidentifiedparticularconcernsaboutadequacyof training,exploitationoftherole,unclearroles,lackofplanningandsupervisionbetween teachingstaffandLSAs,andunintendednegativeconsequencesforinclusionofstudents,as LSAscanpotentiallyisolatethestudentfromtherestoftheclass.14 Nevertheless,giventheconsistentfeedbackfromparent/carers,students,teachersandschools abouttheirvalue,itislikelythatLSAswillcontinuetoplayanimportantroleinsupporting studentswithcomplexneedsandchallengingbehaviour.Forstudentswithverychallenging behaviours,theroleofanLSAmaybeessentialinallowingthechildoryoungpersontobe includedinamainstreamclassroom,whileensuringthesafetyandlearningofotherstudents. TheLSAcanassistthestudenttoselfͲregulate,tochangeactivitiesand/orwithdrawtoanother areawithoutdisruptingothers.However,researchindicatesthatattentionmustbegivento addressinganyunintendednegativeconsequencesforstudents. AsMitchellnotes: Althoughtheprimepurposeofteacheraidesisusuallytoprovidesupporttothelearners withspecialeducationalneeds,thisdoesnotnecessarilymeanthattheymustwork exclusivelywithsuchlearners.Mostimportantly,teacheraidesshouldavoidmakingsuch learnersoverlydependentontheirsupport,(reflectedforexampleinthemtakingup excessivelycloseproximitytolearnerswithspecialeducationalneeds)rather,theyshould helpthemtobecomeincreasinglyindependent.15 PAGE|143 ItalsoindicatesthatthetrainingandprofessionalisationofLSAsisofgreatimportancetoensure thattheyareabletoprovidehighͲqualitysupporttostudentswithcomplexneedsand challengingbehaviourandtoworkeffectivelywithteachers. ProfessionalisationofLSAs DespitethewiderangeofdutiesanLSAmayberequiredtoperforminaschool,thereare currentlynoformalqualificationsorlevelofknowledgeorexpertiserequiredofapersontobe employedasanLSA,beyondensuringthattheyareregisteredtoworkwithvulnerablepeople. Thisisincontrasttootherfields,suchasearlylearning,wheregovernmentpolicyhasmoved towardsprofessionalisationandhasprescribedminimumeducationstandardsforallstaff.This hasresultedinananomalyatsomeearlychildhoodschoolswhereLSAswhoarenotqualifiedto beemployedwithinthecoͲlocatedchildcarecentreareabletoworkwitholderchildrenwith additionalneedssuchasASD,orotherdisability,eventhough,asshowninChapter5,that supportforsomeofthesestudentsrequiresgreaterknowledgeanddistinctpedagogy. InthecurrentLSApaystructurewithinETD,thereisa‘softbarrier’betweenpoints5and6.In ordertomovetopoint6onthepayscale,LSAsarerequiredtoundertakesomeunitsof competencyfromthemodulescontainedinaCertificateIIIandareawardedaStatementof Attainment.However,theyarecurrentlynotrequiredtocompletethequalification,although somedo. TheCanberraInstituteofTechnologyhasrecentlybeguntoofferaCertificateIVinEducation Support.Thisprogramaimstoprovidegraduateswiththebroadskillsandknowledgetoworkas anLSAandcatersforspecialisationinarangeofeducationalcontextsincludingdisability support,supportforstudentswhoarefromAboriginalandTorresStraitIslanderbackgrounds, andadditionalsupportintheareasofnumeracyandliteracy.16 ImprovingtheskillsandprofessionalstandingofLSAswouldrecognisetheimportanceofthis roleforstudentswithcomplexneedsandchallengingbehaviour,andensurethatstaffemployed inthiscapacityhavethetrainingrequiredtoprovidequalitysupporttothesestudents. Recommendation10.7:ThatETD,CE,andeachIndependentSchool,committothe professionalisationofLSAsandensurethatby2018(a)allLSAshold,orareintheprocessof obtaining,atleastaCertificateIVinSchoolAgeEducation&Careorequivalent;and(b)allLSAs workinginaLearningSupportUnitorspecialistschoolhold,orareintheprocessofobtaining,at leastaCertificateIVinEducationSupportorequivalent. AboriginalandTorresStraitIslanderEducationOfficers ThecapacityofschoolstosupportAboriginalandTorresStraitIslanderchildrenandyoung people,andtheirfamilies,inculturallyresponsivewaysisimportanttopromotesuccessful learningoutcomes.Programsandapproachesthatareculturallyappropriateandwhichfoster strongrelationshipsareespeciallyimportantforAboriginalandTorresStraitIslanderchildren andyoungpeoplewithcomplexneedsandchallengingbehaviour.Improvedattendance,literacy andnumeracyoutcomesandeducationalattainmentcontinuetobeprioritiesforallschool sectors,accordingtotheClosingtheGaptargetssetbytheCouncilofAustralianGovernments. InACTPublicSchools,wherethelargemajority(80%)ofallAboriginalandTorresStraitIslander schoolstudentsareenrolled,thereare11AboriginalandTorresStraitIslanderEducation Officers,currentlyemployedacross13schoolswheretheseenrolmentsareconcentrated.These officersassistschoolstoengagewithfamiliesinculturallyresponsiveways,buildsupportive PAGE|144 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE relationshipswithstudentsandfamilies,andcontributetochildrenandyoungpeople’s developingsenseofculturalidentityandheritage.Schoolsandtheircommunitiesseethe A&TSIEOroleasanimportantfactorinachievingimprovedoutcomesforAboriginalandTorres StraitIslanderchildren. ETDalsoemploysoneAboriginalandTorresStraitIslanderFamilySupportOfficer,whoworks withtheNSETtosupportAboriginalandTorresStraitIslanderfamiliesandstudents,withissues thathinderschoolattendanceandengagementwithlearning.Buildingstrongerconnectionsand coordinatedapproacheswithNSETandkeyexternalagencies,includingGuganGulwanYouth AboriginalCorporationandWinnungaNimmityjahAboriginalHealthService,isakeyfactorin ensuringimprovedoutcomesforthesechildren,youngpeopleandtheirfamilies. ETDalsoemploysaStudentEngagementandTransitionsProjectManagertoworkwithschools indevelopingcasemanagementapproachesforatriskAboriginalandTorresStraitIslander students,toimprovetheirattendance,engagementandYear12attainments. Reliefstaff Reliefstaffplayanimportantroleinensuringthatprogramsinschoolsaremaintainedandduty ofcareismetwhenteachersorLSAsareabsentonleaveorundertakingotherduties,including professionaldevelopment.Theskillsandpreparationofreliefstaff,andsystemsof communicationwithregularteachersaboutstudentneeds,areparticularlyimportantfor studentswithcomplexneedsandchallengingbehaviour,whoarelikelytobemoreaffectedbya changeinroutineandadisruptiontoestablishedrelationships. Reliefteachingcanbestressfulforboththeteacherandthestudents.Thereisacohortofrelief teacherswhoareexperiencedclassroompractitionersbutmanyotherreliefteachersarerecent graduatesatthebeginningoftheircareers.Theseteachersmayfaceparticulardifficultiesin effectivelysupportingstudentswithverychallengingbehaviours. InthePanel’sconsultation,manymainstreamstudentsindicatedfrustrationwithreliefteachers: Theydon’twanttobethereorknowthesubject;theydon’treallyknowyou;theydon’tcare asmuchasourotherteachers;theydon’tknowthesubject.(Students) Otherstudents,however,saidthat: Somereliefteachersarefantastic;itdependsontheteacher;teachersandstudentscanmix goodorbadsoitdependsonthesituation;Iguessitdependsonwhotheteacheris. (Students) Reliefteachershaveverylittleopportunitytodeveloparapportwithstudentsandmayfind themselvesinfrontofclasseswithnoinformationprovidedtothemaboutthestudentsor particularwaystomanageindividualswithinthatclass.Oneofthekeyobservationsprovidedto thePanelwasthatreliefstaff,bothteachingandsupportstaff,areoftennotsupportedby additionalorappropriatetrainingtoeffectivelymanagestudentswithcomplexneedsand challengingbehaviour,andmaybegivenlittleornoinformationaboutaschool’sbehaviour managementprotocolsorwheretogotofindhelpwithstudentspresentingwithchallenging behaviours. Conversely,classroomteacherswhohavedevelopedgoodrelationshipswithstudentswith complexneedsandchallengingbehaviourreportedfeelingadditionalpressuretoattendwork evenwhenill,ortoforegoprofessionallearningopportunitiesbecauseofconcernsaboutthe abilityofreliefstafftomanagethesestudents.Thiswasexacerbatedforteachersinspecial PAGE|145 educationunitsduetothescarcityofreliefstafftrainedinspecialeducation.Additionally,there wereconcernsaboutthestudentsintheseunits,whooftenfoundchangeverystressful: ItisreallyhardtofindexperiencedreliefteachersorreliefLSAstocovertheunits.Mostof thetimetheyjustcreatemoredifficulties,astheydon’tknowthestudentsandcan’thelpto doanything,andthestudentsaredisturbedbychangestotheroutine.(Teacher) Usingreliefstaffisnotworththeemotionaldrainonthechildren.Itcanbetwosteps forwardandtwentystepsbackwardsafterabadreliefday.(Teacher) ImprovingtheuseofreliefteachersacrosstheACT Itisimportantforallschoolstodeveloprobustpracticestoensurethatbehavioursupportplans andotherrelevantinformationregardingthesupportofstudentswithcomplexneedsand challengingbehaviouraremadeavailabletoreliefstaff,sotheycanprovidecontinuityin teachingandsupport.Schoolleadershaveadutyunderworkhealthandsafetylegislationto ensurethatallstaffunderstand,andaresupportedtominimise,anyrisktosafetyposedby studentbehaviour.Accordingly,theymustensurethatreliefteachersareinformedaboutany studentswhomaydisplayviolentorunsafebehaviour,andthattheyareprovidedwithsafe systemstomanagetheserisks. Wherepossible,schoolsshouldavoidplacinginexperiencedreliefteacherswithstudentswith verychallengingbehaviourswithoutadditionalsupport.Manyschoolsadoptapracticeof relocatingthesestudentstoanotherclasswithanexperiencedteacherwhohasalreadyformed arelationshipwiththatstudent.Itwouldbehelpfulforschoolstodevelopaconsistentpoolof reliefstaffwhocangettoknowandworkwithstudentswhohaveparticularlycomplexneeds andchallengingbehaviour.Certainlyreliefstaffshouldbebriefedonarrivalabouttheneedsof particularstudentswhomaybedistressedbychangeorwhoareknowntobeunderstress. SpecificprofessionaldevelopmentopportunitiesforreliefteachersarediscussedinChapter13. 10.5Conclusion Tosupportadiverserangeofstudents,includingstudentswithcomplexneedsandchallenging behaviour,schoolsneedtodrawontheexpertiseandskillsofarangeofprofessionals,andto ensurethatsupportrolesareusedeffectivelytomaximisetheuseoflimitedresources. Keypointscoveredinthischapterare: theimportanceofschoolpsychologists,thediversityoftheirroleinthepublicschool system,theircompetingprioritiesandthedemandsontheirtime; theneedforofincreaseinschoolpsychologists/schoolcounsellors(orother professionalswithcomplementaryexpertise)tomeettheratiorecommendedbythe AustralianPsychologicalSociety; considerationofincreasingthemultidisciplinarysupportforschools; thevalueofcentralisedsupportservicesforPublicandCatholicschools; limitsoncapacityofcentralisedservicesinETDandCEtoprovideongoingcoachingand highlyspecialisedsupportrequiredinsomecases; theneedforagreaterrangeofexpertiseintheNSETandTSTtoassistwithstudents withlearningdisabilitiesandothercomplexneeds; greaterresourcingofcentralisedservicestoallowthemtoprovidefurthersupportand toobtainspecialisedexpertisewhererequired,forexample,LearningDifficulties PartnerswithintheNSET/TST; PAGE|146 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE thevalueofotherrolesincludingPastoralCareCoordinators,LSAsandAboriginaland TorresStraitIslanderEducationOfficers; aflexibleandcreativeuseofstaffingresourcesisnecessarytomeetstudentneeds; LSAsarehighlyvaluedbyteachers,parent/carersandstudentsbutitisimportantthat theirskillsareusedinawaythatsupportsandcomplementstheteacher’sroleanddo notunintentionallyunderminetheindependenceandinclusionofstudents; LSAsshouldhaverecognisedqualificationsandopportunitiesforongoingprofessional learning; Reliefstaffplayanimportantroleandmustbeappropriatelyresourcedandinformedso thattheycaneffectivelymanageriskstosafetyandcontinueroutinesandpracticesthat supportstudentswithcomplexneedsandchallengingbehaviour. 1 RebeccaBranstetter,TheSchoolPsychologist’sSurvivalGuide.(WileyandSons,2012)2 2 AustralianPsychologistsandCounsellorsinSchools,AnAustraliaWideComparisonofSchoolPyschologists/Counsellors/Guidance Officers(2013) <http://www.agca.com.au/a_docs/An_Australian_Wide_Comparison_of_School_Counsellor_Psychologist_and_Guidance_Services_ 2008.pdf>1 3 ACTDepartmentofEducation,TaskforceonStudentswithLearningDifficulties.(2013) <http://www.det.act.gov.au/about_us/minister/taskforce_on_students_with_learning_difficulties> 4 ACTDepartmentofEducation,NSET:Update.(2013)<www.det.act.gov.au/__data/assets/…/DERGͲMinutesͲ19ͲFebruaryͲ 2013.docx> 5 JamesMcDavid,IreneHuseandLauraHawthorn,Programevaluationandperformancemeasurement:Anintroductiontopractice. (SagePublications,2006)48 6 AustralianPsychologistsandCounsellorsinSchools,APACSSchoolChaplainStatement(2011) <www.agca.com.au/a_docs/APACS_School_Chaplain_statement.pdf>1Ͳ2 7 MalcomMacPherson,Coroner’sReportintothedeathofAlexWildman.CoronersCourtofNewSouthWales(2010) 8 AustralianPsychologistsandCounsellorsinSchools,aboven2,1Ͳ6 9 Ibid,1 10 ACTDepartmentofEducation,aboven3 11 ACTDepartmentofEducation,InappropriateStructureInvestigationOutcome,2015 <http://www.det.act.gov.au/__data/assets/pdf_file/0006/770208/150908ͲInappropriateͲStructureͲHandout.pdf>2 12 PamelaDodge,ManagingSchoolBehaviour:Aqualitativecasestudy,(2011) <http://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=3016&context=etd>v. 13 PeterBlatchford,AnthonyRussellandRobWebster,Reassessingtheimpactofteachingassistants:Howresearchchallenges practiceandpolicy,(Routledge,2012)7 14 AnthonyShaddock,NancyMacDonald,JulieHook,LorettaGiorcelliandMichaelArthurͲKelly,DisabilityDiversityandTidesthatLift AllBoats:ReviewofSpecialEducationintheACT(2009).ACTGovernment 15 DavidMitchell,WhatReallyWorksinSpecialandInclusiveEducation(Routledge,2nded,2014)72. 16 CanberraInstituteofTechnology,EducationSupport,(2015)<http://cit.edu.au/study/courses/education_support_certificate_iv> PAGE|147 PAGE|148 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE CHAPTER11: ProtectingStudentandStaffSafety 11.1Introduction Chapter9examinedmodelsandpracticeofPositiveBehaviourSupport,includinguniversaland moretargetedinterventions,whichareanessentialfoundationforpreventingandaddressing challengingbehaviours.Additionalstaffingsupportandtraining,andanappropriatephysical environmentarealsocriticalfactorsthatwillassisttoreducetheincidenceofbehavioural issues.Theseproactiveapproachesmustbetheprimaryfocusofintervention,andevidence suggeststhatsuchapproachesareeffectiveinreducingchallengingbehavioursandtheneedfor restrictivepracticesinschoolsettings. Nevertheless,somestudentsmaycontinuetodisplayverychallengingbehavioursthatposea risktotheirownsafetyorthesafetyofotherstudentsandstaff.Thesebehavioursmayrequire animmediateresponsetominimisethisrisk.InsuchcircumstancesdeͲescalationtechniqueswill oftenbesuccessfulinavertingacrisis;however,insomesituations,useofrestrictivepractices maybenecessarytoprotectthesafetyofstudentsandstaff.TheseissuesaffectIndependent Schools,CatholicSchoolsandACTPublicSchools(mainstreamandspecialistschools),andthe Panelheardconcernsraisedaboutverychallengingbehavioursfromallofthesesectors. ThereiscurrentlylittleexplicitguidanceforACTschoolsandteachersabouttheirobligationsin relationtotheuseofrestrictivepracticessuchasphysicalrestraintorseclusion.ThisChapter considerstheapplicationofhumanrightsandotherlegalobligationsinrelationtorestrictive practices.Weproposemoredetailedguidelinesfortheuse,monitoringandoversightof restrictivepracticesinschools,informedbyhumanrights,discriminationandworksafety obligations.Thischapteralsoconsidersotherstrategiesusedbyschoolstorespondto challengingbehaviours,includingsuspensionandreducedattendance. 11.2Challengingbehaviourinschools Moststudentsdisplaysafeandrespectfulbehaviouratschoolmostofthetime,andappropriate interventionscanhelptopreventchallengingbehaviours.However,asmallminorityofstudents sometimesdisplayverychallengingbehaviour(forexample,aggressive,destructive,self injuriousorsexuallyinappropriatebehaviour),whichposesarisktotheirownsafetyandthe safetyofothers. TheExpertPanelconductedanonlineteachersurveyinJuly–August2015,whichwascompleted byteachersatIndependent,CatholicandACTGovernmentSchools.SeeAppendixEforfull results.Ofthe1,145teacherssurveyed,80%(951)reportedthattheycurrentlyworkedwith childrenwithcomplexneedsandchallengingbehaviour.Approximatelyonequarterofteachers reportedthattheyexperiencedstudentsbeingphysicallyaggressivetootherstudents‘each week’.Almosthalfoftheteacherssurveyedreportedthattheyfindit‘extremelychallenging’to managethisbehaviour,whileaggressiontowardsteacherswasratedbyalmostasmany teachersasalsobeing‘extremelychallenging’. PAGE|149 Behavioursthatposearisktosafety Duringourconsultation,students,teachersandparent/carerstoldthePanelaboutvery challengingbehavioursexperiencedinIndependent,CatholicandACTPublicschools.TheExpert Panelemphasisesthatthereportsanddescriptionsreceivedhavenotbeensubjectto independentverification,andweincludethemtoprovideaninsightintoparticipants’ perceptionsandbeliefs. Anumberofstudentsreportedbeingaffectedbychallengingbehaviours: Throwingchairs,flippingtables,jumpingoutwindows,swearing,gettingangry,hurting people.(Student) Hetalksandkickspeopleallthetime.(Student) Youhavetowatchoutortheywillthrowthingsatyou.(Student) Studentswithadisabilityalsoreportedbeingthevictimsofphysicalaggressionfromother students,andsometimesbeingprovokedintoresponding: Otherpeoplepunchingme.(Studentwithadisability) IgetangryandshoutatthemandsometimesIchasethem.(Studentwithadisability) Idon’tlikepeopleharassingme.(Studentwithadisability) Parentsandcarersofchildrenwithcomplexneedsandchallengingbehaviouralsotoldusabout theirchildren’sbehaviour: Mychildhasminimalverbalcommunicationandthereforecangeteasilyfrustratedwith otherchildren.Oftenmyfirstquestionwhencollectinghimis‘Didhebiteanyone today?’(Parent) Sheisa‘flightorfight’child–shewillabscondifanxietyrises,orshutdown,orwillstrike out,verballyscream,spit,kicketc.ifshecannotremoveherself.(Parent) Mychildfrequentlyhurtsothers(hitting,kicking,pushing)andthrowsobjects.(Parent) Teachersdescribedwitnessingawiderangeofchallengingbehavioursbystudentsatschool, including: Hitting,biting,kicking,scratching,bothtowardspeersandstaff,andpropertydamage. (Teacher) Violent,selfharming,nonͲcompliant,runsawayfromschoolseveraltimesaday,not engaginginlearning.(Teacher) Violentoutburstsandrages,severaltimesaweek,aggressivelychaseswhoeverisinhis path,attacksstudentsandstaff,throwsfurniture,pullspicturesoffwalls.(Teacher) Parents/carerstoldusthatchallengingbehaviourimpactstheirchildrenandotherstudents: Situationswherethewholeclassgrouphasbeenevacuatedfromtheclassroom,sometimes intoanadjoiningclassroom,becauseanindividualchild'sbehaviourisputtingthesafetyof boththeteacherandtheclassgroupatrisk.NotaoneͲoffoccurrence.(Parent) Iamstrugglingtofindthemiddlegroundbetweentherightsandneedsofmychildandthe rightsandneedsofothers,particularlythosewithspecialneeds.Isuspectthepanelisina similarposition.Mychild’sclasswasconstructedaroundtheneedsofaparticularchild.At timesthechildinquestion’sbehaviourheldtherestoftheclasstoransomtothepoint whereIaskedmyself:Whywouldanyonethinkthiswasacceptabletoplacethischildina PAGE|150 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE classroomandexpectthatthelongsufferingteacherwouldhavetheskillstocopewiththis environment?(Parent) Teachersdescribedtheirimpressionoftheimpactonstudents: Whenwehavetorelocatetheentirepopulationofaschoolunit(3classes)because 2–3childrenarerampagingdestroyingeverythinginsightandbeingextremelyviolent towardsotherstaffandstudents.Wesuccessfullyworkasateamtoremovetheother childrenfromtheimmediatethreatofinjury.Howevertheirlearningisdisruptedandthe childrenarefrightenedandprobablytraumatised,asarethestaff.(Teacher) Atthemomentwehavenopowertodoanythingregardingchildrenwhowalkthrough schoolsbehavinghowevertheywant;thismakestheotherchildrenfeelunsafeandthey don'tunderstandwhyitappearstheteachersaredoingnothingaboutit.(Teacher) Teachersalsodescribedthefollowingimpactsofchallengingbehaviouronthemselvesandtheir colleagues: Ineededpersonalcounsellingtoattempttomanagethestressresultingfrombeing hypervigilantandtoassistwiththefeelingofhelplessnessthatresultsfromnotbeingable toprotectyourstudentsfromthemselvesandothers.(Teacher) Oftentheytakemostofyourtime.Eitherphysicallybeingthereorthinkingabouthowto helpthem.(Teacher) ItisnotO.K.tocometoworkeverydaywonderingifyouwouldbehit/kicked.(Teacher) 11.3Evidencebasedapproachtochallengingbehaviour Whendiscussingchallengingbehaviour,thestartingpoint,andthepriorityforinvestment, shouldbeonpositivebehavioursupportandevidencebasedtargetedinterventionstomeet individualneeds.Thisisestablishedbestpractice,andisapreventiveapproach.Itinvolves recognitionthatchildrenandyoungpeople: Maycommunicatetheirfrustrationanddisengagementthroughdisruptivebehaviourwhen theirindividualneedsarenotmet.1 Thefocusison: Sensitivemanagementoftheenvironment,greaterunderstandingoftheinternalprocesses whichdrivehumanbehaviourandtheprovisionofskillsindeͲfusion,deͲescalationand diversion.2 ETDhasundertakensignificantworkinthisareabydevelopingtheSafeandSupportiveSchools BehaviourSupportGuide.3Thispolicydocumentprovidesschoolswithdetailedguidanceona comprehensiverangeofstrategiesformeetingstudents’needs,supportingthemtobehaveina positiveway,andpromotingtheirlearningoutcomes.ThisisausefulresourceforACTPublic SchoolsbutalsoprovidesguidancethatmaybehelpfultoIndependentandCatholicschools.As discussedinChapter9,theadoptionofSchoolͲwidePositiveBehaviourSupportinACTschools willprovidefurtherstructureforimplementinguniversalandtargetedsupportstoaddress challengingbehaviours.Thediscussionofrestrictivepracticesinthischaptershouldbereadin contextofthatchapter. Moststudentscanbesupportedtomanagetheirbehaviour,butaverysmallnumberof studentswithsignificantorcomplexneedsmaysometimesplacethemselvesorotherpeopleat riskiftheirneedsarenotmet.Thischapterdiscussestheprocessesschoolsshouldhaveinplace torespond. PAGE|151 11.4Restrictivepractices ‘Restrictivepractices’isabroaddescriptorforawiderangeofpracticesinwhichaperson’s rightsorchoicesorlibertyarerestricted,andincludesphysicalrestraintandseclusion,defined anddiscussedfurtherbelow.Ingeneral,childrenandyoungpeoplewithadisabilityormental illnessaremorelikelytobesubjectedtorestrictivepracticesthanotherchildren,inarangeof environments(inAustraliaandoverseas),andtheissueofrestrictivepracticesisofparticular concern,andraisesparticularhumanrightsissues,forthesegroups.4 IntheonlinesurveyofteachersfromPublic,CatholicandIndependentschools,87%ofthe811 teacherswhoansweredQuestion22,onstrategiesutilisedtosupportstudents,saidthatthey hadusedastrategyof‘puttingastudentinadifferentlocation’inthelast12months,and approximately65%hadfoundthisstrategy‘moderatelyeffective’or‘extremelyeffective’in teachingandmanagingstudentswithchallengingbehaviours.Almostonequarter(24%)of teacherswhorespondedreportedthattheyhadusedthestrategyof‘restrainingthestudent’in thelast12monthsandthemajorityofthesefoundit‘moderatelyeffective.’ Ininterviews,submissionsandsurveysanumberofaccountsweregivenoftheuseofpotentially restrictivepracticestoprotectsafetyinACTschoolsacrossallsectors. Wehaveplacedchildreninemptyroomswithadoorpurelytotryandhelpthechildtocalm downinasafeenvironment.(Schoolleader) Insomecasesparent/carersweresupportiveofsomeuseofrestrictivepracticeswhere necessarytokeeptheirchildrensafe,whileinothercasesparent/carersfeltthatthiswasnotin theirchild’sbestinterests: Examplesofrestrictivepracticesbeingusedrecentlywithmychildreninclude:removalofall sharpsfromtheclassroom,restraintduringameltdowntokeepthemsafe,standinginfront ofadoortopreventabsconding,restrainingthemfromrunningacrossabusyroad,locked gatesaroundtheperimeteroftheclassroomtopreventabsconding.(Parent) Wewereworndownbyphonecallsfromtheschoolabouthisbehavioursoweagreedfor oursontohave‘timeouts’intheyard.However,[this]didverylittletohelpoursonandwe thinkmayhavemadehisbehavioursescalate.(Parent) Throughsubmissionsandsurveyresponses,thePanelidentifiedsomeconfusionamongst teachersandparentsaboutwhattypesofrestrictivepracticesare(orarenot)permittedinACT schools,forexample: Peoplearen'treallysureaboutthingslikeclosingdoorstoprotectstaffandstudentsinthe eventofviolence,useofseparatespaces,andwhatconstitutesgroundsfor exclusion/suspension.Thisisverygreyinourschool.(Schoolleader) Weneedguidelinesormoreexplanationaroundwhattypeofrestraintisacceptableandnot acceptable,andinwhatcontextitcanbeused.Restrictivepracticeisnotmeanttobe punishment,butitisopentobeingusedwiththatintent.Itcanalsobemisconstruedby peoplenotdirectlyinvolved,asbeingusedforthatpurpose.(Parent) Idon’tlikethesensethatanyphysicalintervention,egresistingattacksoracoupleorgroup ofteachersremovingachild,couldresultinacareerhaltingchargeofassault.(Teacher) Teachersareunabletodefendthemselvesagainstaggressiveandviolentstudentsand parents;thereisafeelingthatschoolstaffandprincipalsare‘hungouttodry’orareblamed forsituations.(Staffgroup) PAGE|152 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE TeachershaveexpressedconcernsthatEducationandTrainingDirectoratepoliciesaround theuseofwithdrawalspaceslackclarity.Thisisacontextinwhichguidancemustbeexplicit andmethodical.(Peakbody) Asdiscussedbelow,thereisarealneedforveryclearguidanceforACTschoolsregardingthe useofrestrictivepractices. Theuseofrestrictivepractices,andthescopeofacceptableresponsestoextremelychallenging behaviourisacontestedarea,andeachindividualsituationwillrequireanexerciseof judgement;however,thereareprinciplesthatcanbedrawnfromevidenceͲbasedbestpractice, humanrightsanddiscriminationlaw,andworkplacehealthandsafetylaw. Definitions Thereissomedebateabouttheprecisescopeofrestrictivepractices,andrelevanttermsare definedslightlydifferentlyinarangeofnationalandlocalstandardsandreports,andeachhave varyingnuances.Definitionsadoptedinthisreportaresetoutbelow,andaredrawnfromthe NationalFrameworkforReducingandEliminatingtheuseofRestrictivePracticesintheDisability ServiceSector,andtheHeldBackReportoftheVictorianEqualOpportunity&HumanRights Commission: Restrictivepractices:apracticeorinterventionthathastheeffectofrestrictingthe rightsorfreedomofmovementofaperson,withtheprimarypurposeofprotectingthe personorothersfromharm.5 PhysicalRestraint:meansthesustainedorprolongeduseoractionofphysicalforceto prevent,restrictorsubduemovementofaperson’sbody,orpartoftheirbody,forthe primarypurposeofinfluencingaperson’sbehaviour.6 Seclusion:thesoleconfinementofapersoninaroomorplacewherethedoorsand windowscannotbeopenedbythepersonfromtheinside;orwherethedoorsand windowsarelockedfromtheoutside.Seclusion‘includessituationsinwhichpeople believetheycannotorshouldnotleaveanareawithoutpermission’.7 Timeout/withdrawal:Timeoutwasoriginallyaspecifictherapeutictechnique(timeout frompositivereinforcement),butiscommonlyusedtodescribearangeofpractices includingteacherͲdirectedtimeawayfromclassroomactivities.Timeoutmaybecome seclusionwherestudentsareleftinthetimeoutspacealoneandbelievethattheyare notabletoleavethespace.WithdrawalmayalsobeusedtodescribeteacherͲdirected orselfͲdirecteduseofanunlockedcalmingspace.8 Whatdoesthelawsayaboutuseofrestrictivepracticesinschools? InAustraliatheuseofrestrictivepracticesindisability,mentalhealth,youthjustice,corrections, childprotectionandeducationsettingsisgenerallygovernedatStateandTerritorylevel(rather thanbyCommonwealthGovernment).Thereiscurrentlynospecificlegislativeframework regulatingtheuseofrestrictivepracticessuchasphysicalrestraintandseclusioninschoolsin theACT,althoughanumberoflawsarerelevanttothisissue. AsBurnettnotes: Asageneralruleyouarenotallowedtorestrictpeople’sliberty,touchpeoplewithout permission,holdthem,restrainthem,ormovethemagainsttheirwill.9 TherearesomelimitedexceptionsinrelationtoselfͲdefence,necessityandthedutyofcareto protectthestudentandothersfromharm.Parent/carersmaybeabletoconsenttosome PAGE|153 restrictionsinrelationtotheirchild,dependingontheageandcapacityofthechild;however, parentalconsentwillnotabsolveschoolsoftheirdutiesunderhumanrightsanddiscrimination legislation.10 Humanrightslaw TheHumanRightsAct2004(HRAct)providesthatitisunlawfulforpublicauthorities,including ACTPublicSchools,andarguably,CatholicandIndependentSchools,toactinawaythatis inconsistentwithprotectedhumanrights.Studentswithcomplexneedsandchallenging behaviourhavehumanrights,asdootherstudentsandstaff.Relevanthumanrightsinclude:the righttoequality;therightofchildrentoprotection;therighttolibertyandsecurityofperson; therighttoprotectionfromtorture,inhumananddegradingtreatment;andtherighttoprivacy. Theserightsmaybesubjecttoreasonablelimits,butonlywheretheselimitsaredemonstrably justifiableinafreeanddemocraticsociety. Restrictivepracticescansignificantlylimitthehumanrightsofastudent,andsomepractices, suchastheuseofphysicalrestraintasaformofpunishment,wouldclearlybeinconsistentwith thehumanrightsobligationsofapublicauthority(andmayamounttoacriminaloffence).In othersituations,thecompatibilityofaparticularrestrictivepracticewithhumanrightswill dependonthecircumstancesincluding: thenatureandseriousnessoftherestriction; thepurposeoftherestrictivepractice; whethertherestrictivepracticeislikelytobeeffectiveinachievingitspurpose; whetheritistheleastrestrictivemeansreasonablyavailabletoachievethatpurpose.11 Whilesomerestrictivepracticesmaybejustifiableforthepurposeofpreventingimminentharm toastudentorteacher,seriousrestrictionsonastudent’srightsareunlikelytobecompatible withhumanrightsifusedforpurposessuchasmaintaininggoodorder,orpreventingminor propertydamage.Therequirementtoconsiderthe‘leastrestrictivemeansreasonablyavailable’ islikelyalsotorequireschoolstoimplementevidenceͲbasedpreventivestrategiestoaddress thebehaviour,andthusreducetheneedforrestrictivepractices,aswellasusingtheleast intrusiveresponseavailableinamomentofcrisis.12 TheConventionontheRightsofPersonswithDisabilitiesandtheConventionontheRightsof theChildreinforcethatthebestinterestsofthestudentshouldbeaprimaryconsiderationinall actionsconcerningthatstudent. ThePanelacknowledgesthatsomehumanrightsexpertshavesuggestedthatseclusioncan neverbejustifiedinrelationtoschoolstudentswithadisability.13Itisimportantthatsuch practicesareminimisedforallstudentsasfaraspossible,throughevidenceͲbasedpreventive approaches,andthereisaneedtobeparticularlycognisantoftherightsandneedsofstudents withadisability.However,inthePanel’sview,itisimportanttoconsidertherealitiesfacedby teachers,andtoensurethatguidanceallowsalevelofjudgementtobeexercisedinthebest interestsofallstudentsinaparticularsituation.Forexample,whereastudentisdisplayinghigh levelsofviolenceandisabletobeconfinedinanareawhileotherstudentsaremovedtosafety, thisseclusionforashortperiod(untilthestudentdeͲescalatesorhelparrives)maybesaferfor allconcernedthanateacherattemptingtorestrainthestudent,ortoremaininthespacewith them. Discriminationlaw TheFederalDisabilityDiscriminationAct1992,DisabilityStandards2005,andtheACT DiscriminationAct1991prohibitdiscriminationineducationonthegroundsofdisability,and PAGE|154 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE requireeducationproviders,includingallACTSchools,tomakereasonableadjustmentstoallow astudentwithadisabilitytoparticipateineducationonthesamebasisasotherstudents.In somecases,reasonableadjustments,suchasadditionalsupports,preventivestrategies,or positivebehaviourprogramsmayreduceoreliminatetheneedforrestrictivepractices.Failure toprovidetheseadjustments,andoverͲrelianceonrestrictivepracticesmaythusamountto unlawfuldiscrimination. Usingapunitiveapproachtobehaviourmanagement,whichappliesinthesamewaytoevery student,mayalsoamounttoindirectdiscrimination,ifstudentswithadisabilitywouldhave moredifficultycomplyingwithrulesaboutbehaviour,andthusbemorelikelytobesubjectto restrictivepractices.However,itwillnotbediscriminatorywheretheruleorconditionis reasonableinthecircumstances. Whereastudent’sbehaviourplacesotherstudentsorstaffatriskofimminentharm,itwillnot amounttounlawfuldiscriminationtotakereasonablestepstoprotectsafety.TheDiscrimination Act1991alsoprovidesthatanactionisnotdiscriminatoryifitistakeninordertocomplywith anotherTerritorylaw,suchasworkplacehealthandsafetylaw. Workplacehealthandsafetylaw TheWorkplaceHealthandSafetyAct2011(WHSAct)appliestoallACTschools,andrequires schoolstoensure,sofarasispractical,thehealthandsafetyofworkers,andotherpeopleinthe workplace,includingallstudents.14Whilestudentsthemselvesshouldnotbeconceptualisedas ‘risks’or‘hazards’,theWHSActdoesrequireschoolstoassessrisksposedbytheirchallenging behavioursandtoeliminateorminimiseriskssofarasisreasonablypracticable.15Staffworking withastudentmustbefullyinformedabouttheextentoftherisksposedbythatstudent’s behaviour.16Itisimportanttonotethatrestrictivepracticesalsocarryriskstothestudent subjecttothepractice,andtootherstudentsandstaff,andthattheserisksneedtobeweighed inanyassessmentofanappropriateresponse. UndertheWHSActviolencebystudentsmustbetreatedasaworkplacesafetyissue,rather thanaresponsibilityoftheindividualteachertoresolve.SomeaccountspresentedtothePanel indicatethatteachers’concernsmaynotalwayshavebeenviewedinthisway,orgiven sufficientattention: Oftenwhenateachertriestoraiseamatterofviolenceintheirclassroom,theyfindtheir educationalpracticebeingcalledintoquestion.Weacknowledgethateducatorsare responsibleformanagingbehaviourbutweareconcernedthatonoccasionsthisisusedby managerstoavoidallocatingtheadditionalresourceswarrantedbythecircumstance.(Peak body) Ifilledininjuryreports,keptdataandintroducednumerousadaptationstotheclassroom routines.Thelevelofviolenceincreased.Istatedthatthiswasunacceptableandposeda risktousandeveryoneelse.TheschoolsuggestedIringforassistanceiftherewasan incident,whichIdid.Oftentherewerenoexecstaffavailable.Obviouslywelearnedto managethesituationandremoveeveryonefromtheroometc.Howeverthewholeclassand staffwerefeelingtraumatisedandhadbecomehypervigilantoveraperiodoftime. (Teacher) Someteachers,particularlyinspecialistunitsorschoolsmaycometoacceptortoleratealevel ofphysicalviolencefromthestudentstheyteachandsupport: PAGE|155 IhaveseenaweͲinspiringworkbyremarkableteachersintheschoolswhereIhaveworked. Theylovethechildrenintheircareandtheycoverthescratchesontheirarmsandthe bruisesontheirlegs.(Retiredteacher) However,itisnotconsistentwiththeobligationsofanemployertoexposeteachersandother staffandstudentstoknownrisksofseriousviolence,withoutseekingtoeffectivelymanage theserisks.17 IntheACTPublicServicePolicyStatementonManagingOccupationalViolence,itisnotedthat: Theuseofrestrictivepracticesrequiringthereasonablelimitationofhumanrightsmaybe necessaryaspartoftheACTGovernment’sdutyofcaretostaff,clientsandthepublic. Considerationmustbegiventotheappropriatenessandproportionalityofthemanagement responsestobeimplemented. Thereisarequirementtoeliminateriskstohealthandsafetysofarasisreasonably practicable.However,someworksettingsmayhaveastatutoryobligationtocontinueto provideservicestoclientswhoarebehavinginaviolentoraggressivemanner.Inthese casesclearlydefinedandtargetedresponseandmanagementstrategiesmustbedevised withappropriatetrainingandnecessaryresourcingtosupportstafftocontinueproviding serviceswhileminimisingtheriskstotheirsafety.18 UnderWHSlegislation,useofrestrictivepracticesmaybenecessaryincertaincircumstancesto minimiseriskstosafety,butitmustbeacknowledgedthattheuseofthesestrategiescanalso poseriskstostudentsandstaff,especiallyifundertakeninacrisiswithoutappropriateplanning, trainingandguidelines.Employershaveanobligationtoprovidetrainingandsafesystemsof work,toallowappropriateuseofrestrictivepracticeswherenecessary.Whilerestrictive practicesmayberequiredasanimmediateresponseinsomesituations,thisisnotasubstitute forpreventiveapproaches,suchasadditionalstaffingresources,ortherapeuticinterventionto minimiseongoingrisk.RestrictivepracticestrainingmustincludetrainingonevidenceͲbased strategiestodeͲescalateacrisis,whichwilloftenavoidtheuseofrestrictivepractices.Thereare anumberofproprietarymodelsofdeͲescalationandrestrictivepracticestraining,including TeamTeach,NonͲviolentCrisisInterventionandTherapeuticCrisisIntervention. Overarchingprinciples Drawingfromhumanrights,discriminationandhealthandsafetyapproaches,thefollowing statementsetsoutoverarchingprinciplesrelevanttotheuseofrestrictivepracticesin education. Inthecontextofaneducationalenvironmentwherereasonableadjustmentshavebeenmade forstudentswithadisability,andwhereapreventiveapproachistakentominimiseuseof restrictivepractices,physicalrestraintorseclusionmaybeusedtoprotectastudentorother peoplefromharminacrisissituation,when: itisusedtopreventimmediate19/imminent20riskofharmtothestudentorothers;21 itistheleastrestrictiveoptionavailableforpreventingharm; itrespects,asfaraspossible,thedignityofthestudent; theactiontakenisproportionatetotheriskpresented; itisusedfortheshortesttimepossible; itisappliedwiththeleastamountofforcerequired; itisrecorded,monitored,andsubjecttoappropriateoversight. PAGE|156 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Teachersneedtobeabletodemonstratethattheiractionswerenecessaryinthecircumstances. 11.5Providingschoolswithdetailedpolicyguidanceon useofrestrictivepractices Quiteappropriately,theprimaryfocusofETDandCatholicEducation(CE)policiesison encouragingandequippingschoolstoadoptpositivebehaviourmanagement.Schoolscan generallyavoidemergencyorcrisissituationsfromarisingbyadoptingprovenpreventive strategies. Currentpolicyguidanceonuseofrestrictivepracticesinschools ETDdoesnotprovideschoolswithpolicyguidanceonuseofseclusionorwithdrawal.ETD providesschoolswithfourparagraphsofguidanceonuseofphysicalrestraintintheProviding SafeSchoolsPͲ12Policy.Thispolicyadviceisaccurate,butbriefandnotveryhelpfulonitsown: Physicalrestraintmustnotbeusedaspunishmentorforenforcingcompliance.Itshould onlybeemployedafterotherlessintrusiveapproacheshavebeenattemptedandmustonly beemployedfortheminimumtimenecessary.Teachersmayusephysicalrestraintwhen actingtopreventastudentinjuringotherstudents.Thisshouldbealastresort.Theforce shouldbenogreaterthanisreasonablynecessaryandshouldbefortheminimumtime requiredtoachievethisaim.Ifateacherhasseriouspersonalsafetyconcerns,itis reasonableinthecircumstancestodeclinetointerveneandtocallforassistance.Thesafety ofallstudentsisimportant.Itmayattimesbenecessarytorelocategroupsofstudents awayfromadangerousincident.22 CEhasapolicy–RestraintofStudents–whichrelatestophysicalrestraint.Weareinformed thatCEiscurrentlyworkingonformulatingguidelinesforschoolsinrelationtotheuseof restrictivepractices.ThisworkisinformedbythemodelofNonͲviolentCrisisIntervention. RestrictivepracticeswerenotspecificallyaddressedinIndependentSchoolpoliciessubmittedto theExpertPanel. ThusthereisasignificantgapinthepolicyframeworkapplyingtoschoolsintheACT.First, currentpolicyguidancedoesnotassistteacherstodecidewhattodoinrespondingto emergencysituationswherepreventivestrategieshavefailed(forarangeofpossiblereasons), andsafetyisatrisk.Teachersneedclearanddetailedguidanceaboutwhenandhowtheymight physicallyintervenetoprotectstudentsfromharmincrisissituations.Second,currentpolicy guidancedoesnothelpteacherstorecognisewhereongoingbehaviourmanagementstrategies involveinappropriatelevelsofrestrictivepractice,forexampletodetectwarningsignsthata classroompracticethatwasoriginallyintendedtobea‘selfdirectedcalmingspace’hasevolved overtimetobecomeaninappropriateformofseclusion.Theabsenceofclearguidancecould placeschoolsatriskofbreachingdiscriminationandhumanrightslaws. Reducingandeliminatingtheuseofrestrictivepracticeswillnothappenwithoutclearguidance forstaff,andtransparentmonitoringofpractice.Minimisingthereferencetorestrictive practicesinpolicydocumentsmayintendtoconveythemessagethattheiruseisfrownedupon, butthiswillnotpreventthemfrombeingusedinschools.Schoolpoliciesshouldbeclearand preciseindescribingwhenitisappropriatetoconsideruseofphysicalrestraintorseclusion,and beequallyclearabouttherisksoftheseinterventionsandthenegativeconsequences.School authoritiesshouldmonitorhowandwhenrestrictivepracticesareused,andidentifywaysto preventthe‘need’forthemarisinginthefirstplace. PAGE|157 Recommendation11.1:ThatETD,CE,andeachIndependentSchool,developpracticalguidelines ontheappropriateuseofvoluntarywithdrawalspaces,seclusion,andphysicalrestraint. ThePanelhasseeninformationtoindicateETDisintheprocessofdevelopingmoredetailedand comprehensivepolicyguidanceonuseofrestrictivepracticesinschools.Additionally,ETD recentlyannouncedtheirintentiontoappointaDirectorforFamiliesandStudentswhowill (amongotherthings)‘review,developandimplementnewandexistingpoliciesandprocedures toensurethesafetyandwellbeingofstudentsincludingtheuseofwithdrawalspacesin Canberrapublicschools’.23 Whilethesearepositiveannouncements,theworkhasnotyetbeencompletedand implemented.Thereforewehavepreparedthisreportbasedoncurrentstateoflawandpolicy. Thefollowingsectionsoutlinetheissuesforconsiderationwhendesigningapolicyframeworkto guidestaffinPublic,CatholicandIndependentschoolsontheappropriateandinappropriateuse ofrestrictivepractices. Useofsafespacesandvoluntarywithdrawal Itisimportanttodistinguishbetweenrestrictivepracticeofseclusionandtheuseofsafespaces orvoluntarywithdrawal,whichinsomecircumstancesmaybetherapeuticand/oran appropriatestrategyforongoingbehaviourmanagement.Insubmissionsandduringinterviews withparents/carersandteachers,theExpertPanelwastoldthefollowingpracticesareadopted insomePublic,CatholicandIndependentschoolsintheACT:‘withdrawalspace’,‘withdrawal area’,‘sensoryarea’,‘spaceforchildrentogowhenoverwhelmedorneedingabreak’,‘tent’or ‘cave’atthebackoftheclassroom,‘loweringtherooftomakeaquietspace’,‘retreatingunder theteacher’sdesk’,‘timeoutcard’togositatadesignated‘safeplace’(forexample,executive teacher’soffice),fencedgardenarea,andrelianceonexternalfencingtopreventastudent leavingtheschoolgroundswhentheywalkoutoftheclassroom.Whenparent/carersdescribed thesepractices,someweresupportiveoracceptingofthestrategiestheybelievedwerebeing usedwiththeirchildren,whileotherswerenot. InthePanel’sview,useofasafe/sensoryspaceorvoluntarywithdrawalwillnotfallwithinthe definitionofarestrictivepractice,andmaybeappropriateaspartofabehaviourmanagement plan,whereallofthefollowingcriteriaaresatisfied: Thestudentchoosesorconsentstotaketheaction(forexample,selfdirected withdrawal,movingtoadesignatedquietspaceinsideoroutsidetheclassroomwhen theyfeelagitatedoroverstimulated). Thestudenthasfreedomofmovementtoreturntotheclassgroupwhentheyfeel comfortable(forexample,therearenolocksonthedoor,andtheteacherisnotbarring theway). Thepracticerespectsthestudent’sdignityandprivacyandisageordevelopmentally appropriate(forexample,withdrawingunderadeskorinatentmaybesocially acceptableforayoungerchildbutmayappearundignifiedforanolderstudent;ifthe withdrawalspaceisoutofviewofstudentsthenthestudentcanreturntothegroup withoutsocialanxiety). Thestudentreceivesconstantmonitoringandsupport(forexample,theyarenotleft unobserved;notethatobservationcanbeunobtrusiveifthestudentwishestobeleft alone). PAGE|158 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Thestrategyisdiscussed,plannedandapprovedasbeingappropriateforthatparticular student,usingatransparentandmultidisciplinaryteamapproachinvolvingthestudent, parents/carers,teachersandprofessionalsinvolvedintheircare(forexample,behaviour supportplanprocess). Useofthestrategyisdocumentedandreportedappropriately,andreviewedregularlyto takeaccountofchangesandensureitisinthestudent’sbestinterests. Inmoredifficultsituations,riskofharmmayleadschoolstoconsidermorerestrictiveactions andstrategies,inwhichthestudentdoesnothavechoiceorfreedomofmovement.Useof thesestrategiesrequiresstrongersafeguards.Theremainderofthischapterfocusesonthese typesofinterventions:physicalrestraintandseclusion. Useofphysicalrestraintandseclusiontomanagechallengingbehaviour Guidanceforschoolstopreventincidentsoccurring Asmentionedabove,comprehensiveguidanceonstrategiestomeetstudentneedsandprevent escalatingbehaviouriscurrentlyprovidedintheETD’sSafeandSupportiveSchools:Behaviour SupportGuide.ThisdocumentwouldalsoberelevanttopracticeinCatholicandIndependent schools,shouldtheychoosetoadoptormodifyitfortheircontext.Threeoftheprimary featuresofpreventionarediscussedbelow.WhilethisisdiscussedinmoredetailinChapter9,it isimportanttoemphasisetheimportanceofpreventionasapreludetoanydiscussionof restrictivepractices. Individualisedplanningandserviceprovision.24Thisrequiresschoolstoidentifyand addressindividualstudents’learningneeds.Itiscriticallyimportanttogettoknowthe student,andundertakeplanning,sothatwheneverpossiblethetriggersforbehaviour canbeidentifiedandtheneedforrestraintavoided.25Thereshouldbeafocuson buildingpositiverelationships,andprovidingthenecessarysupportservicestoallow themtosuccessfullyparticipateintheclassroom. Stafftraining.Schoolsshouldrequireteacherstobetrainedinpositivebehaviour support,andinthesafesttechniquesofphysicalrestraintbeforeusingthepractice.26It isnotablethatastrainingonpositivebehaviourhasbeenrolledoutacrossthedisability servicesworkforceinVictoria,theuseofrestrainthasdeclined.27Trainingshouldfoster apositiveattitudetoinclusion,andbuildasenseofskilfulagencyamongteachersand staff. Teambasedplanning.Althoughrestraintandseclusionshouldonlybeusedasalast resorttopreventimminentharm,ifitisforeseeablethattheneedforrestraintmay ariseforaparticularstudent,basedontheirbehaviourpatterns,thenplanningahead fortheuseofrestrictivepracticesissaferandresultsinfewerinjuriesthansimply respondinginamomentofcrisis.28 Whentheriskofnegativeconsequencesisforeseeablestaffshouldnotbelefttomake assessmentsontheirown,intheheatofthemoment.Whereitisforeseeablethatstaffmay needtouseforceinordertorestrict,restrainorremovesomebody,thenthereshouldbea formalriskassessment.Formalriskassessmentsdifferfromdaytodaydynamicrisk assessmentsonlyinthattheydonothavetobeconductedunderpressure.Thereistimefor peopletogettogethertoshareideas,andimportantly,responsibility.Itshouldbeateam effortinvolvingstaff,children,parents,[advocatesandprofessionals].29 PAGE|159 Asdiscussedbelow,wheretheuseofrestrictivepracticesisforeshadowedaspartofa behavioursupportplan,theseplansshouldbesubjecttoappropriateoversightandmonitoring. Guidancetosupportdecisionmakingduringanincident Policyguidanceonuseofrestrictivepracticesshouldincludethefollowingelementstoguide decisionmakingduringcrisissituations,andmustbesupportedbytrainingandsystemsfor collaborativedecisionmaking: Aclearstatementthatrestraintorseclusionshouldnotbeusedunlessthereisariskof imminentharmtothestudentortootherstudentsorstaff. Recognitionofthegravityoftheinterventions.‘SeclusionandrestraintarehighͲrisk, violentinterventionswhoseimpactextendsbeyondtheimmediatetaskofattemptingto manageavolatilesituation.’30 Aclearstatementoftheharmfuleffectsofrestrictivepracticesonstudentswitha disabilityortrauma.‘Restrictivepracticessuchasrestraintandseclusionmayprovideat bestashortͲtermsolutiontostoppingabehaviour,butcannotresolveanyunderlying issuesovertimeand,atworstmayresultinpsychologicalandphysicaltrauma.’31 Anexpressprohibitiononthemostdangeroustypesofphysicalrestraint.32 Therequirementthatifastudentissecludedthattheyarecloselymonitoredand supported,andthattheseclusionisendedassoonaspossiblewhileensuringsafety. Aclearstatementofthesituationswhererestrictivepracticesshouldnotbeused(i.e.to maintaingoodorder,inresponsetononͲcompliance,inresponsetoverbalthreats,in responsetostudentwalkingoutoftheclassroom,topreventpropertydamage).33Each oftheseobjectivesraisesthepossibilitythatalessrightsrestrictive(andpreventive) alternativeisavailabletomanagethebehaviour. Areminderthat‘wheneverthereisanydoubtaboutwhatastaffmembershoulddo,the bestinterestsofthechildshouldbethestartingpointfordecisionͲmaking.’34 Astrongpreventivefocus.Restraintinterventionsshouldonlybeusedalongside proactivestrategiesdesignedtosupportbehaviourchange.35‘Theuseofrestraintcanbe preventedbyunderstandingcriticalbehaviourtriggersandensuringthatallstudents whodisplaybehavioursofconcernshouldhaveapositivebehavioursupportplanin place.’36 Arequirementtoconsiderpreventivestrategiesfirst,acknowledgingthattheremaybe situationswhereitwouldnotbehelpfulorpracticaltoattemptalessrestrictivestrategy. AsBurnettnotes: Usingforceasalastresortmeansthatifotheralternativeshavearealisticchanceofsuccess theiruseispreferable.Itdoesnotmeanthatalltheotherlowlevelalternativesmustbe triedandseentofailbeforeforcecanbeconsidered.Thereareoccasionsinwhich immediateactionisessentialandwhereprevaricationandindecisionwouldallowthelevel ofrisktoincrease,soreducingthechanceofasuccessfulintervention.37 GuidanceforfollowͲupafteranincident Itisimportantthatguidanceisalsoprovidedinrelationtotheactionsthatshouldfollowan incidentwhererestrictivepracticeshavebeenused.Asnotedabove,thePanelisnotawareof specificguidanceinCatholicorIndependentschoolsregardingtheseissues.TheETDhaspolicies onrespondingtoincidents,butthetoneandcontentisdirectedtoaddressinglegalliability, PAGE|160 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE ratherthanreviewingandsupportingeffectivedecisionmakinginthebestinterestsofthechild oryoungperson.Moredetailedguidancewouldincludethefollowingelements: Supportmustbeprovidedtostudentsandparentsafteranincident.38Staffshouldtalkwithany studentswhowitnessedtheincidentaboutwhathappenedandprovideappropriatefollowͲup care. Childrenneedtobehelpedtounderstandwhystaffsometimesneedtoholdthem.These simplemessagescanbefedbackduringpostincidentdiscussions:Weholdchildrentostop themhurtingthemselves,weholdchildrentostopthemhurtingotherpeople,wehold childrentokeepthemsafe.39 Policiesshouldrequirethatparents/carersbenotifiedassoonaspossibleonthedaythattheir childissubjecttophysicalrestraintorseclusion.Schoolsshouldnotifyparents/carersofany physicalrestrainttheirchildhasbeensubjectedto,onthedayitoccurs(toenablethemto providefollowupcareathome).40Schoolsshouldcommunicatewiththeparents/carersofany witnessingchildren(whileprotectingprivacy)toexplainwhathappenedandenablethemto supporttheirchildrenathome. Supportmustbeprovidedtostaff.Theschoolmustprovidedebriefingandcounsellingtostaffas necessary.Thisshouldaimtoassistthemtoreflectontheincident,andhowtheymightrespond toasimilarsituationinfuture,butwithafocusonbuildingcapacitynotallocatingblame: Sometimesguidancegivestheimpressionthatstaffwhofindthemselvesinasituation wheretheuseofforceisnecessarymusthavefailedinsomeway.Thisisunfair.Staffmay doeverythingright,butstillthingsgowrong.Eventhebeststrategieshaveastatistical failurerateandwhentheydofailweshouldnotautomaticallyblamethepeoplewhowere unluckyenoughtobetherewhenithappened.Professionalstaffwhowillinglyplace themselvesatrisk,actingreasonablyandingoodfaith,deservetobesupportedevenwhen thingsgowrong.41 Weneedtochallengecultureswhichconfuseinvestigationswithwrongdoing.42 Usetheopportunitytoreviewandreflect.Incidentsoftheuseofrestrictivepracticesoften indicateaneedtoreviewthesupportsinplaceforastudenttobettermeettheirneeds.In Victoria,wheneverphysicalrestraintorseclusionisused,thechild’sBehaviourSupportTeamis convenedtoreviewtheincidentandputinplaceaplantominimisetheriskofsuchan interventionbeingusedagain.43Ateambasedprocessofreflectionwillbenefitboththeteacher andthestudentinvolved: Settingsoftengettrappedinasystemofreactingtoincidentsagainandagainandnever creatingtheopportunitytobecomeproactive.Settingsthatareeffectiveinreducingriskand restraintareproactiveinlookingattheindividualandtheenvironmenttoexplorewhatcan beputinplacetomanage,avoidorteachanothermoresociallyacceptablebehaviourfor theindividual.44 Monitoringandoversightofrestrictivepractices Insettingssuchasmentalhealthfacilitieswheretheuseofrestrictivepracticeshasbeen significantlyreduced,animportantcontributingfactorhasbeentheincreasedtransparencyand accountabilityinvolvedinrecordingandreportingontheuseofrestrictivepractices,aswellas reviewingandlearningfromeachincident.45Oversightprovidesopportunityto: PAGE|161 Recognisewheretheremaybeanincreasedrelianceontheuseofrestrictivepracticesand determinewhatfactorsareeffectiveinreducingoreliminatingtheuseofrestrictive practices.46 Thereisnoformalmechanisminlaworpolicyrequiringtherecording,reportingormonitoring oftheuseofrestrictivepracticessuchasrestraintorseclusioninACTschools.Currently‘thereis noreliabledataonhowfrequentlythesepracticesoccur,whytheyareusedortheimpactthey have’.47 Thereisgrowingnationalattentiontorestrictivepracticesinrelationtopeoplewithadisability, particularlywiththedevelopmentoftheNationalFrameworkforReducingandEliminatingthe useofRestrictivePracticesintheDisabilityServiceSector.ThisFrameworknotesthat: Formalassessment,planning,approvalandreviewprocesses,thatarebasedonvalidand evidencebasedriskassessmentsundertakenbyappropriateprofessionals,shouldbe requiredtoauthoriseandmonitortheuseofrestrictivepractices.48 WeunderstandthatinVictoria,inresponsetotheHeldBackReportoftheVictorianEqual OpportunityandHumanRightsCommission,49theOfficeoftheSeniorPractitionerwillbegiven anoversightroleinrelationtotheuseofrestrictivepracticesinVictorianSchools.TheOfficeof theSeniorPractitionercurrentlyhastheroleofreviewingbehaviourmanagementplansinthe disabilitysectorinVictoria,whereitiscontemplatedthatrestrictivepracticesmaybeusedin relationtoapersonwithadisability.Serviceprovidersarerequiredtoregisterplansandto reportagainstthem,whichservesasasignificantsafeguardinsettingsforadultswitha disability.TheOfficeoftheSeniorPractitioneralsoprovidesadviceandguidancetoassist servicestomeettheirobligations. Ultimatelythereispotentialforawholeofgovernmentapproachtothisissue.Restrictive practicesareusedinresidentialserviceswithinthedisabilitysectorandchildprotectionsystem, andthereisequalneedfortransparencyandsafeguardsinthesesettings.TheACTGovernment shouldworktowardsalegislativerequirementforallACTschoolsandresidentialservicesto registerbehavioursupportplanswithanindependentagency,toseekauthorisationtouse restrictivepracticeswithanindividualclient,andtoreportoccasionsofuseofphysicalrestraint toanindependentregulatoryagency,toenableaccuratedatacollection,monitoringand analysisofuseofrestraintacrossACTservices.50Itisimportantthatthesemonitoringand accountabilitymechanismsareestablishedinawaythatdoesnotimposeanunnecessary administrativeburdenonteachersandschoolleaders,butensuresthatkeydataiscapturedand analysedandthattheinformationisusedtoprovidesupporttoschoolsinimprovingpractice. Recommendation11.2:ThatETDandCEestablishproceduresthat(a)enableETDandCEto approveandmonitoranybehavioursupportplansthatproposetheuseofrestrictivepractices foranindividualstudent;(b)requirememberschoolstoreporteachoccasionoftheuseof restrictivepracticestoanominatedofficerwithinETDorCE;and(c)monitortheuseof restrictivepracticesandidentifytrendsinordertoinformserviceimprovement. ThateachIndependentSchoolestablishproceduresthatenableanybehavioursupportplans thatproposetheuseofrestrictivepracticestobeapprovedbytheschoolleadershipor management. Recommendation11.3:ThattheACTGovernmentimplementawholeͲofͲgovernmentapproach, anddevelopalegislativeframework,toregulatetheuseandindependentoversightof restrictivepracticesinallACTschools,andotherrelevantsettings. PAGE|162 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE 11.6Parttimeattendance TheEducationAct2004(ACT)requiresthatastudent‘attendstheschooloneveryday,and duringthetimesoneveryday,whentheschoolisopenforattendance’.51However,Part2.3 providesforthegrantingofExemptionCertificatesbytheDirectorͲGeneraloftheETD. ExemptionCertificatesshouldonlybegrantedwheretheapplicationismadebythechild’s parents/carersandtheDirectorͲGeneralissatisfiedonreasonablegroundsthatitisinthechild’s bestintereststoissuethecertificate.TheExemptionCertificateProcedureisconsistentwiththe Actandprovidesthat: ExemptionCertificatesareonlyissuedinexceptionalcircumstanceswhenitisevidenttothe DirectorͲGeneralthatisnotappropriatetorequireachildoryoungpersontobeenrolledor registered,ortomeetthefullͲtimeparticipationrequirementsoftheAct. Nevertheless,submissionsandinterviewssuggestthatparttimeattendancetomanage behaviourisnotuncommoninACTschools.AsnotedbytheVictorianEqualOpportunityand HumanRightsCommission: Thedriversforparttimeattendancearecomplexandinterrelated.However,acommon underlyingfactorappearstobethattheschoolisunabletomakethenecessaryadjustments tofacilitatethefulltimeattendanceofastudentwithadisability.52 Inourteachersurvey,ofthe805teachersfromPublic,CatholicandIndependentschoolswho respondedtoQuestion22,onstrategiesutilisedtosupportstudents,approximately35% reportedusingastrategyof‘flexibleattendance’inrelationtoastudentwithcomplexneeds andchallengingbehaviour.However,itisnotclearwhetherteacherswerereferringtoinformal practicesormoreformalExemptionCertificateprocesses. Parent/carers’accountsoftheprocessforparttimeattendanceindicatedthattheysometimes feltthattheyhadnooptionbuttoagreetothisarrangement,whichwasrequestedbythe school.Thusalthoughparent/carersmightapplyforexemptioncertificates,itappearsthatin somecasesthismayreflectthewishesoftheschoolratherthanthewishesoftheparent/carer. Somesaidthattheirchildreceivesonlyparttimelearningsupportassistance,andtheyfeeltheir childcannotparticipatesuccessfullyatschoolwithoutfulltimesupport,sotheychoosetokeep thechildathomeforpartoftheday.Inothercasesparent/carerssaidthatthestudenthasbeen placedonparttimeattendanceasrequestedbytheschool,followingbehaviourthatwasnot wellmanaged: Theschoolmovedherto‘partialattendance’oftwohoursperday.Thisalsomeantshe couldgetoneononeLSAsupportwhileshewasattendingschool.Thiswashellonour familyandreallyonlyprovedtomydaughterthatifshebehavedviolentlyshecouldgetout ofschool.Ouronlyalternativewastoacceptpartialattendance.Theimplicationbeingthat notacceptingpartialattendancewasthatshewouldbesuspended.(Parent) ETDprovidedinformationtothePanelregardingexemptioncertificates.Thedataindicatedthat during2015ETDreceived42applicationsforexemptioncertificates:26fromPublicSchoolsand 16fromnonͲgovernmentschools.Thirtythreerelatedtoparttimeexemptionsandninewere relatedtofulltimeexemptions.Twentysevenapplicationshavebeengranted,sixapplications havebeendenied,andnineapplicationsarependingapproval. Therehasbeenasignificantdecreaseinthenumberofexemptioncertificatesgrantedoverthe pastthreeyears,fallingfrom194in2012to118in2013,andto72in2014.Information suppliedbyETDindicatesthatthroughout2014and2015over75%(95)ofexemption certificatesgrantedhaverelatedtohighschoolstudents,withYear10studentshavingthe PAGE|163 highestnumberofcertificatesgranted,althoughsomecertificatesweregrantedinrelationto primaryschoolstudents,includingstudentsintheirfirstyearsofschool.Themostcommon groundsforgrantingexemptioncertificatesthroughout2014and2015included:health considerations–47%(61);‘beneficialtothechild’–38%(49);andeducationalconsiderations– 6%(8). ExamplesgivenbyETDofsituationswhereanexemptionwasconsideredtobebeneficialtothe childoryoungpersonincluded:astudentwhohasexperiencedanumberofschooltransfers, hasdifficultyinteractingwithothers,daytodayroutinesandregularlyrunsawayfromschool; andanotherstudentwhohasexperiencedperiodsoftruancyandschoolavoidancealongwith suspensions. ThePanelacknowledgesthatinexceptionalsituations,itmaygenuinelybeinthebestinterests ofastudentwithcomplexneedsandchallengingbehaviourtoattendschoolforreducedhours, ifthisistheonlywaytoenablethestudenttohaveasuccessfulexperienceatschool.Where parent/carersinitiatearequestforreducedhoursforlimitedperiodsthismaybeappropriate. However,itappearsthatinsomecasesparttimehoursmayreflectalackofresourcesand targetedinterventionswithintheschoolenvironmenttoallowastudentwithcomplexneeds andchallengingbehaviourtoparticipateineducation. Reducedhoursimpactonastudent’saccesstoeducation,andcansignificantlyaffecttheir learningoutcomesandfutureopportunities.Itshouldalsobeacknowledgedthatfor parent/carers,reducedhourscanhaveamajorimpactontheirabilitytomaintainemployment, ortohaveneededrespitefromachallengingchild,andmayfurtherdisadvantagefamilieswho arealreadyexperiencingchallengingcircumstances. ItisconcerningthattheEducationActandExemptionCertificateProceduredonotsetanytime limitonthedurationofanExemptionCertificate,norrequireareviewoftheExemptionaftera specifiedperiod,toconsiderwhetherreducedhoursarestillappropriate.ETDinformedthe PanelthatinpracticeCertificatesareusuallymadeforaperiodof3–6monthstoensureregular reviews. TheuseofExemptionCertificatesshouldbecentrallyreported,andmonitoringshouldinclude: thenumbersofstudentsonparttimeattendanceacrosstheACT;theproportionofthese studentswhohaveadisability,andthereasonsforthedecision. Itappearsthatinformalparttimeschoolingpracticessometimesoccur,whereaparent/careris regularlyrequestedtocollecttheirchildfromschoolearlyduetobehaviouralissues,withoutthe grantingofanExemptionCertificateortheuseofaformalsuspension.Wherethispractice occursoveraperiodoftime,itraisesthesameconcernsasExemptionCertificates,butismore difficulttomonitor. Recommendation11.4:ThatETD(a)amendtheExemptionCertificatepolicyandproceduresto requireallExemptionCertificatestobesubjecttoregularreview(forexample,everysixmonths) toensurethattheexemptionremainsnecessary;and(b)monitorthebasisfortheexemptionof students,andtheproportionofstudentssubjecttoexemptionwhohaveadisability. 11.7Suspensionandexclusion TheEducationAct2004(ACT)permitssuspensiontransferorexclusioninfoursituations,where astudentis:‘persistentlyandwilfullynoncompliant’;‘threatenstobeviolentorisviolent’to anotherstudentoradultattheschool;‘actsinawaythatotherwisethreatensthegoodorderof theschoolsorthesafetyorwellbeing’ofanotherstudentoradultattheschool;or‘displays PAGE|164 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE behaviourthatisdisruptivetothestudent’slearningorthatofotherstudents’.Thestudentand theirparents/carersmustbeconsultedabouttheproposeddecision.Thestudentmustbegiven areasonableopportunitytocontinuetheireducationduringthesuspension.53UnderETDpolicy, whenthestudentreturnstoschoolfollowingsuspensiontheschoolmustconvenea‘reͲentry meeting’to‘developaprogramtosupportthestudent’sreturntoschool’.54Theauthorityto suspendtransferorexcludelieswithDirectorͲGeneralofETD,butPrincipalshavedelegated authoritytoissuesuspensionsupto15daysinduration.TheEducationActalsosetsobligations onCatholicandIndependentschoolswhenmakingdecisionsaboutsuspensiontransferor exclusion. ETDprovidedthefollowingdataofstudentsuspensionsinACTPublicSchoolsintheyears2010– 14,whichindicatesasignificantdecreaseintheuseofsuspensions,withthenumberofstudents suspendedhalvingoverthisperiod.Althoughthisisaverypositivedevelopment,thedatadoes suggestthatwhilenumbersofindividualstudentswhohavebeensuspendedisfalling,the numberofsuspensionsanddayssuspendedperstudenthasincreased.Thismayindicatethat thereductioninsuspensionsmaynothavebenefitedstudentswiththemostchallenging behaviour. Table1:SchoolsuspensionsinACTPublicSchools,2010–2014 Suspension Measure 2010 2011 2012 2013 2014 Numberof Suspension Incidents 2411 2161 2013 1841 1761 Numberof Suspension Days 5270 4374 4091 3532 3605 Numberof Students Suspended 1760 1038 906 837 1107 ThereiscurrentlynorequirementforCatholicandIndependentSchoolstoreporttoETDondata ofsuspensionsandexclusions.CatholicSchoolsreportsuspensiontoCE,andonlytheDirector hastheauthoritytoexcludeastudent.CEinformedthePanelthatithasprocessesforthe collectionandmonitoringofsuspensiondata.Independentschoolsmayalsoreportincidences ofsuspensionsandexclusionstotheirschoolboards.However,inourview,giventhepotentially seriousconsequencesofsuspensionsandexclusionsforstudents,itwouldbeappropriatefor thisdatatobecentrallycollectedandmonitoredforallschools.Thismayrequirelegislative amendmenttotheEducationAct2004(ACT). Duringconsultations,thePanelheardarangeofviewsabouttheuseofsuspension,fromschool leaders,teachersandparents/carersofstudents,fromallschoolsectors.Someschoolleaders toldthePaneltheyrelyonsuspensiontoensuresafety,andtoproviderespiteforteachersand students: Theschooldoesengageinsuspensionwhenrequiredandalwaysengageswithparentsand studentspriortotheirreͲentrytotheschool.Thesemeetingsareconductedwithan executivestaffmemberandtheschoolaimstosupportfamiliesandstudentsthroughout theseprocesses.(Schoolleader) PAGE|165 Becausetheschoolisapositiveenvironmentwherestudentsfeelaccepted,suspensions work,asmoststudentswanttocomeback,anditisamotivatorforchange.(Schoolleader) Sometimesitisnecessarytofollowthroughwhereachildneedstounderstandthatthere willbeconsequences.WechoosetouseinͲschoolsuspensionswheneverpossible.(School leader) Someteachersalsoemphasisedtheimportanceofsuspensionasaresponsetoviolent behaviour: ETDadministratorsattempttomasktheextentofbehaviourconcernsbyfrowningon suspensionsinschools.Surelyifaprincipal/schoolissuspendingastudentforviolencethere shouldbenorightofappeal.Suspensionallowsschoolstobreakacycleofbehaviourand attempttoreͲexaminetheprocessesandstrategiesformanagingthebehaviourforthe childandtheschool.(Staffgroup) Otherschoolleaderssaidtheyareawarethatsuspensiondoesnotsolvetheunderlying problem,andwillhaveunfortunateconsequences,andtheyavoidsuspensionaslongaspossible bylookingforalternatives(suchasinformal‘inͲschoolsuspension’): Suspensiondoesn’taddresstheunderlyingissues.(Schoolleader) Suspensionplacesgreatstrainonfamilies.(Teacher) Theschoolattemptstoonlyutilisesuspensionsasalastresortastheydonotworkandthey makepeopleangry.(Schoolleader) Fromtheparent/carers’perspective,thePanelwastoldthatsuspensioncausessignificantcarer stress,andcanencourageschoolrefusalanddisengagement: SuspendingachildbecauseofASDmeltdownsandbehavioursisawasteoftimeanddoes nothingtoimprovethebehaviour.Insteaditcontributestoitasthechildoftenenjoys suspensiontogetoutofschool.(Parent) Applyingsuspensionpolicytochildrenwithnocapacitytocontroltheirbehavioursorlearn fromthepunishment.Iamstillbemusedaboutwhatthisisactuallysupposedtoachieve.In thelast6yearsmysonhasbeenformallysuspendedtwice,informallysuspendedcountless times.Theresulthasbeenfurtherdamagetohisalreadydangerouslylowselfesteemand morestressonmyhusbandandIaswedropfurtherandfurtheroutofthemainstreamwork environmenttocopewithourson’sfurtherremovalfromtheschoolsystem.(Parent) Schoolsstilladheretopracticesaroundpunishment,usingdetention,suspensionandother adversepracticestoenforcedisciplineforallchildren.Achildwithautismorcognitive disabilitiesisoftenunabletounderstandwhytheyarereceivingpunishment.Atbest,the exclusionofdetentionorseparationisrewardingthechallengingbehaviourbecausethe childdesperatelywantstogetoutofthesituation,andatworst,theexclusionis misunderstoodandcausesextremeanxiety.(Parent) ThereisnoprotectionorrecourseforstudentswithdisabilitiesundertheSuspension, ExclusionorTransferofStudentsinACTPublicSchoolsPolicy.Thereisnomitigationor reviewprocesswherethelevelofsupportavailableforthestudentisreviewed,andfurther attemptsbemadetoprovideadditionalsupporttopreventsuspension.(Parent) Teachersandschoolleadersfeelstronglythatsuspensionisanecessarytoolamongasuiteof optionsforrespondingtochallengingbehaviour.ETDpolicystatesthepurposeofsuspensionis to: PAGE|166 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Restoreasafeworkenvironment,allowtheschooltimetoreviewtheirpracticeand establishsupportplansforthestudent,andtocommunicatethesignificanceofthe behaviourandforthestudenttoacceptresponsibilityforbehaviourchange.55 However,theevidenceforuseofsuspensionismixed.Certainly,teachersandschoolsreport thattheybenefitfromaperiodofrespitefromthestudent.Studentswhofeelasenseof belongingatschoolmayexperiencesuspensionasanegativeconsequence,anditmayassist themtothinkandactdifferently.However,forstudentswithadisability,orstudentsaffectedby childhoodtrauma,theexperienceofsuspensionislesslikelytochangetheirbehaviour,andmay causefurtherproblems.Somestudentswithcognitivedisability,ASDortraumabackground havelimitedcapacitytounderstandandchangetheirbehaviourafterbeingadmonished. Suspensionmaycausethemconfusion,orfurtherunderminetheircapacityfordeveloping positiverelationships.Forstudentsexperiencinganxietyaboutschool,suspensionmayreinforce negativebehaviourbyteachingthemthatviolentordisobedientbehaviourallowsthemtoavoid thedemandsoftheschoolenvironment. Researchshowsthatsuspensionmayexacerbatechallengingbehaviourforstudentswitha disability,ortrauma,which: Callsintoquestiontheuseofsuspensionasameansofrespondingtobehavioursthat manifestaspartofastudent’sdisability,bothonthegroundsofantiͲdiscrimination principlesandonthegroundsofefficacy.56 ETDpolicyrequiresSchoolleaderstotakeintoaccounttheindividualcircumstancesofthe student,includingtheirdevelopmentalcapacity.57Thereforeschoolsshouldcarefullyconsider whethersuspensionisanappropriateoptionforstudentswithadisabilityandstudentswith complexneeds.Indeed,someschoolshavebeensuccessfulindecidingnottosuspendstudents inthesecategories.Forexample,someschoolsinVictoriaadopta‘nosuspensionofstudents withadisability’policy: Idon’tsuspendorexpelstudents.Thestudentmaypresentwithconcerningbehavioursbut wetryandworkasateamwiththefamilytosupportthestudent.Welookforotherwaysto givethestudentandstaffabreakfromeachotherifthatiswhatisneeded.58 Wedon’texpelorsuspendstudents.Wesupportthem.Wedon’treallyhavetheresources todoso(tangibleresourcesorpersonnel)butwedoourbest.59 ThePanelacknowledgesthattheuseofsuspensionmayinsomecasesbeconsiderednecessary inrelationtostudentswithcomplexneedsandchallengingbehaviour,includingthosewitha disability,orwhohaveexperiencedtrauma,toensurethesafetyofotherstudentsandstaff. Wheresuspensionisdeemednecessary,schoolsshouldensurethatthesuspensionperiodis usedasanopportunitytoreviewpracticeandtoputsupportsinplacetomakethereturnto schoolmoresuccessfulandtoreducefutureincidentsofchallengingbehaviours. Wherepossible,schoolsshouldconsideralternativestosendingastudenthomeduringaperiod ofsuspension,assuspensionplacessignificantstrainonfamilies,andcanbeseenasrewarding bysomestudents.InͲschoolsuspensionsmaybeanappropriatealternativeinmanycases. Recommendation11.5:ThatETD,CE,andeachIndependentSchool,providealternativeoptions tooutͲofͲschoolsuspensionwhereappropriateandpossible,includinginͲschoolsuspensions withtemporaryadditionalstaffingorsupport. PAGE|167 ItisimportantthatdataontheuseofsuspensionsiskeptandcarefullymonitoredbyETD,CE andIndependentSchools,particularlyinrelationtotheincidenceofsuspensionsofstudentwith adisability.ItwouldalsobehelpfulforETDtoconsiderlevelsofsuspensionofstudentsinoutof homecare. UnderETDpolicy,suspensionrecordsmustbeforwardedtotheSchoolNetworkLeaderwithin 24hours,butitisnotclearwhatmonitoringorreportingoccursinrelationtothesuspensionof studentswithadisability,orhowETDusesthisdatatoreviewpoliciesandpractice.Asnoted above,thereiscurrentlynorequirementforCatholicorIndependentschoolstoreport suspensiondata,whichcreatesaconcerninglackoftransparencyinrelationtopracticeinthese sectors. Recommendation11.6:ThatETDmonitorandpubliclyreporttheproportionofsuspensions, transfersandexclusionsthatareappliedtostudentswithadisabilityandtostudentsinoutof homecare. Recommendation11.7:ThattheACTGovernmentseekanamendmenttotheEducationAct 2004(ACT)torequireCatholicandIndependentSchoolstoreportdataofsuspensionsand exclusionsofstudents,includingtheproportionofstudentswithadisabilityandstudentsinout ofhomecare,totheRegistrarofNonͲGovernmentSchools. 11.8Conclusion Responsestoviolentordangerousstudentbehaviourareoftenrequiredinacontextwhere thereislittletimeforreflectionorconsultation,asthesafetyofthestudentorothersmaybeat immediaterisk.Itiscriticalthatstaffhavetheclearguidance,trainingandpractical understandingofeffectivestrategiestoenablethemtoexercisejudgementinthesecrisis situations,andtomakeappropriatedecisionstodeͲescalateconflictandtoprotectsafety.The useofrestrictivepracticesandotherresponsessuchassuspensionmaybenecessaryinsome circumstances,buteffortsmustbefocusedonproactivelyaddressingbehaviouralissues,and developingandmonitoringtargetedinterventions.Keyissuescoveredinthischapterincluded: Understandingtheperspectivesofstudents,parents/carersandteachersonthe prevalenceandimpactofseriousbehaviouralissues.Someschoolsarefacingvery difficultsituationsonaregularbasiswheretheviolentordestructivebehaviourof studentsposesaseriousrisktosafety.Manyteachersreportstrugglingwiththeseissues andfeelingunpreparedtorespondeffectively. TheprimaryapproachesmustbethepreventionanddeͲescalationofdangerous behaviour.However,incertainsituations,schoolsmayneedtorestrictthelibertyof studentstoprotecttheirownsafetyorthesafetyofotherstudentsorstaff. Ananalysisofhumanrights,discriminationandworksafetylegislationindicatesthat restrictivepracticessuchasphysicalrestraintorseclusionmayonlybeusedtoprevent imminentharm,whereitistheleastrestrictiveoption,respectsthedignityofthe student,isproportionatetotheriskpresented,usedfortheshortesttimepossiblewith theleastforce,andrecorded,monitoredandsubjecttoappropriateoversight. Staffneedveryclearanddetailedguidanceandtrainingtoequipthemtomake appropriatedecisionsincrisissituations.Currentlevelsofguidanceandtrainingvary PAGE|168 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE acrossschoolsandsectors,andthispolicygapposesapotentialrisktostaffand students. Significantcareandconsiderationisrequiredregardingtheuseofspacesandstructures, evenonavoluntarybasis,forwithdrawalorcalming.Thesespacescanbehelpfulfor somestudents,butmayalsobeinappropriateormisused,andthesepracticeshavethe potentialtobreachhumanrights. Thereisalackofdocumentation,monitoringandoversightoftheuseofrestrictive practicesinACTSchools.Transparencyandaccountabilityarevitaltoreducetheuseof restrictivepractices,andtoavoidsituationswhereawellͲintentionedresponseis inappropriate,orbecomesabusive. Theuseofsuspensionisgenerallynotalongtermsolutionforstudentswithcomplex needsandchallengingbehaviour,andmayincreaserisksofdisengagementandother difficulties.However,sometimessuspensionmaybenecessarytoproviderespiteforthe schoolandotherstudents,andtoallowmoreeffectivestrategiestobeputinplaceto supportthestudent.InͲschoolsuspensionsshouldbeconsideredwherepossibleand appropriate. Theuseofreducedschoolhoursisintendedtobelimitedtocircumstanceswherean exemptionisactivelysoughtbyaparent/carer.Howeversomeparents/carerssuggested thattheyexperiencedpressuretoseekanexemptionfortheirchild,astheschoolwas notabletosupporttheirchild’sbehaviouralneedsonafulltimebasis.Theuseof exemptionsshouldbecarefullymonitored,andexemptioncertificatesshouldbesubject toregularreviewtoensurethattheyremainnecessary. 1 DarcieLyons,‘RestraintandSeclusionofStudentswithDisabilities:AchildrightsperspectivefromVictoria,Australia’,(2015)23 (1)InternationalJournalofChildren’sRights,189,193 2 NickBurnett,SchoolͲwidePositiveBehaviourSupportandTeamͲTeach,TeamTeachAsiaͲPacific,6 3 ACTGovernmentEducationandTrainingDirectorate,(2014)SafeandSupportiveSchools:BehaviourSupportGuide 4 VictorianEqualOpportunity&HumanRightsCommission,HeldBack:TheexperiencesofstudentswithdisabilitiesinVictorian schools(2012)<http://www.humanrightscommission.vic.gov.au/media/k2/attachments/1404ͲVEOHRC_HeldBack_Ͳ _StudentwithDisabilityReportW3.pdf> 5 AustralianDepartmentofSocialServices,NationalFrameworkforReducingandEliminatingtheuseofRestrictivePracticesinthe DisabilityServiceSector, <https://www.dss.gov.au/sites/default/files/documents/04_2014/national_fraemwork_restricitive_practices_0.pdf>4 6 Ibid,5 7 VictorianEqualOpportunity&HumanRightsCommission,aboven4,106 8 NickBurnett,aboven2,13Ͳ14 9 Ibid,9 10 Internationalhumanrightslawalsosuggeststhatcommonlawdefencessuchas‘necessity’maynotbesufficienttooverrule statutoryhumanrightsobligations,particularlyincircumstanceswhereapersonisheldforextendedperiodsinalocked environmentHLv.UK(2004)ͲAppno45508/99;40EHRR761(Bournewood) 11 HumanRightsAct2004s28 12 DarcieLyons,aboven1,227 13 Ibid,232 14 WorkHealthandSafetyAct2011(ACT)s19 15 Ibid,s17 16 SeeegWorkcoverAuthority(NSW)(InspectorStewart)vTheCrowninRightoftheStateofNSW(DepartmentofEducationand Training,DepartmentofJuvenileJusticeandTafe)[2002]NSWIRComm259(10October2002) 17 WorkCoverAuthorityofNewSouthWales(InspectorPompili)vCentralSydneyAreaHealthService[2002]NSWIRComm44 18 ActChiefMinisterandTreasury,PolicyNoWHSͲ09Ͳ2012:ManagingOccupationalViolence,(2012)< http://www.cmd.act.gov.au/__data/assets/word_doc/0006/489075/2012_whs_09_managingoccupationalviolence.doc>3Ͳ4 PAGE|169 19 NickBurnett&BernardAllen,ReducingRiskandRestraintinAsiaͲPacific:Thecurrentstateoflaw,policyandguidanceinrelation totheuseofforcetocontrolbehaviour,(NickBurnettPublishing,2010)6 20 DarcieLyons,aboven1,227Ͳ228 21 Lyonssaysrestraintislawfulincaseswhereriskofharmis‘imminent’(ahigherthreshold).Incontrast,NickBurnettandBernard Allensayrestraintislawfulincaseswhereriskofharmis‘immediate’(alowerthreshold):‘Thereissometimesconfusionwithwhatis meantbyimmediaterisk,withitbeingsuggestedthatstaffarenotallowedtouseforceuntiltheriskwasimminent.Theresultcan bethatstaffavoidinterventionswhichcouldhavepreventedanescalationtowardshigherrisk.Therearetimeswhenearly interventionisjustifiedtopreventanescalationtowardsseriousconsequences.’ 22 ACTEducationandTrainingDirectorate,‘ProvidingSafeSchoolsPͲ12’,(2007) <http://www.det.act.gov.au/__data/assets/pdf_file/0005/19499/SafeSchoolsPͲ12.pdf>4 23 ACTEducationandTrainingDirectorate,‘InappropriateStructureInvestigationOutcome’,(2015) <www.det.act.gov.au/investigationͲoutcomes>3 24 AustralianDepartmentofSocialServices,aboven5,10 25 VictorianEqualOpportunity&HumanRightsCommission,aboven4,112 26 DarcieLyons,aboven1,334 27 VictorianEqualOpportunity&HumanRightsCommission,aboven4,119 28 NickBurnett,aboven2 29 Ibid,19 30 VictorianEqualOpportunity&HumanRightsCommission,aboven4,118 31 VictorianEqualOpportunity&HumanRightsCommission,aboven4,122 32 DarcieLyons,aboven1,205 33 VictorianDepartmentofEducationandTraining,RestraintofStudentPolicy,(2015) <http://www.education.vic.gov.au/school/principals/spag/governance/pages/restraint.aspx> 34 NickBurnett,aboven2,5 35 DEWilliams,citedinKrishnaMenon,RaghavendraBaburaj,andSarahBernard‘Useofrestraintforthemanagementofchallenging behaviourinchildrenwithintellectualdisabilities’,(2012)6(2),AdvancesinMentalHealthandIntellectualDisabilities,62,64 36 VictorianEqualOpportunity&HumanRightsCommission,aboven4,122 NickBurnett,aboven2,6 38 VictorianDepartmentofEducationandTraining,aboven33 39 37 NickBurnett,aboven2,24 40 DarcieLyons,aboven1,206&237;DarcieAhernMulay,‘Keepingallstudentssafe:Theneedforfederalstandardstoprotect childrenfromabusiverestraintandseclusioninschools’(2012)42(1)StetsonLawReview338 41 NickBurnett,aboven2,20 42 NickBurnett,aboven2,,22 43 VictorianEqualOpportunity&HumanRightsCommission,aboven4 44 NickBurnett,aboven2,33 45 BradleyFoxlewin,WhatishappeningattheSeclusionReviewthatmakesadifference?–aconsumerledresearchstudy,(2012) <http://www.actmhcn.org.au/images/documents/Research/2012Ͳ06_REPORT_SRRM_RESEARCH_incl_Executive_Summary.pdf>41 46 AustralianDepartmentofSocialServices,aboven5,8 47 VictorianEqualOpportunity&HumanRightsCommission,aboven4,10 AustralianDepartmentofSocialServices,aboven5,8 49 VictorianEqualOpportunity&HumanRightsCommission,aboven4 50 DarcieLyons,aboven1,206&237; 51 EducationAct2004(ACT)s10a 52 VictorianEqualOpportunity&HumanRightsCommission,aboven4,96 53 EducationAct2004(ACT)s36 48 54 EducationandTrainingDirectorate,‘SuspensionExclusionorTransferofStudentsinACTPublicSchoolsPolicy’,(2010) <http://www.det.act.gov.au/__data/assets/pdf_file/0004/19516/Suspension_Exclusion_Transfer_Policy_2010_updated.pdf>4 55 Ibid,2 56 VictorianEqualOpportunity&HumanRightsCommission,aboven4,103 57 EducationandTrainingDirectorate,aboven54,3 58 VictorianEqualOpportunity&HumanRightsCommission,aboven4,101 59 VictorianEqualOpportunity&HumanRightsCommission,aboven4,102 PAGE|170 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE CHAPTER12: EffectiveCollaborationAmongAgencies 12.1Introduction Schoolscanprovidearangeofinterventionsandservicestosupportthelearning,behaviourand wellbeingofchildrenandyoungpeopleatschool.However,schoolscannotmeetallofthe needsofthesestudentsandtheirfamilies.ArangeofgovernmentandnonͲgovernment agenciesmayneedtobeinvolved,includinghealthservices,disabilityserviceproviders,Child andYouthProtectionServices,andotherprofessionalsandservices.Incaseswherechildrenand youngpeoplewithcomplexneedsandchallengingbehaviourhaveintensivesupportneeds, therearesignificantbenefitstoschoolsandotheragenciesworkingcollaborativelyasateam aroundthesestudentsandtheirfamilies,todevelopsharedunderstandings,plansandgoals, andsharedwaysofmeasuringsuccess.Thisallowsforeffortstobealignedratherthanworking atcrossͲpurposes,andensuresthatservicesthatareconsistentandcomplementary.Schools maybebestplacedtoleadandcasemanagetheseteams,butrequireskillsandresourcingtodo thiseffectively. TheCanberraSocialPlan2011articulatestheGovernment’scommitmenttocollaborationand strengtheningpartnershipsasthecornerstoneofaninclusivecommunity.ThePlanidentifieskey priorities,including‘embeddingcommunityinclusionprinciplesacrossgovernment’and 1 ‘collaborativeandjoinedͲupwaysofworking’. Thischapterexaminessuggestedmodelsofeffectivecollaborationandplanningforstudents withcomplexneedsandchallengingbehaviour,includingwraparoundservicesandengagement withsupportagenciesontheschoolpremises.ThePanelrecommendsthedevelopmentand resourcingofacasemanagementframeworktosupportcollaborativepractice.ThePanelalso makesrecommendationsregardingreferralstotheStrengtheningFamiliesprojectandthe developmentofamemorandumofunderstandingbetweenETD,ACTHealth,andChildand YouthProtectionServices. Thechapteralsoconsiderstheroleofschoolsascommunityhubs,andrecommendsthe considerationandpilotingofaprojecttoprovidearangeofchildandfamilyservicesonsiteat schoolstobenefitstudentswithcomplexneedsandchallengingbehaviour,andtheirfamilies. FinallythechapterconsidersissuesraisedinconsultationsregardingtheNationalDisability InsuranceScheme(NDIS)andmakesrecommendationsregardingprotocolstoguidethe provisionofNDISserviceswithinschools. 12.2Wraparoundservices Studentswithcomplexneedsandchallengingbehaviourmayhaveanumberofagenciesor professionalsengagedintheircareandsupport.Jointplanning,clearcommunicationand consultationbetweenallpartiesisimportanttothesuccessofthesemultilayeredinterventions. Parents/carersarekeystakeholdersandneedtobeengaged,andifnecessarysupportedto participate,asmembersoftheplanningteam.Whendevelopingstrategiesandsupportplans, theperspectivesandwishesofthechildoryoungpersonmustalsobeheardandvaluedbythe team,andtheyshouldbeinvolvedasfaraspossibleindecisionsthataffectthem. PAGE|171 Awraparoundapproachisaphilosophythatfostersaconstructivenetworkorteamofservices forstudentsandtheirfamilies.Thisholisticapproachfocusesonneedsacrossavarietyof domainsthatmayincludehomeandschoolenvironment,communitysupports,safety,social andemotionalwellbeing,healthneedsandeducationalneeds.2Centraltothewraparound servicesmodeliscollaborativeplanningandinnovativeservicedeliverytomeetindividualneed: Servicesareidentifiedanddesignedbasedontheneedsofthefamilyandyoungpeople ratherthenwhatthesystemhasavailableandisexperiencedinproviding.3 Theteamrequiresacoordinatororleadcasemanagerwhoacts‘asaconduitbetweenthefamily andlocalserviceproviderswhomayofferclinicalormoregeneralsupportservices’.4The coordinatordoesnotdelivertherangeofrequiredservicesthemselvesbutfacilitateslinkages betweentheagencies,familyandthefamily’sownnetworks.Familiesareviewedaspartnersin theassessmentoftheirneedsanddevelopmentofaserviceplan.Theirperspectivesandchoices arevaluedandrespectedintheprocess. Wraparoundservicesadoptathreestepprocesstocasemanagement.Theinitialphaseinvolves referral,intakeandscreeningofindividualneeds,whichisfollowedbyathoroughassessment phasewhereallpartiesengageinanegotiationofresourcesandinformationsharing.Thefinal phaseinvolvesthecollaborativedevelopmentofacareplan,orcareprogram,whichoutlines 5 eachparty’sinvolvementinthecase,theirroleandtheexpectedgoalsoftheintervention. Perspectivesoncasemanagement Manyparents/carersmadecommentsaboutthebenefitsofcollaborativeservicedeliveryfor theirchildwithcomplexneedsandchallengingbehaviour: Therearehugebenefitsinhavingparents,therapists,teachers,policymakersetc.inthe sameroomasitgiveseveryoneachancetohearotheropinions,reasons,thoughtsetc.and givesusabetterunderstandingofwhereweareallcomingfromtohelpusallbeonthe samepage.(Parent) Engagementinateam–noonepersonisgoingtobeabletosupportthischildwell–it takesawholeteam.Alsoseeingtheparentsandcarersaspartoftheprofessionalteamand valuingtheirinsight.(Parent) Teachersandschoolswhocontributedtotheconsultationsupportedawraparoundapproach. Theynotedthatexecutivestaffoftenengageincasemanagementinaninformalmanner,but raisedconcernsthattheydonotconsiderthattheyhavetheframework,resourcesorexpertise tocollaborateaseffectivelyastheywouldlike. Approximately80%(286)ofteacherssurveyed,whohadengagedincasemanagementto supportstudentswithcomplexneedsandchallengingbehaviour,statedthatusingthisstrategy wasmoderatelyorextremelyuseful,andlikewise65%(292)whohadengagedincollaborative approacheswithanumberofserviceprovidersstatedthatthisapproachwasmoderatelyor extremelyuseful.However,onlyapproximately50%(433)ofthosesurveyedhadusedeither strategy.Commentsmadeincluded: Acasemanagementapproachwassometimesusedandthiswasamoresupportivemethod foreveryoneinvolved,includingthestudent,theteacherandtheparents.Thecase managementmeetingswereheldwithteachers,parents,alliedhealthandPrincipalsor AssistantPrincipals.(Teacher) Schoolsareincreasinglyrequiredtosupportallmannerofwellbeingissuesthatstudents bringfromoutsidetheschoolenvironment.Aschoolisahubwherestudentsareableto easilyaccessnonͲeducationalservicessuchaspsychologists,nurses,socialworkersand otherconnections.(Teacher) PAGE|172 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Thecasemanagementstrategycanbeinvaluable–aslongasallpartiesshowaninterest. (Schoolleader) MembersofschoolleadershipteamssurveyedbythePanelalsosupportedawraparoundcase managementapproach,withover20%(15)ofsurveyrespondentsreportingthatthistypeof approachwouldmakethemostsignificantdifferenceintheirschools.Anumberofsurvey respondentssuggestedthatschoolsneedgreaterresourcesoranidentifiedpositiontobetter coordinatecasemanagement: Aconsistenttimelyapproachtosupportingthechildthroughacasemanagementapproach whereschool,agenciesandfamilyworktogetherisrequired. Moreresourcesontheground,awholeͲofͲgovernmentapproachtocasemanagement; Politicalwillandleadership. Furthersupportforexecutivestaff,e.g.socialworkeroracasemanager. Schoolsneedfurthersupporttoengageincasemanagement,includingofferingteachers andexecutivestaffadditionaltimetocompletethesetasks,oremployingwelfareofficersto engageinthismanner.(Schoolleaders) Similarly,peakbodiesandotherprofessionalssupportedawraparoundapproachandraised issuesinrelationtotheneedtoresourcethecasemanagementandcoordinationofservicesfor studentswithcomplexneedsandchallengingbehaviour: Casemanagementservicescurrentlyofferedinformallyatschoolneedtobeformalisedand resourced.ThereneedstobenotonlyanETDresponsetotheissues,butawholecommunity response,asitisawholeͲofͲcommunityissue.(Professional) Bestpracticeforstudentswithcomplexneedsisachievedbyprovidingafullyintegrated multidisciplinaryteamapproach.Itisessentialthatacoordinatedpathwayofservicesexists forchildrenwithcomplexneedsfromthepointofearlyidentificationandthroughouttheir schooling.Providingsufficientresourcesandleadershiptoenablethecreationofregular multidisciplinarycasereviews,education,planningandprogramdevelopmentalso facilitatesthedeliveryofcoordinatedprograms.(PeakBody) Teachersandschoolleadersraisedissuesaboutcollaborationandplanningofinterventions wherestudentsareengagedwithChildandYouthProtectionServices(formerlyCareand ProtectionServices).Anumberofschoolsandteachersreportedconcernsabouttheoperation oftheCaseConferenceprocessforthesechildrenandsomeperceivedalackofaccountability andfollowupinmonitoringactionsundertheplan.Concernswereraisedaboutfrequent changesincaseworkersanddifficultiesengagingwithChildandYouthProtectionServiceswhile itwasundergoingaperiodofrestructure.Difficultieswithengagingwithmentalhealthservices inatimelywaywerealsomentionedbysomeschoolleaders. Conversely,anumberofpeakbodiesandotherprofessionalsworkingwithchildrenandyoung peoplewithcomplexneedsandchallengingbehaviourreporteddifficultiesestablishinggood communicationwithsomeschools: Inourexperience,timelyandopencommunicationissomethingthatisoftenoverlookedin theschoolenvironmentduetotheincreasingdemandsoneveryone’stime.(PeakBody) Peakbodiesreferredtocommunicationwithschoolsandengagementintheschoolenvironment as’haphazard’.Peakbodiesalsoreportedthatthereappearedtobeanumberofagencieswho areabletosupportfamiliesandstudentswithcomplexneedsandchallengingbehaviour,but PAGE|173 thattherewasalackofcohesionbetweenagenciesandthatworkneededtobedoneto mobilisecurrentresources: Thereneedstoberealandeffectivemultidisciplinarysupportforkidsinthewholecontextof theirlife.Thisincludesongoingservices,notjustonereferralhereandthere,oronebithere orthere.(Professional) Improvingcasemanagementandcollaboration Wherestudentsandtheirfamilieshavealreadyestablishedgoodrelationshipswithteachersand schoolstaff,andarecomfortableintheschoolenvironment,schoolsmaybewellplacedtolead awraparoundcasemanagementprocess.However,schoolstaffneedguidelines,skillsand resourcestoundertakethisimportantrole. Schoolswouldbenefitfromaconsistentframeworkforcasemanagement,toprovidepractical guidelinesforeffectivecollaborationwithotherservices.Adedicatedcasemanagerwithineach school,withtraininginsocialworkorotherrelevantskills,wouldstrengthentheabilityof schoolstocollaborateeffectivelywitharangeofservices,tobestmeettheneedsofstudents withcomplexneedsandchallengingbehaviour,andtheirfamilies. Informationsharingisessentialforstrongcollaboration,andrequiresthesupportof parents/carersandstudentstosharerelevantinformationbetweenteammemberstobestmeet theneedsofthechildoryoungperson.Aprocesstoseekconsenttoshareinformationshould bedevelopedaspartofthiscasemanagementframework.Informationsharingmayalsobe requiredacrossvariousschoolsettings,whenstudentstransitionfromoneschooltoanother, andassuchanyinformationsharingprotocolwillalsoneedtoconsiderotherschool requirements. Theapproachof‘collectiveimpact’alsooffersinsightsintowaysinwhichanumberofagencies (bothgovernmentandnonͲgovernment)canworkeffectivelytogether,notjustinrelationto individualcases,buttotakeacollaborativeapproachtocomplexsocialissueswhereisolated effortshavenotbeeneffective.Thisapproachfocusesonaligningeffortthroughdevelopinga commonagenda,consistentdatacollectionandmeasurement,aplanofactionthatinvolvesand coordinatestheactivitiesofeachagency,andcontinuousandopencommunicationbetween agencies.Thisapproachalsosuggeststheuseofa‘backbone’agencytoundertakethe coordinatingrole.6 Giventheconcurrentinvolvementinmanycasesofschools,mentalhealthandotherhealth services,andchildandyouthprotectiveservicesinrelationtochildrenandyoungpeoplewith complexneedsandchallengingbehaviour,itwouldbeusefultohaveaclearpartnershipand agreementregardingcollaborationbetweenETD,ACTHealthandChildandYouthProtection Services. TheACTCommunityServicesDirectorate(CSD)hasrecentlyestablishedtheStrengthening FamiliesProgram,whichaimstosupportupto50ACTfamilieswithintensivesupportneeds,by drawingtogetheranumberofagenciesengagedintheirlivesandassistingthefamilytodevelop 7 andimplementanagreedfamilyplan. ThefamiliesaresupportedtoengageaLeadWorkerwho willworkholisticallywiththefamily.Thisworkerisrecruitedfromthefamilies’existingsupport networks.Manyfamilieswhohavechildrenwithcomplexneedsandverychallengingbehaviour wouldmeetthecriteriaforinclusionintheStrengtheningFamiliesProgram.Whereschoolshave identifiedhighsupportneedsinaneducationalsetting,thesechildrenandtheirfamiliesshould bereferred,withtheirconsent,totheStrengtheningFamiliesProgram.Areferralprotocol betweenETDandCSDshouldbedevelopedtoensurethatthesereferralsaremadeand appropriatelyprioritised. PAGE|174 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Recommendation12.1:ThatETD,CE,andeachIndependentSchool(a)developandimplement acasemanagementframeworkforstudentswithcomplexneedsandchallengingbehaviour;and (b)supportallschoolstoidentifyorrecruitsuitablyqualifiedstafftoactascasemanagers, including,forexample,socialworkers,welfareofficers,and/orcommunitydevelopment workers. Recommendation12.2:ThatETDandtheCommunityServicesDirectoratedevelopaprotocolto allowforthetimelyreferralofstudentswithcomplexneedsandchallengingbehaviour,and theirfamilies,totheStrengtheningFamiliesProgram. Recommendation12.3:ThatETD,CE,AIS,theCommunityServicesDirectorate,andACTHealth, collaborativelydevelopmechanismstoensurethatserviceprovisionwithrespecttochildren andyoungpeoplewithcomplexneedsandchallengingbehaviour,andtheirfamilies,isoffered inastrategicandclientfocusedmanneranddemonstrateseffectivecommunicationamongall parties. 12.3Schoolsascentresforcommunityengagement Offeringadditionalservicesonsiteatschoolshasmanybenefitsforstudentswithcomplexneeds andchallengingbehaviour.Suchservicescanbeparticularlyhelpfulforfamiliesexperiencinga rangeofchallengesanddisadvantages,andwhomayhavedifficultyattendingexternal appointmentstoreceivenecessaryservices.Someparents/carersreportedtothePanelthat theirschoolshadprovidedsignificantsupporttoengagewithagenciesonsite,withoneparent reportingthat: Thesupportavailableatschoolhasfreedmetoconcentrateonhishomeneedsand,in collaborationwithothers,tomeethisneedsoverall.Ihopeotherfamiliesareabletoenjoy thistypeofsupportiveschoolsystem.(Parent) TeachersandSchoolleadersheldsimilarviews,stating: Weneedtoredesignandprovidealternativeprogramsonsiteforsomestudents, particularlythosewithbehaviouralissues.Thisisparticularlyimportantforstudentswith mentalhealthissues,orexperiencesoftraumaandadversity.(Schoolleader) Ifthesestudentsweremoreeasilyabletoaccessservicesatschooltoassistthemtoengage inthecommunityitwouldmakeourjobsmucheasier.(Teacher) Weneedtoestablish‘fullservice’facilitiesinschools;openandcompetitiverecruitmentof alliedhealthprofessionalsaspartofstaffprofileofschools.(Schoolleader) SeveralschoolsvisitedbythePanelhadengagedwithexternalagenciestooffersupportto parents/carers,familiesandstudentsontheschoolgrounds.Agencieshadbeenengagedto providetrainingtoteachingstaff,aswellasparents/carers,andtorunsomeschoolactivities, suchasbreakfastclubsandmentoring.Theyhadalsobuiltadditionalphysicalresourcesatthe school. Theseschoolsreportedthattheyfeltthattheirschoolwasa‘primaryhub’intermsof communityengagement,whichhadledtospecificbenefitsforfamiliesassociatedwiththe PAGE|175 school.Parents/carershadengagedinanumberofactivitiesattheseschools,including parentingclasses,readinggroupsandhealthappointmentsforyoungerchildren.Theseschools proactivelyengagedwithwelfareagenciestoencouragethemtoofferoutreachservicesandfelt thattherelationshipstheseagencieshadbuiltwithmarginalisedfamilieshadpromotedsupport fortheirchildren.Furthercapacitytodevelopthispracticewouldassistthesestudentsand familiessignificantly. In2009,ETDestablishedfourearlychildhoodschoolsacrosstheACT,withafifthestablished subsequentlyatFranklin,servingGungahlin.Theseschoolsprovidelearningopportunitiesfor childrenandyoungpeoplefrombirthtoageeight,withafocusonhighͲqualitylearning, 8 integratedservicedeliveryandfamilysupportandparticipation. Theseschoolsaimtobecome centresforcommunityparticipationandofferholisticservicestochildrenandtheirfamilies.In 2012,theACTAuditorGeneralundertookaperformanceauditontheseschoolsandtheservices providedandstatedthat: AlthoughETD’searlychildhoodschoolingprogramsandservicesaredeliveringbenefitsto childrenandtheirfamilies,thereareshortcomingsinETD’splanning,managementand deliveryoftheprogramsandservices.Thepurposeandobjectivesoftheprogramsand servicesareunclearandchildrenandfamilieswhoneedadditionalsupportarenottargeted orgivenpriority.Thiscreatesariskthattheprogramsandservicesdonotachievedesired 9 outcomesandthatthosemostinneeddonotreceivetheadditionalsupport. ETDrespondedtothisreportandagreedthat: TheEarlyChildhoodSchoolsinitiativewillbeevaluatedin2014afterfiveyearsof 10 operation. ThePanelrequestedinformationfromETDinrelationtotheevaluationoftheEarlyChildhood Schoolsandwasadvisedthattherehadbeenasignificantdelay,andthatthisprocesswasdue tobegininOctober2015. Giventhefinancialresourcesrequiredtoofferthistypeoftargetedsupporttostudentswith complexneedsandchallengingbehaviour,andthemanypositiveeffectsofproactiveandearly intervention,furtherdevelopmentoftheEarlyChildhoodSchoolsmodelandsupporttodelivery programsandservicesonthesesitesshouldbeseriouslyconsidered. Recommendation12.4:ThatETDpubliclyreleasethereportontheevaluationoftheEarly ChildhoodSchoolsandKooriPreͲschoolsoncecompleted. AnexampleofsuccessfulcommunitypartnershipsisDovetonCollegeinVictoria,acommunityͲ focusedschoolcateringforfamiliesandchildren,preͲnataltoYear9.TheCollegeopenedin 2012inanurbanareaofVictoriathatexperiencessignificantlevelsofdisadvantage.Itoffersa fullyintegratedwraparoundserviceincludingearlylearning,familysupport,maternalandchild healthandPreptoYear9schooling.TheEarlyLearningCentreandPrep–Year9schoolisopen from7amto6pm. DovetonCollegeoperatesthroughanagreementbetweentheVictoriangovernmentanda philanthropicfoundation.TheCollege’sfundingarrangementallowsittopartnerwithother nonͲprofitagenciesandfoundationstoprovideservicestofamiliesandthecommunity onsite.Morethan15separateorganisationsprovideonsiteservicesandoutreachprogramsat theschool,including:structuredplaygroups;parentingoutreachprograms;aMaternalandChild Healthservice;immunisationprograms;avisitingchildren’sdoctor;healthyeatingprograms; counsellingtherapy;visitingdentalservices;familymentalhealthsupport;adulttrainingand educationprograms;boys’andgirls’groups;coachingandsportsclinics;andparentingsupport PAGE|176 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE services,includingapsychologistwhospecialisesinworkingwiththeAboriginalandTorresStrait 11 Islandercommunity. Initialevaluationsshowedaboveaveragestudentattendancelevelsandsurveyresultsindicate 12 significantimprovementinclassroombehaviour,connectednesstopeersandstudentsafety. TheCollegeisundertakingafiveyearindependentevaluationstudyinpartnershipwiththe UniversityofOntario,Canada,todeterminewhetheritismeetingitsgoals. Giventheevidenceofadvantagesofthesetypesofcollaborativemodelsforallstudents, particularlystudentswithcomplexneedsandchallengingbehaviour,ETDshouldfurther investigatethefeasibilityofthesetypesofschools.Apilotprojectcouldbeundertakenata numberofschoolsitesacrosstheACT.GiventhelocationandlargesizeofsomeACTschool sites,suchasKingsfordSmith,Namadgi,HarrisonandtheAmarooSchools,theseschoolsmight beappropriatepilotsites.ETDcouldalsoinvitelocaluniversitiestobepartnersintheproject and,forexample,providesupportservicestotheschoolsandensurethattheprogramsare evaluated. Recommendation12.5:ThatETDinvestigatethefeasibilityofa‘SchoolsasaHub’projectto assistschoolsinkeyareasofsocialdisadvantagetodevelopmultiagencyoutreachserviceson site,andconsiderestablishingpilotsitesusingexistingPͲ10schools. 12.4TheNationalDisabilityInsuranceScheme TheNationalDisabilityInsuranceScheme(NDIS)commencedintheACTon1July2014.By 1October2015,theNDISwillhavebeeninplaceforallchildrenundertheageof18intheACT. TheNDISsupportspeoplewithadisabilityandprovidesassistancetoidentifysupportsfor peopletoachievetheirgoalsincludingindependence,engagement,healthandwellbeing, educationandemployment.Throughaconsultativeprocess,theNDISaimstodevelopa personalplanwithparticipants,whichistailoredtoindividualneedsandgoalsandcanfund additionalsupportsincludingtherapies,equipment,inͲhomemodifications,engagementin communityactivities,oremploymentassistance.13 NotallchildrenwithcomplexneedsandchallengingbehaviourwillhaveaccesstotheNDIS,as theymaynotmeetthespecifieddisabilitycriteriatoparticipateinthisprogram.Conversely,not allchildrenandyoungpeoplewhoareeligiblefortheNDIShavechallengingbehaviouror requireadditionalsupportatschool.However,aproportionofchildrenandyoungpeoplewho areeligibleforearlyinterventionsupportundertheNDIShavecomplexneedsandchallenging behaviour,anditisimportantthatschoolscanworkeffectivelywiththeseNDISfundedservices. OneofthemajorissuesraisedduringconsultationshasbeenaboutthewayinwhichNDIS providerswillinteractwithschoolsandprovidetherapeuticservicestostudentsonschoolsites: TherolloutoftheNationalDisabilityInsuranceScheme(NDIS)willhaveapositiveimpacton thenumberofchildrenreceivingearlyintervention;however,itisunclearasyethowthe NDISwillinterfacewiththeeducationsector.(PeakBody) Ifeelthereisactuallylesstherapy(Occupational,Speech,Physical)happeningatthe specialistschoolssincethemoveintotheNDISmodel.Thereisnotthenumberofproviders intheACTthatarerequired,sooftenparentsareunabletolocateanyspecialisedservices thattheirchildneeds.(Professional) PAGE|177 WiththenewNDISscheme,clientsarehavingtroublegettingconsentforthefamily’s therapyprofessionaltocomeintotheclassroom.Someschoolsarereluctanttoengagewith outsiders.(Professional) TheNationalDisabilityInsuranceAgency(NDIA)hascategoricallystatedthatitwillnot providetherapywithinaschoolͲbasedenvironment.(PeakBody) Manyparents/carersreportedthatindividualengagementwiththerapistsoutsideschoolhours placedadditionalstressontheirfamilies.Thisprovedproblematicassomeofthetherapy neededtobeundertakeninaschoolclassroomsettingandsomeyoungchildrenmaybetoo emotionallyandphysicallyexhaustedtoengagewiththerapyafterafullschoolday.However, schoolsraisedconcernsaboutstudentshavingsignificanttimeawayfromtheclassroomto engagewiththerapists,whichmeantthattheymissedclasstimeandsomeofthefoundational curriculumthattheyrequired. SomeschoolsraisedconcernsaboutregulationofNDISfundedserviceprovidersandthelevelof expertiseandexperienceofserviceprovidersprovidingservicesonschoolsites.However,the HumanServicesRegistrarintheCSDhasaroleinprovidingadvicetotheNDIAonregistrationof providers,whichrequiresthemtomeetarangeofcriteria(includingWorkingWithVulnerable Peoplechecks),andtheACTGovernmenthasputinplaceadditionalsafeguardswiththe introductionoftheNDIS,whichshouldmitigatetheseconcerns. ETDhasdevelopedaFrequentlyAskedQuestionsdocumenttosupportschoolsinmanaging NDISfundedprovidersinschools.Thisdocumentcouldbeexpandedtooutlinewhatservicesare deemedcriticaltostudents’wellbeing,andthetypesofservicesthatareappropriatetobe offeredonschoolgrounds.ETDreportedthatNDISprovidersarecurrentlymanagedundertheir VolunteersandVisitorspolicy,andthatschoolsareprovidedachecklisttorecordinformationin relationtotheserviceprovider.Somespecialistschoolsreportedthattheyhavedeveloped specificServiceProtocolsinrelationtoNDISproviderswhoaccesstheschoolgrounds. Recommendation12.6:ThatETD,CE,andeachIndependentSchool,developguidelineswhich regulateaccesstoschoolsbyNDISserviceproviders. Anumberofparents/carersofchildrenwithcomplexneedsandchallengingbehaviourraised concernsthatgovernmentearlyinterventionprogramsofferedtopreschoolstudentsinagroup setting,andthatengagedinamultidisciplinaryapproachtoeducation,hadbeencloseddueto theNDISrollout.Parents/carersreportedthatwhilesomeprogramshavebeenofferedby privateproviders,thelevelofserviceshavenotyetdevelopedtothesameextent,andthat somechildrenandyoungpeoplewhoarefundedunderNDIScannotyetaccessappropriate programssuchasearlyinterventionpreschools. However,ETDreportthatmanyofthenewNDISfundedearlyinterventionprovidersoffera ‘bestpractice’programusingatransdisciplinarykeyworkeroramultidisciplinaryteam approach,focusingonbuildingcapacityofthefamilyandeducatorstomeetthechild’sneedsin naturalenvironments.Theynotethatchildrenwhomeeteligibilitycriteriaareabletoaccessthe specialistschoolpreschools. SchoolsgaveverypositivefeedbackaboutthepreviousworkoftherapistsfromTherapyACTin outreachprograms,whichfocusedontargetedinterventionsandsmallgroupactivitieswith studentswithcomplexneedsatschools.Thesetherapistsofferedsupportandadvicetothe schoolsandteachersaboutvariousaspectsoflearning,includingpositioningandthesupports childrenmayrequire.Thecessationofthissupportwasraisedasasignificantconcernbya numberofschoolsandprofessionals: PAGE|178 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Asitstands,TherapyACThasprovidedpsychologists,occupationaltherapists,speech therapistsandsocialworkerstoteachers,studentsandfamilies.Theyhaveprovided consultationsonsensoryprocessingmanagementstrategies,classroomlearning adjustments,andbehaviouralsupportplansforchildrenwithcomplexneeds/challenging behaviour.RecentlythisresourcehasdisappearedwiththeadventoftheNDIS.(PeakBody) Schoolsalsoreportedthatengagingwithanumberoftherapistsforvariousstudentswith complexneedsischallengingandthatmanagingthelogisticswas‘unworkable’. Oneschoolreported: Wehave17therapists/consultantsvisitingtheschoolasexternalproviders.Thisnumber increasesweeklyasfamiliescomeonboardwithNDIS.Wealsocurrentlyhavearangeof TherapyACTtherapistsinadditiontothis;thiswillreduceandceasebytheendof2016.We anticipatethatnextyearitwouldbereasonabletopredictover40therapists(maybemore). ThislevelofuncertaintyaroundNDISserviceprovidersraisedsignificantconcernsforsome teachers,whostatedthatduetotheclosureofservicesofferedbyTherapyACTtheydidnotfeel confidentreferringparents/carerstoservicesthattheirchildrenmayrequire.Theyalsostated thattheadministrativeburdenonparents/carerswaschallengingandthatteachersoften neededtosupportmanyfamiliestounderstandandcompleteapplicationforms: NowthatwenolongerhaveTherapyACTwerelyonourpsychologisttoassistinproviding informationforfamiliesaboutwheretogoforhelp–beforetheNDISitwaseasyfor teacherstodirectparentswithwheretogoforassistance.(Teacher) Moresupportneedstobeofferedtofamiliesintheprocessofassessingservicesthrough NDIS.(Professional) Healthandeducationpathwaysforscreening,assessment,interventionandtreatmentneed tobebetterestablished,particularlyduetoimpactofNDIS/NDIA.(PeakBody) ParentshaveneededconsiderablesupporttoaccessNDIS.(Specialistschool) TheCSDhasnowdevelopedtheChildDevelopmentServicetoprovideassessmentandreferral servicesforchildrenwithdevelopmentaldelaysanddisabilities,andtheirfamilies.Thisservice willassistfamiliestoaccessappropriateservicesandshouldhelptoaddresstheseconcerns. ETDreportthatitsNDISProjectTeamandtheNDIAareavailabletoprovidesupporttofamilies tounderstandandcompleteNDISapplicationforms.TheNDISProjectTeamhasassistedmore than100familiestocompleteapplications.ETDwillcontinuetomakethisindividualsupport available.ETDhasalsoorganisedapproximately40parent/carerinformationsessionsinACT PublicSchoolstoassistfamiliestounderstandtheNDISandtoassistthemtocomplete applicationforms. TheACThasshowninitiativeandcommitmenttotheneedsofpeoplewithadisabilityby engagingasatrialsitefortheNDIS.TheNDISreportsthat,asofJune2015,theACThad1,427 participantswithapprovedplansandthatparticipantsatisfactionratedat95%acrossalltrial 14 sites. Issuesthathaveemergedarebeingaddressedeffectivelybutshouldcontinuetobe monitored.Anewsysteminwhichschools,privateprovidersofvarioustherapeutic interventionsandparents/carersmakeindividualarrangementsforserviceprovisionwithin schoolsposesnewchallengesandtherearelessonstobelearned.Forexample,expecting parents/carerstonavigateacomplexservicesystemwillbedifficultforsomeparents/carersof childrenwithcomplexneedsandchallengingbehaviour.Furtherworktodevelopapolicy frameworkwhichincludesbothETDandtheNDIA,andoutlinestheirrole,commitmentsand legalresponsibilities,wouldbehelpful. PAGE|179 Trialprojectstoprovideservicesinschools ItwasreportedtothePanelthattwosmallandverydifferenttrialsarecurrentlybeingassessed withintheACTtoconsiderpossiblefutureoptionswiththefinalclosureofTherapyACTandfull introductionofNDIS. Firstly,TherapyACTisparticipatinginacollaborative15weekresearchprojectatBlack MountainandCranleighSchools,withtherapistsworkingwiththeteachingteaminan integratedapproach.TherapyACThasprovidedthreetherapistswhospend50%oftheirtimeat BlackMountainSchooland50%attheCranleighSchool.Thestudentsremainintheclassroom andarenotwithdrawnfortherapy.Insteadtheclassprogramisadjustedtoallowaccessand improveoutcomes.Thetherapistsstartbyobservingthestudentsintheclassroom,assesstheir additionalneedsinthatsettingandcollaboratewiththeteacherstoidentifyhowbesttoembed supportintotheclassprogram.ThetwoschoolsengageinweeklyTherapyTeamMeetings betweentheirteachingstaffandthetherapists,todiscusstheprogressofthetrial,focusingon thestudentsandthecurrentplantosupporttheiradditionaltherapyneeds.Thefeedbacktothe PanelfromBlackMountainSchoolwasthattheyhavebeenveryimpressedbytheprojectand thattheresponsefromteachersinthissettinghasbeen’overwhelminglypositive’. Furtherworktodevelopandevaluatethesetypesofcollaborativeprogramsmayprovetobe advantageousacrossanumberofschoolsites,particularlyschoolswithsignificantnumbersof childrenwhoarepartoftheNDIS,andfurtherreviewofthisprogramiswarranted. Thesecondproject,TherapyAssistantsProgram(TAP),isbeingtrialledintheTuggeranong schoolsnetwork.TAPincludesafocusonstudentswiththerapyinterventionneedswhoare unlikelytoaccessexternaltherapyprovidersforarangeofreasons,includingtheirfamily circumstances.Thetrialsarebeingconductedinfourschoolsidentifiedashavingcomparatively highernumberofstudentsfrompopulationswhoexperiencedisadvantage.Inadditionto providingselectedstudentswithintensiveindividualtherapywhilstatschool(physiotherapy, occupationalandspeechtherapy),theprogramfocusesonteachertrainingandwholeclass programs. Theintensiveinterventionprogramsareinformedbyanindividualassessmentconductedbya relevanthealthprofessional.Thetherapyisprovidedbytherapyassistantsunderthesupervision ofthehealthprofessionalandmayresemblewhatsomeparents/carerscouldprovideathome. Inadditiontotheindividualsessions,thetherapystrategiesforeachstudent,whereverpossible, arereinforcedthroughthecurriculum.ThestaffingforthisprojectisthreehalfͲtimetherapists andfourtherapyassistants,andpartoftheprogramincludesassessingthecapacityofthe programwithitscurrentstaffing.ThisprojectisfundeduntilmidͲ2017,withworkcurrently beingundertakentodecidethefutureoftheprogramonceTherapyACTcloses.Theseprojects demonstratethevalueof‘schoolͲbasedinquiry’,apracticethatishighlyrecommendedby expertsoncomplexlearningdifficultiesanddisabilities,anddiscussedfurtherinChapter15.15 Recommendation12.7:ThatETDevaluatethePilotProjectscurrentlybeingundertakenat BlackMountainandCranleighSchools,and,ifsuitable,considerdevelopinganongoing programoftherapyspecialistsatkeyschoolsitesacrosstheACT. 12.5Conclusion Acollaborativeapproachtoserviceprovisionforchildrenandyoungpeoplewithcomplexneeds andchallengingbehaviour,andtheirfamilies,willassisttoensureconsistencyandachievement ofsharedgoals. PAGE|180 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Thischaptermadethefollowingkeypoints: Wraparoundservicedeliveryisausefulmodelforchildrenandyoungpeopleandtheir familieswithintensiveserviceneeds.Inthismodelaleadagencyprovidescase managementservicesandworkswithstudentsandfamiliestocoordinatearangeof services. Inconsultationsparticipantsnotedthebenefitsofwraparoundservicedelivery,butalso reportedarangeofdifficultiesinachievingeffectivecollaborationinpractice. Schoolsneedresources,skillsandguidancetoprovideeffectivecasemanagementfor studentswithcomplexneedsandchallengingbehaviour.Acasemanagement framework,andtheemploymentofsocialworkersorwelfarestaffwithrelevantskills, wouldenhancetheabilityofschoolstoprovidequalitycasemanagementtoaddress studentneeds. CollaborationcouldbeimprovedbetweenschoolsandACThealthservices(including mentalhealthservices)andChildandYouthProtectionServices. Schoolscanbeatrustedandsafeplaceforstudentsandfamilies,andcanofferaflexible wayofaccessingnecessaryservicesthroughoutreachprogramsprovidedonsite.A numberofschoolshavearrangementswithserviceproviderstoprovideonsiteservices whichareofgreatbenefittofamilies. Otherstatesoffermoreformalprogramstomaximisetheservicesandsupports availablewithintheschoolenvironmenttosupportstudentswithcomplexneedsand challengingbehaviour.ThePanelrecommendsthattheACTconsiderpilotinga‘schools ashub’modelinsomeACTschools. TheNDISoffersarangeofopportunitiesforstudentswithadisabilitytoreceiveflexible andtailoredservices.However,duringtheinitialphasesomeconcernhasbeen expressedregardingtheavailabilityofappropriateservicesandthedeliveryofthese serviceswithinschools. TheinteractionbetweenschoolsandNDISfundedservicesrequiresfurther consideration,monitoringandpolicyguidance. Promisingpilotprojectsareunderwaytomeetidentifiedneedsfortherapyservices withinschoolsandtheseexamplesof‘schoolͲbasedinquiry’shouldbesupportedand evaluated,andtheirfindingsandimplicationsdisseminated. 1 ChiefMinister,TreasuryandEconomicDevelopmentDirectorate,CanberraSocialPlan2011,(8April2015), <http://www.cmd.act.gov.au/policystrategic/socialplan>3 2 PositiveBehaviourInterventionsandSupports,WraparoundServicesandPositiveBehaviourSupport.(2015) <https://www.pbis.org/school/tertiaryͲlevel/wraparound> 3 Ibid 4 IanNisbet,AnneGraham,&SallieNewell,Workingtogethertoreduceyouthrecidivism:exploringthepotentialofa'Wraparound' InteragencyServiceModel,(SouthernCrossUniversity:CentreforChildrenandYoungPeople,2011)10 5 IanO’Connor,JillWilson,andDeborahSetterland,SocialWorkandWelfarePractice.(PearsonEducationAustralia,4thed,2003) 184Ͳ185 6 JohnKania&MarkKramer:CollectiveImpact,StanfordSocialInnovationReview,(Winter2011) <http://ssir.org/articles/entry/collective_impact> ͲSeemoreat:<http://ssir.org/articles/entry/collective_impact#sthash.ETWvsYiy.dpuf> 7 CommunityServicesDirectorate,StrengtheningFamilies,(6November2014) <http://www.communityservices.act.gov.au/home/current_news/humanͲservicesͲblueprint/strengtheningͲfamilies> 8 EducationandTrainingDirectorate,ACTEarlyChildhoodSchools,(06March2013) PAGE|181 <http://www.det.act.gov.au/teaching_and_learning/early_childhood_schools> 9 ActAuditorGeneral’sOffice,PerformanceAuditReport:EarlyChildhoodSchooling,(June2012) <http://www.audit.act.gov.au/auditreports/reports2012/Report%203_2012_Early%20Childhood%20Schooling.pdf>6 10 Ibid,17 11 DovetonCollege,OurPartners,(2015)<http://dovetoncollege.vic.edu.au/aboutͲdoveton/ourͲpartners/> 12 DovetonCollege,Annualreport2014.(31Dec2014) <http://dovetoncollege.vic.edu.au/wpͲcontent/uploads/2015/06/2014ͲreportͲcouncil.pdf> 13 NationalDisabilityInsuranceScheme,WhatistheNationalDisabilityInsuranceScheme,(15August2014) <http://www.ndis.gov.au/document/whatͲnationalͲdisabilityͲinsuran> 14 NationalDisabilityInsuranceScheme,Quarter4,2014Ͳ2015Report,(30June2015) <http://www.ndis.gov.au/sites/default/files/Q4Poster.pdf> 15 BarryCarpenter,etal,Engaginglearnerswithcomplexlearningdifficultiesanddisabilities:Aresourcebookforteachersand teachingassistants(London:Routledge,2015)127 PAGE|182 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE CHAPTER13: ProfessionalLearningtoMeetDiverse StudentNeeds 13.1Introduction Thischapterfocusesonthecapacityoftheteachingworkforcetorespondtothediversityof studentsinACTschools.Wereviewrelevantundergraduateandpostgraduateeducationunits offeredinACTuniversities.Weexaminetheavailableprofessionallearningandconsiderthe perspectivesofteachers,parents/carersandotherstakeholdersontheadequacyofteacher preparationandtheiropportunitiesforongoingdevelopmenttomeetstudentneed. Thechapteroutlinesstrategiestoimproveteachertrainingandprofessionallearningtoaddress theskillsrequiredtosupportstudentswithcomplexneedsandchallengingbehaviour. Professionallearningthatbesthelpsteacherstorespondtostudentswithcomplexneedsand challengingbehaviourislearningthatdirectlytranslatesintopractice.Itislearningthatis embeddedthroughoutschoolsandsystems,sothatmeetingtheneedsofthesestudentsisnot restrictedtoafewteacherswithexpertise,butisunderstoodaseveryone’swork.ThePanel makesrecommendationsregardingtrainingandprofessionallearningtoequipallteachersand schoolleaderswithknowledgeofcomplexneedsandchallengingbehaviours,andopportunities foradvancedtrainingforsometeacherswhoworkinspecialisedareas.Wefocusonthe AustralianProfessionalStandardsforTeachersandtheAustralianProfessionalStandardfor Principalsasbothprovideastrongplatformanddirectionsforprofessionallearning.This chapteralsohighlightstheneedforsupportiveprofessionalsupervisionforteacherswhowork withstudentswithcomplexneedsandchallengingbehaviour. 13.2Importanceofteachertrainingandprofessional learning TeachersinACTschoolsteachanincreasinglydiverserangeofstudents,includingstudentswith complexneedsandchallengingbehaviour.HighͲquality,preͲserviceeducationandongoing professionallearning,includingmentoringandsupervision,mustsupporttheexpectationson teachers. Educationsystemsaimtoempowerallstudentstoreachtheirpotential,howeverstudentswith complexneedsandchallengingbehaviouroftenstruggleinclassrooms.Tofacilitateaproductive learningenvironment,teachadiverserangeofstudentsandsupporttheirbehaviour,teachers requiresophisticatedknowledgeandhighlydevelopedskills.Thisincludestheabilitytoassess students’individualstrengthsandareasforimprovement,andtoteachtodifferentlevelsina 1 waythatmotivatesandengagesstudentsofdifferentabilities. Teachersrequirearangeofskills andtoolsforclassroommanagement,andanabilitytoreflectuponandregulatetheirown emotionsandresponsesinordertodeͲescalatebehaviouralcrisesandassiststudentsto 2 developbehaviouralskills. PAGE|183 Akeyfactorinachievingstudentlearningoutcomesisensuringthatteachersdevelopexpertise indiagnosisofstudents’individuallearningneeds,applicationofarangeofinterventionsand evaluationofthesuccessoftheseinterventions.3TomaintainevidenceͲbasedteachingpractices throughouttheircareer,preͲserviceteachersmustalsobeequippedwiththecapacityto 4 researcheffectivestrategies,andtoevaluatetheirownpractice. AsdiscussedinChapter5,universalstrategiesandapositiveschoolculturearethefoundation foraddressingtheneedsofallstudents,butsomestudentswillrequireadditionaltargeted approaches,andtheirteacherswillneedtolearn‘distinctpedagogies’torespondtoindividual needswithinalargerclassgroup.Teacherswillalsoneedtolearnhowtocollaborateandwork effectivelywithotherprofessionals;forexample,inthemultidisciplinary,wraparound approachesrecommendedinChapter12forstudentswithcomplexneedsandchallenging behaviour. 13.3AustralianProfessionalStandardsandteacher registration TheAustralianProfessionalStandardsforTeachersapplytoallteachersintheACT.Theseven standardsrelatetoworkingwithallstudents,includingthosewithcomplexneedsand challengingbehaviour.Theyareapowerfulimpetustoimproveteachercapacityandare groupedintothreedomainsofteaching:ProfessionalKnowledge,ProfessionalPracticeand ProfessionalEngagement.Theycoverthefollowingareas: knowthestudentsandhowtheylearn; knowthecontentandhowtoteachit; planforandimplementeffectiveteachingandlearning; createandmaintainsupportiveandsafelearningenvironments; assess,providefeedbackandreportonstudentlearning; engageinprofessionallearning; engageprofessionallywithcolleagues,parents/carersandthecommunity.5 Thestandardsdescribewhatteachersshouldknowandbeabletodo.Thedescriptorsare developedatfourcareerstages:Graduate,Proficient,HighlyAccomplishedandLead.The correspondingAustralianProfessionalStandardforPrincipalsfocusesonleadershipskills, includingsupportingteacherdevelopmentandbuildingaprofessionallearningcommunity.6 ThePanelemphasisestheimportanceofschoolleadersworkingwithteacherstoembed understandingoftheTeachingStandardsandtoensureteachers’professionallearningplans supportgrowthinmeetingdiversestudentneed.Professionallearningrelevanttostudentswith complexneedsandchallengingbehaviourmustdevelopacrossthefourcareerstages. TeacherQualityInstitute TheTeacherQualityInstitute(TQI)mandatesandregulatestheprofessionallearning requirementsofteacherstoensuretheymeetregistrationrequirements.TheTQIisresponsible for:theprofessionalregistrationofteachers;accreditingpreͲserviceeducationcoursesand professionallearningprograms;certifyingteachersagainstnationalprofessionalstandards; developingandapplyingcodesofprofessionalpracticeforteachers;andworkingcloselywith employerstopromotecontinuousprofessionallearningbyteachers. PAGE|184 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE 13.4PreͲservicetraining PreͲserviceeducationprogramsshouldprovideasolidfoundationforbuildingrelationshipswith andteachingadiverserangeofstudents.RespondentsreferredtopreͲservicetraining frequentlyasanareaforimprovement.Insurveyresponsessometeachersreportedthatintheir viewtheirundergraduatecoursesprovidednotrainingincomplexneedsandchallenging behaviour: ThereisnorealpreͲtrainingthatpreparesteachersfortherealityoftheirwork.(School leader) Alotofnewteachersarecomingtoschoolunpreparedformanagingaclassroom.Ialso believesomebasicinformationontherangeofbehaviourswithinschoolsshouldbepartof theteachertrainingprocess.(Teacher) PreͲserviceteachersfeeltheyarenotpreparedtocaterforthediverseneedsofstudentsor tomanagechallengingbehaviourswhentheygraduate.(Professional) Teachersfeelillpreparedanduntrainedtodealwithandteachstudentswithcomplexneeds andchallengingbehaviours.(Schoolleader) Atuni,educationstudentslearnquitealotaboutotherspecialneedsbutnottrauma,andit hashugeimplicationsforlearningandclassroompractice....Teachingstudentswith complexneedsandchallengingbehavioursrequiresflexibilityandawillingnesstomakebig alterationstoteachingpractice.Teachersneedtobegiventhesupportandtoolstodothis. (Teacher) Developingteachers’practicalexpertiseinspecificteachingandbehaviouralinterventionsis particularlyimportanttosupportstudentswithcomplexneedsandchallengingbehaviour.While manystudentteachersmightexpressgenerallysupportiveattitudesaboutdiversityand inclusion,theyoftenlackasenseofselfͲefficacyorunderstandingofhowtheymightteachthese studentsinpractice: ThereisthenanimperativeforpreͲserviceprogramstodevelopwaysnotonlytopromote positiveattitudestowardsinclusionbutalsotoprovidelearningprogramsthatsupportnew teacherstoworkeffectivelywithpupilswhohavediversespecialeducationalneedswithin 7 themainstreamclassroom. MostACTteachersholdeitheraBachelorofEducationorabachelordegreewithaGraduate DiplomainEducation.MostBachelorofEducationdegreesaresectorspecific,focusingonearly childhood,primary,secondaryormiddleschooling.Oneuniversityhasrecentlyintroduceda newBachelorofEducationfromK–12butisyettohaveanygraduatesfromthiscourse. ForemanandArthurͲKellyproposethatitwouldbeexpectedthatallteachers,includingthose whomoveintospecialeducation,undertake,asaminimum,corecurriculumaroundthevalues, skillsandknowledgerequiredtoeffectivelyincludeallstudentsinthediverseclassroom.They reportthatsomerelevantcontentisincludedincoursesinallAustralianStatesandTerritories 8 however,thereisnonationalbenchmarkingoncontentcoverage. DatareceivedfromtheTQIshowedthatthemajorityofteacherscurrentlyregisteredintheACT receivedtheirinitialqualificationsfromUniversityofCanberraandafifthofteachersreceived qualificationsfromtheAustralianCatholicUniversity.Asmaller,butsignificantnumberof currentlyͲregisteredACTteachersreceivedtheirtrainingfromuniversitiesinNSW. PAGE|185 Unitsandcourses AttheUniversityofCanberra,currentteachertrainingunitsincludethosewithafocuson AboriginalandTorresStraitIslandereducation,promoting:positivelearningenvironments; respondingtoindividualneeds;teachingstudentswithsevereandmultipledisabilities;early intervention;advocatingforandsupportingstudentsatriskofbeingdevaluedormarginalised; andevidenceͲbasedapproachestointerventionsatprofessional,crossͲdisciplinaryandsystems levels. ThePanelwasinformedthattheUniversityofCanberrawillofferaunitin2016whichexplores howlearningandbehaviourisexplainedbydevelopment.Otherplannedunitscover:learning andinformationprocessing;knowledgeandskillswhenteachingadiverserangeofstudents; evidenceͲbasedclassroommanagementstrategiesandskills;socialandpoliticalunderpinnings ofinclusion;andreviewsofnationalandinternationalpoliciesandlegislation,withtheviewthat teachersbecomechangeagentsforinclusivepractices. TheAustralianCatholicUniversityprovidesamixofgeneralistcontentinrelationtodiverse students,andanumberofskillsͲbasedunitsmoredirectlyrelevanttoteachingstudentswith complexneedsandchallengingbehaviour.Theseunitscover:strategiesandpractical approachestoachievepositiveoutcomesfordiversestudents;developmentofemotional, communicationandinterpersonalskillsinchildren,withemphasisonlifeͲlongdevelopmentin schoolandfamilysettings;creatinginclusive,safeandsupportiveschoolsincludingworkingwith parents/carersandstudentswithhighneeds;andcollaborationsbetweenteachers,familiesand thecommunityforthepurposeofsupportingstudentsandtheirfamilies. Whilethecoursecontentatbothuniversitiesappearstocoverarangeofrelevanttopics,itis vitalthatthesecoursesprovidetraineeteacherswithpracticalstrategiesandskillsthatcanbe usedintheclassroomtosupportstudentswithcomplexneedsandchallengingbehaviour. Traineesalsoneedstructuredopportunitiestoapplyandpractisetheseskills,aswellas developingatheoreticalperspectiveontheissues. AllpreͲserviceteachersarecurrentlyrequiredtoundertakeasequenceofschoolͲbased professionalexperienceunitsinwhichtheyapplytheirknowledgeandreceivementoringfrom experiencedteachers;however,theskillslearnedduringtheseunitswilldependonthenature oftheplacementandtheinterestsandfocusofsupervisingteachers.Theymaynotprovidea specificfocusonsupportingstudentswithcomplexneedsandchallengingbehaviour,orthe opportunitytoapplyandassesstheeffectivenessofrelevantskills.AsLindaDarlingͲHammond statesinherworkonteacherdevelopment: Teacherslearnbestbystudying,doingandreflecting,bycollaboratingwithotherteachers, bylookingcloselyatstudentsandtheirworkandbysharingwhattheysee.Thiskindof learningcannotoccurincollegeclassroomsdivorcedfrompracticeorinschoolclassrooms withoutknowledgeabouthowtointerpretpractice.Goodsettingsforteacherlearning… providelotsofopportunitiesforresearchandinquiry,fortryingandtesting,fortalking aboutandevaluatingtheresultsoflearningandteaching.9 DuringconsultationsthePanelheardfrommanyrecentteachinggraduateswhofeltunprepared fortherealityofsupportingverychallengingbehaviourintheclassroom,andfromexperienced teacherswhoconfirmedthatnewgraduateslackedtheseskills.Inourviewthestructureand contentofthesecoursesshouldbereviewedtoensurethattheyaresufficientlypracticaland skillsbased.WenotethattheNationalPlanforSchoolImprovementreformagendarequiresthe ACTto: PAGE|186 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Partnerwithuniversitiestoimplementanagreednationalapproachtodeliveringquality practicum,toimprovethequalityofpreparationandreadinessofgraduateteachers,witha 10 focusonpriorityareasofteachersupply. Recommendation13.1:ThatETD,CE,andAIS,liaisewiththeAustralianCatholicUniversity (CanberraCampus)andtheUniversityofCanberratoreviewandimprovethetheoreticaland practicalrelevanceofteachereducationunitswithrespecttoteachingstudentswithcomplex needsandchallengingbehaviour. 13.5Induction Hattiehighlightstheimportanceofthebeginningofateacher’scareer: Whenwelookatthedevelopmentofteacherexpertise,thegreatestlearningisnotfrom teacherͲeducationprogrammesbutfromthefirstyearoffullͲtimeclassroomteaching(the 11 nextisfromthesecondyear). Theprovisionofcontinuingsupportforbeginningteachersisapriorityinagreementsbetween 12 theACTandtheCommonwealthabouteducationalreform. Schoolsandtheprofessionhavea responsibilitytodevelopbeginningteacherstofullprofessionalproficiency,anditisimportant toensurethattheinductionprocessallowsnewteacherstodevelopandrefineskillstosupport 13 studentswithcomplexneedsandchallengingbehaviour. Inductionactivitiesmayinclude participationinstructuredprofessionallearningprograms,observationsofspecificteaching strategies,coachingandmentoringsupport,andfeedbackfromexperiencedteachers. ThelevelofformalityandstructureofinductionprogramsvariesacrossStatesandTerritories. WesternAustraliainvestsheavilyingraduateteachersingovernmentschoolsthrougha mandatorytwoͲyearGraduateTeacherProfessionalLearningProgram,whichincludesmodules ofprofessionallearningandconfidentialcoachingbyteachersemployedbytheInstituteof 14 ProfessionalLearning. WithintheACTPublicSchoolsystem,teachersintheirfirstthreeyearsofteachinghavereduced faceͲtoͲfaceteachinghourstofacilitatetheirlearninganddevelopment,andreceiveinformal mentoringandcoachingthroughtheirschool. ThemostrecentreportoninductionofbeginningteachersacrossAustraliacitedparticular concernsaboutinsufficientinductionfortheseteachersintemporaryemployment.Recent evidenceshowsthatahighproportionofbeginningteachersareemployedonacasualbasis, eitheronshortͲtermcontractsorascasualreliefteachers.Inmanycases,theseteachersdonot receivethesamesupportintheearlyyearsasthoseemployedonanongoingbasis.15These findingswerecorroboratedincommentsreceivedbythePanelaboutthelackofrelevant professionaldevelopmentopportunitiesforcasual,beginning,itinerant,partͲtimeandrelief staffinACTschools. Reliefteachers Attentiontodevelopingthecapacityofreliefteachersthroughprofessionallearningand comprehensiveonsitebriefings,priortotheirworkingwithstudentswithcomplexneedsand challengingbehaviour,isessentialforlearningoutcomesandsafety.Schoolsreportedthatthey endeavourtosecureapoolofreliefteacherswhogettoknowstudentsandtheappropriate strategiestousewiththem,howevertherewasoftenashortageofsuitablereliefstaff. PAGE|187 Considerationofsysteminductionprogramsforreliefteachers,addressingcomplexneedsand challengingbehaviour,wouldpreparethemmoreadequatelytoworkinETDandCEschools. Schoolspecificinduction SchoolͲbasedinductionusuallyincludesattentiontopoliciesandpracticesregardingthe managementofstudents,includingthosewithcomplexneedsandchallengingbehaviour. SchoolͲbasedinductioncomplementsthesystemlevelinductionthatteachersshouldreceivein regardtostudentswithcomplexneedsandchallengingbehaviour,particularlyinregardtothe supportsthatareavailable. Schoolleadersneedtoensurethatsufficienttimeandstructuredsessionsareallocatedto schoolͲbasedinductionforallstaffandthatprocessesandmanagementplansareestablished. ThisiskeyinestablishingthecultureandrelationshipͲbuildingstrategiesoftheschool.In addition,effectiveannualauditmechanismsneedtobeinplacesothatthecurrentlevelofstaff knowledgeandskillsincomplexneedsandchallengingbehaviourisevaluated,toensureareas ofneedareaddressedstrategically. Recommendation13.2:ThatETD,CE,andeachIndependentSchool,ensurethatthe programofinductionforallpermanentandtemporaryteachersincludescomponents ontheteachingofstudentswithcomplexneedsandchallengingbehaviour. 13.6Ongoingprofessionallearning Hattienotesthatwhenitcomestoprofessionalknowledgeandexpertisethereisnorecipe,no professionaldevelopmentworksheets,nonewteachingmethodandnoBandͲAidremedy. Teachers: Gatherdefensibleanddependableevidencefrommanysourcesandholdcollaborative discussionswithcolleaguesandstudentsaboutthisevidence…makingtheeffectoftheir 16 teachingvisibletothemselvesandothers. ACTschoolsandindividualteachershaveconsiderableautonomyinchoosingthefocusand sourceofprofessionallearningthattheybelieveistimelyandappropriatefortheirindividual contextandcircumstances.Theirchoiceisdependentontheavailabilityofcoursesandtheir timetoattend. Schoolsubmissionshighlightedthedifficultiesexperiencedbyteachersinfindingand/ormaking timeforprofessionaldevelopment,particularlyteachersinspecialistroles.Inadditionto mandatoryrequirementsforprofessionallearning–indisabilityanddiscriminationlaw, mandatoryreportingandregulartrainingforsupportingstudentswithcomplexmedicalneeds suchasanaphylaxis,diabetes,asthmaandepilepsy–teachersneedprofessionaldevelopmentin curriculum,pedagogyandawiderangeofotherprofessionallearningpriorities.ThePanel becameawareofthehighlevelofcommitmentandtimeteachersintheACTalreadydevoteto meetingstudentneed.Thereisaclearneedforleadershipthatassiststeacherstocontextualise andmakeconnectionsamongpolicies,strategiesandnewlearning,andhelpsteachersprioritise andmeettheirprofessionallearningneeds. OnͲtheͲjobsupport Notwithstandingtheneedforformalprofessionallearningopportunities,themajorityof teacherssurveyedbythePanelindicatedthatprofessionallearningatschoolwasveryvaluable. PAGE|188 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Thisincludedobservationsofotherteachers'classes,professionalconversationswith colleagues,deliveryofprofessionallearningsessionsbyotherteachersintheschool,andthe sharingofusefulinformationandideas.ThePanelstronglyendorsesteachersparticipatingin 17 ‘professionallearningcommunities’. ThePanelwastoldthatschoolleadershipteamsarecrucialinworkingalongsideteachersto increasetheirexpertise.Anactivelearningmodelthatincludessomeformofcoaching,often withspecialistsworkingalongsideteachers,feedbackanddataͲledimplementationof instructionalorsupportstrategiesincontextisstronglysupportedbythePanel.Thisis particularlythecaseforteachersworkingwithextremelyhighneedstudents. 18 ThePanelisawarethatthe2009ReviewofSpecialEducation suggestedthatspecialschool personnelprovidesomeservicestomainstreamschools: InnovativepracticesdocumentedbyFarrell(2008)andbyGibb(2007)involvespecial schoolsinprovidingoutreachservices.Exemplaryspecialschoolssharebestpracticein teachingmultiͲageanddiverseclassesthroughprofessionaldevelopment,mentoringand 19 workingcollaborativelywithregularschools. Othershavemadesimilarsuggestions: Insomemainstreamschoolswithspecialistbasestheautismspecialiststaffprovidetraining forthestaffandpupilsinthemainstreamschoolortootherlocalschools.Schoolsandunits wereinvolvedintraininganddisseminationofknowledgearoundgoodpracticetoother schoolsintheirlocalarea,allowingabroadercommunityofpractitionersandschoolsto 20 benefitfromtheirautismexpertiseandexperience. WhilethisisalreadydoneinformallyintheACT,thePanelproposesconsiderationofmore formalarrangementsforstaffwithparticularexpertise;forexample,highlyskilledteachersina specialistschoolbeingreleasedtoprovideshoulderͲtoͲshouldersupportformainstream teachersand/orthoseinunitsorcentres.ThegeographicalsizeoftheACTmakesitanideal locationforsharingexcellentpeerpracticeandsupportingcolleagues. 13.7Professionallearningpriorities Stakeholdersraisedissuessuchas:theprofessionallearningneedsofteachersinspecialistroles; theimportanceofschoolleadershavingrelevantknowledgeandskills;accesstoprofessional learninginarangeofmodes;andparticulartopicsthatshouldbegivenpriority.Thelatter included:learningabouttrauma;mentalhealth(includingdepressionandanxiety);thebrain, neuroscienceandbehaviour;PositiveBehaviourSupport;learningdifficulties;ADHD,andASD. Professionallearningforteachersinspecialistpositions SchoolleadersspoketothePanelaboutchallengesinrecruitinghighlyqualifiedteachersfor specialistunitsandroles.Thisissueneedstobeaddressedthroughrecruitmentprocessesand professionallearning.ThePanelheardthatnotallteachersworkinginspecialunitshavethe specialisedqualifications,andinsomecasesdidnothavespecificprofessionallearninginthe areawhentheywereappointed.Iffactual,thesecommentsareofgreatconcernandcomments madetothePanelsuggesttheneedformoreadvancedtraining: TeachertrainingprovidedinAustraliadoesnotprepareteacherstoeducatestudentswith ASDsuccessfully.(Parent) PAGE|189 Evenwithadiagnosisthereisoftennoprofessionaldevelopmenttodoonmorespecific topics,ie:Trisomy21.(Teacher) EducatorsshouldbetaughthowtocommunicatewithnonͲverbalstudents,make adjustmentstomanagechildrenwithspecialneeds,positivebehavioursupport management,howtowritecomprehensiveIndividualLearningPlans,understandingand managingchallengingbehaviour.(Organisation) Recommendation13.2:ThatETDimmediatelyreviewthequalifications,experienceand professionallearningneedsofallstaffworkinginLearningSupportUnitsandCentres,and ensurethatthesestaffhaveaccesstoappropriateandongoingprofessionallearning,further studyandnetworkingopportunitiesthataremostrelevanttotheirsettings,theirstudentsand theirpersonalprofessionalneeds. Schoolleaders Theessentialroleofinformedandsupportedschoolleadershipisemphasisedthroughoutthis report,andisreinforcedbytheUniversityofLondonintheirpracticeguidelineonstudentswith ASD: Headteachersandotherseniorstaffhadadeepandwideunderstandingofautismandset theexpectationshighforalltheirstaffintermsofknowledge,trainingandcommitmentto 21 workingwithpupilswithautism. Teachersturntoschoolleadersforadviceandsupportwhentheyencounterdifficultiesin teachingormanagingparticularstudents.Leadershipteamsthereforeneedapractical knowledgeofthediverseareasofcomplexneedsandchallengingbehavioursothattheycan providepracticalassistancefortheircolleaguesandassistthemtoconnecttheirprofessional learningpathwaywiththeneedsoftheirstudents.Schoolleadersmustrecognisethattargeted professionaldevelopmentfortheteacherandforthemselvesmaybethemostefficientwayto supportastudentwithcomplexneedsandchallengingbehaviour. Deliverymodes Asnotedabove,keyareasareidentifiedasprioritiesforACTteachers.ETDhasadoptedamultiͲ modalapproachinvolvingonlineandfaceͲtoͲfacesupportinsomeoftheseareasasevidencedin thefollowingprograms: AutismSpectrumDisorder; DyslexiaandSignificantReadingDifficulties; MotorCoordinationDifficulties; Speech,LanguageandCommunicationNeeds; UnderstandingandManagingBehaviour; UnderstandingHearingLoss. TeachersarerequiredtocompletetheDisabilityStandardsforEducationeͲLearningmoduleand attendthreefaceͲtoͲfaceworkshopsafterhours,andcompleteonlinereadingandactivities (generallyaround6hours).EachofthesecoursesisaccreditedwithTQI.ETDcollectsand analysesdataonparticipationintheseprograms.Individualandschoolparticipationiscollected andmonitored,andNSETteamsusethisdatawhenfollowingupwithaschool.ETDdatais PAGE|190 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE supplementedwithreportsfromTQI,whichcurrentlyprovidestrongevidenceofteacher satisfactionwiththeseprograms. CEalsoprovidesextensivetrainingusingthesixonlinetrainingmodulesusedbyETD.CEisnot implementingtheDyslexiaandSignificantReadingDifficultiesmodule.AIShasalsoprovided staffinMemberSchoolsaccesstotheDisabilityStandardsforEducationeͲLearningmodules. CEreportedthesuccessoftheseprogramsandthatreliefteachersareemployedsothat teacherscanparticipate.InNovember2015severalteacherswilltrainastutorssothattheycan offerthecoursetootherstaffattheschool,supportedbytheCETrainer/TutorforOnͲline Learning.Mentorsupportisprovidedthroughobservations,strategydevelopmentandemail followup.Thementoralsoworkswiththeschoolleadershipteamtoensureappropriate supportsareinplacefortheteacher. ThePanelstronglysupportsthecontinuedresourcingoftheseprogramsandparticularlythe additionalpersonalsupport,coachingandworkshopsthatsupplementonlinetraining.Inregard toonlinemodulesthePanelbelievethatsupplementarycoaching,workshopsandotherforms offaceͲtoͲfacesupportfromexperiencedcolleaguesarecritical.Thelattermayrequirestaffing adjustmentssuchas,inETD,theadditiontotheNSETofanofficerwithexpertiseinlearning difficulties. Recommendation13.4:ThatETD,CE,andAIS,cooperateto(a)makeavailabletoallmember schoolsexistingonlinelearningmodulesin:autismspectrumdisorder;dyslexiaandsignificant readingdifficulties;motorcoordinationdifficulties;speech,languageandcommunicationneeds; understandingandmanagingbehaviour;understandinghearingloss;and/orothercoursesas identifiedbymemberschools;and(b)ensurethattheselearningmodulesarecomplementedby followͲupsupportincludingfacetofaceassistance,workshopsandcoachingcomponents. Recommendation13.5:ThatETD,CEandAIS,(a)develop,andliaisewiththeTeacherQuality Institutetoaccredit,asuiteofprofessionallearningoptionsrelevanttoteachingstudentswith complexneedsandchallengingbehaviour.Thiswouldinclude,butnotbelimitedto,modules on:deͲescalationandsafeuseofrestraint;trauma;autismspectrumdisorder;mentalhealth; attentiondeficithyperactivitydisorder;and/orlearningdifficulties;and(b)establish mechanismstomonitorstaffandschoolparticipationintheseprograms. Involvingspecialistsinteacherprofessionallearning InChapter12acasewasmadeformoremultidisciplinarysupportsystems,suchaswraparound services,forstudentswithcomplexneedsandchallengingbehaviour.Asmostteachershavenot hadsignificanttrainingorexperienceinworkingwithotherdisciplines,thisinitiative(workingin multidisciplinary,interdisciplinaryand/ortransdisciplinaryteams)willneedtobesupportedby professionallearning.Forexample,teacherswillneedtolearnwhattoexpectfromvarious disciplinesandthemostappropriatewaystoworkwiththemtosupportstudentswithcomplex needsandchallengingbehaviour. Similarly,specialistsinotherdisciplinesareunlikelytobeknowledgeableofbestpractice pedagogy,theorganisationofschoolsandhowbesttoworkwithteacherstosupportstudents. Therefore,anddependingontheextenttowhichmultidisciplinaryapproachesarefurther PAGE|191 extendedinACTschools,teachersandotherprofessionsmayneedprofessionaldevelopmentin bestpracticeapproachesinschoolͲbased,multidisciplinarycollaboration. Specifictopics Teachersurveyresponsesshowedthatprofessionallearningisneededinaverywiderangeof topics.Highfrequencyresponsesto‘themostusefultraining’included;PositivePartnerships andotherAutismSpectrumcourses;ManagingChallengingBehaviours;TraumaTraining;Team Teach,andLearningDifficulties.Manyoftheseprogramsconnectwithteachers’immediate needsbyprovidingthemwithpracticalsupport;forexample,intheuseofindividualised learningplansandindividualbehavioursupportplans.Moredetailedinformationaboutthe professionallearningexperienceteachersfoundmostusefulispresentedinAppendixE. SometeacherstoldthePanelhowtheytransferknowledgeandskillsgainedaboutaparticular topictomeetotherpurposes. Professionaldevelopmentthatdealtwithautismhelpedmetodealwithstudentswitha varietyofneeds.Inparticular,PositivePartnershipswasparticularlyuseful.Itprovided strategies,information,relevanttemplatesthatdealtwithbehaviour,classroomsetupand manywaystorecordandmonitoradjustmentsintheclassroom.(Teacher) DeͲescalationandrestrictivepractices AsdiscussedinChapter11,schoolleaders,teachersandotherstaffneedtobetrainedin techniquestodeͲescalateconflict,whichinmanycaseswillavoidtheneedforrestrictive practicessuchasphysicalrestraintorseclusion.Staffmembersalsoneedtoknowhowtosafely userestrainttechniquestoprotectsafetyincrisissituations.AsalsodiscussedinChapter11, thereareanumberofaccreditedtrainingproviderswhoprovideapackageoftraininginlegal obligations,deͲescalationandeffectiveresponsestobehaviouralcrises,togetherwithtraining ontheuseofsafertechniquesofrestraint.Provisionofthistrainingshouldbeapriorityforall staffwhowillworkwithstudentswithcomplexneedsandchallengingbehaviours,andshouldbe providedinconjunctionwiththeclearpolicyguidelinesrecommendedinChapter11. AutismSpectrumDisorder AutismSpectrumDisorder(ASD)isalifelongneuroͲdevelopmentaldisordercharacterisedby impairmentsincommunicationandsocialinteraction,aswellasunusualpatternsofbehaviours, interestsandactivities,whichaffectaperson’scapacitytoengageinthesocialworld.Children withASDmayexperiencedifficultieswith:initiatingandrespondingtoothers;displayingand understandingnonͲverbalcommunication;establishingrelationships;overͲorunderͲsensitivity totheirenvironment;restrictedinterests;andrepetitivebehaviours.OftenchildrenwithASD willprefertoengageinroutineactivitiesandadaptationtochangecanpresentasamajor challenge.22ManychildrenwithASDhaveoneormorecomorbidmentalhealthconditionssuch ashighanxiety.23 ItiscurrentlyestimatedthatASDaffects1%ofchildreninAustraliaandismorecommoninboys thangirls,withdiagnosedboysoutnumberinggirlsbyfourtoone.24TheUSNationalAutism Centerreportsthatthenumberofdiagnosedcasesofautismandrelateddisordershas dramaticallyincreasedoverthepastdecade.ThemostrecentUSstudiesconductedbythe CentersforDiseaseControlandPrevention(2014)foundthatASDoccurredinapproximately oneinevery68birthsinthe2008censussites.MeetingtheneedsofstudentswithASDis challenging,asASDcanmanifestinmanydifferentways,isasindividualaseachchild,and usuallyrequiresintensiveandspecialisedintervention. PAGE|192 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE ThereisnosingleinterventionthatiseffectiveforeveryonewithASD.Wewishitwerethat 25 easy. Manyrespondentsdescribedthechallengesinmainstreamclassroomsettingswhenengaging withstudentswhohaveASD.Oneteacherdescribedattemptstosupportayoungboy,stating: SeveralyearsagoIwasfacedwithanewstudent.Hehadautismandwasacceptedintomy classhalfwaythroughtheyear.Imadevisuals,charts,minutebyminuteoutlinesofhis workfortheday,boxesoftoysandothermanipulativeitemstohelphim,Itriedto understandandcaterforhisneedsbutIwascompletelyoutofmydepth.Ihadnevertaught achildwithneedssuchashis.(Teacher) Otherteacherstoldusthat: Difficultyincommunicationisabigproblemforallmystudents,astheyhaveautismandare nonͲverbal.Thisisamajorcauseoffrustrationforthemandcanoftenleadtovery challengingbehaviours.(Teacher) TeachersreportedthatseminarsbySueLarkeyandTonyAttwood,andworkshopsconductedby PositivePartnership,wereveryusefulforlearningaboutautismͲspecificstrategies.TheETD onlinemodulesandassociatedworkshopsonASD,referredtoabove,provideafoundationfor teachingstudentsontheautismspectrum. ResearchoutcomesoneffectivepedagogyforindividualswithASDareunderconstantreview. TheworkofTheNationalAutismCenterMassachusetts,andtheCentreforResearchinAutism andEducation,London,providereviewsofgoodpractice.TheWhatisGoodPracticeinAutism Education?reportbytheCentreforResearchinAutismandEducationaddressesprofessional learningasoneaspectoftheirresearch: Seniorstaffplacedgreatemphasisontraining–withmanyemphasisinghowallschoolstaff receivedregulartraining–includingadministrativeandsupportstaff,schoolbusdriversand cateringstaff.Schoolsemphasisedtheregularityandongoingnatureoftrainingrequired,in partbecauseofstaffturnoverbutalsosothat,wherepossible,knowledgeand understandingofautismandapproachestosupportthelearningandbehaviourofpupils withautismwentbeyondanintroductorylevel.26 TheNationalAutismCenterhasproducedtworeports–thefirstNationalStandardsProject reportin2009,andasecondreviewin2015,whichcontinuedthefocusonevaluationof educationalandbehaviouralinterventionliteratureforchildrenandyouthontheautism spectrum.The2015resourceidentifiedthefollowinginterventionsas‘establishedbyevidence’: behaviouralinterventions;cognitivebehaviouralinterventionpackage;comprehensive behaviouraltreatmentforyoungchildren;languagetraining(production);modeling;natural teachingstrategies;parenttraining;peertrainingpackage;pivotalresponsetraining;schedules; scripting;selfͲmanagement;socialskillspackage;andstoryͲbasedintervention.Teacherswill 27 needspecificprofessionallearningtoapplythesedistinctpedagogies. TheUKAutism 28 29 EducationTrust andtheOntarioMinistryofEducation haveproducedotherexcellent resources. InsourcingASDprofessionallearningitisimportantthatschoolsseekadviceaboutevidenceͲ informedprogramsthatwillsuittheircontextandstudents.AsrecommendedinChapter15, schoolsshouldseek,andtake,theadviceoftheirsystemexpertswhenmakingdecisionsabout evidenceͲinformedprofessionallearninginASD. PAGE|193 Trauma TeachercommentsandschoolvisitsindicatedtothePanelthatprofessionallearningfocussed ontraumawasanareaofcomplexneedsthathadnotbeenaddresseddiscretelyor comprehensivelyuntilrelativelyrecently. OneofthemostrecentlearningsIhaveundertakenislearningabouthowtraumaaffects children.Learningaboutcausalfactorsandtriggersforbehaviour,howtointeractandwhen itisappropriatetocommunicatewithstudentswhentheyareinaheightenedstate. Learningaroundwhatisfairandwhatisreasonableadjustment,andlearningabout providingoptionsforstudentsandnotbackingthemintoacorner.(Teacher) Traumaistheemotional,psychologicalandphysiologicalresidueleftoverfromheightened 30 stressthataccompaniesexperiencesofthreat,violenceandlifeͲchangingevents. The AmericanPsychologicalAssociationdescribesreactions,suchasshockanddenial,whichoccur immediatelyafteratraumaticeventandmorelongͲtermreactions,includingunpredictable emotions,flashbacks,strainedrelationshipsandevenphysicalsymptomslikeheadachesor 31 nausea. Thetraumaassociatedwithexperiencesofneglect,violenceandrelationshipdisruptionis poisonoustothelivesofchildrenandyoungpeople.ItunderminestheirselfͲconfidenceand eatsawayattheirselfͲesteem.Itcanmakethemfeelworthlessandunlovable.Itreinforces 32 theirvulnerability. Memoriesoftheseeventsarerealandevensmallreminderscancausechildrenandyoung peopletorelivetheirfearandconfusion.Ongoingtraumaticexperiences,overaprolonged periodoftime,arereferredtoas‘complextrauma’andhavesignificantimplicationsforbrain development.Thisoftenmakesthebehaviourofchildrenwhohaveexperiencedcomplex traumaunpredictable: Theydoanythingtosurvive,notbecausetheywanttobutbecausetheyneedto.Theyshut downtheirfeelings.Theypushawaymemoriesofpain.Theystoprelyingonrelationships aroundthemtoprotectthem.Theystoptrustingandbelievinginothers. Evenafterthestressfulortraumaticsituationhaspassed,children’sbrainsandbodies continuetoreactasifthestressiscontinuing.TheybecomeselfͲprotective.Theyspendalot oftheirenergyscanningtheirenvironmentforthreat.Theirbodiesactasiftheyareina constantstateofalarm.Theirbrainsareendlesslyvigilant.Traumatisedandstressed childrenandyoungpeoplehavelittlespaceleftforlearning.33 Childrenwhohaveexperiencedtraumamayexhibitanumberofbehavioursthataffecttheir capacitytomanagetheirbehaviour: Formanychildrenwhohaveexperiencedtraumaticevents,theschoolsettingcanfeellikea battlegroundinwhichtheirassumptionsoftheworldasadangerousplacesabotagetheir abilitytoremaincalmandregulatetheirbehaviourintheclassroom.Unfortunately,many ofthesechildrendevelopbehaviouralcopingmechanismsinanefforttofeelsafeandin control,yetthesebehaviourscanfrustrateeducatorsandevokeexasperatedreprisals, reactionsthatbothstrengthenthechild’sexpectationsofconfrontationanddangerand reinforceanegativeselfͲimage. Manyoftheeffectsoftraumaticexperiencesonclassroombehaviouroriginatefromthe sameproblemsthatcreateacademicdifficulties:theinabilitytoprocesssocialcuesandto conveyfeelingsinanappropriatemanner.Thisbehaviourcanbehighlyconfusingand childrensufferingfromthebehaviouralimpactsoftraumaareoftenprofoundly misunderstood.Whetherachildwhohasexperiencedtraumaticeventsexternalises(acts PAGE|194 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE out)orinternalises(withdraws,isnumb,frozenordepressed),achild’sbehaviouralresponse totraumaticeventscanleadtolostlearningtimeandstrainedrelationshipswithteachers andpeers.34 Throughoutconsultations,thePanelwastoldabouttheeffectsoftraumaonlearningand behaviour: Ithinkthereneedstobegreaterandmorewidespreadunderstandingoftheeffectsof traumaonchildren'sbraindevelopmentandinturnhowthisinfluenceslearningand behaviour.Ibelievesecuresafelearningenvironmentswithconsistentclearexpectations andteachingchildrenthesocial,emotionalandacademicskillstheyneedwithadultsupport iscrucial.(Teacher) Inmyexperience,childrenwithseverebehaviouralproblemsoftenhaveunderlying emotionaltrauma,familyviolencebackgrounds,orpsychologicaldisorderswhichneedtobe addressedbeforethatchildcanlearnandfunctioninamainstreampublicschool environment.(Teacher) Maleadultviolenceanddomesticviolenceareclearlyhugesocialissuesandhavebeen underestimated.Tothinkthataschoolisunaffectedbythisaspectofsocialdisintegration andtraumaistobenaïve.Traumaisafactor,andonceagainwedonothavetheresources tomanagethenegativeconsequencesofsuchlifeeventsattheclassroomandattheschool level.(Teacher) TraumaͲsensitiveprofessionaldevelopmentfocusesonasetofcriticalschoolͲwidechanges: leadership;specifictraumaͲsensitiveprofessionaldevelopmentforallstaff;accesstoexternal resourcesandservices(supportingthewellbeingofbothstudentsandstaff);academicandnonͲ academicstrategies,includingbuildingonwhatstudentslikeandaregoodat,andprovidinga placewherechildrenandyoungpeoplefeelphysicallyandpsychologicallysafe;regularreviewof policiesandprotocolstobecomemoretraumaͲsensitive;andcollaborationwithfamilies, 35 encouragingactiveengagementwithallaspectsoftheirchild’seducation. Studentswhohaveexperiencedtraumarequiresupportandsafetytofosterasenseof predictability,andtoconnectwithpeersandadultsinasupportiveandconsistentmanner.They alsorequirestrategiestocontaintheirbehaviourandkeepcalm,supportingthemtoshapetheir emotionalreactions.Inpractice,thismayinclude:settingclearboundariesandpredictable consequences;ensuringroutineandpredictabilityintheclassroom;focusingactivitieson buildingsocialandemotionalliteracy;rewardingpositivechoices,andcreatingsafespacesthat 36 allowchildrentobecalm. Focusingonbuildingkeysupportiverelationshipswithadults,as describedinChapters5and6,isvitalinsupportingthesestudentsand,assuch,thepositive connectionbetweenteachers,supportstaff,executivestaffandthestudentareofparamount 37 importance. ThetraumaprofessionallearningmodulesdevelopedanddeliveredbyETDschoolpsychologists arecitedbythePanelasanexampleofpositivepracticeinthearea.However,thistrainingdoes notreachallteachers. PositivecommentswerereceivedabouttheTRUSTprogram,whichisapartnershipwithANU andfourPublicSchools.Otherprogramsdevelopedtosupportschoolstomeettheneedsof studentswhopresentwithissuesassociatedwithtraumaincludeCalmerClassroomsandthe StrategiesforManagingAbuseRelatedTraumainitiative.Theseprogramsprovidespecificadvice andtrainingaboutapproachestouse.SomeschoolsinthenonͲgovernmentsectorare accessingtraumatrainingbutwecouldnotobtainoveralldataonhowextensivethiswas.The PAGE|195 Panelbelievesthatthesignificantandworthwhileprogramsthathavebeendevelopedon traumashouldbeusedacrossallACTschools. Weredesign/providealternativeeducationalprograms/experiencesforstudentswith challengingbehaviour.Thisisparticularlyimportantforstudentswithmentalhealthor behaviouraldifficultiesrelatingtoexperiencesoftraumaandadversity.(Schoolleader) Additionally,inmainstreamclassrooms,andalsoinourunits,wehaveanumberofstudents withatraumabackgroundandseveralstudentscurrentlyincare.SinceIbecameprincipal, staffhavebeentrainedinTeamTeachandTraumainaconcertedattempttoupskill managementstrategiesforthesestudents.(Schoolleader) Weworkasastrongteamwhoallshareaphilosophicalapproachbasedonbrainresearch withspecificknowledgeindealingwithtrauma.(School) InformationreceivedbythePanelalsoincludedtheneedforspecifictrainingintrauma informedapproachestomeettheneedsofchildreninoutofhomecare.Thistypeoftraining wouldalsobeapplicabletoyoungpeoplewhohavebeenexposedtoothertraumaticevents. Littlecommentonprofessionallearningneedswasreceivedinrelationtoculturalidentity, sexualidentity,substanceabuse,socialisolationorintergenerationaltrauma;however, understandingthecomplexitiesfacedbystudentswiththeseexperiencesisofvitalimportance toteachers’abilitiestoassiststudentstoachievepositiveeducationaloutcomes. Teacherswhounderstandtheeffectsoftraumaonchildren’seducation,whoareableto developteachingpracticestohelpthem,andwhoareabletoparticipateactivelyand collaborativelyinthesystemsdesignedtosupporttraumatisedchildrenwillnotonly 38 improvetheireducationaloutcomesbutwillassistintheirhealingandrecovery. Attentiondeficithyperactivitydisorder(ADHD) ChildrenwhohaveADHDfacesignificantchallengesinschoolsandareathigherriskoflearning, behaviouralandemotionalproblems,becauseofconductwhichmayincludedefiance, 39 aggression,emotionaldisregulationandaninabilitytoconcentrate. Thisisinlinewith informationreportedtothePanelbyteachersaroundtheexpertiserequiredtoassistthese children: OverthecourseofmycareerIhavefoundthatmydayͲtoͲdayjobisbecomingmoreabout managingchildrenwithsignificantlearningdisorderssuchasADHDandmanyotherissues.I finditincrediblydifficultmanagingthesechildren.(Teacher) Ididtrainingcalled‘WhatTeachersShouldKnowAboutADHD’(UniofCanberra).Whilea coupleofyearsagonowthetraining/understandingIreceivedthatdayhasstayedwithme. (Teacher) Thestudentsthattakeupthemostteachertime,effortandexecutivesupportareusually theonesthattheparentshavespentthousandsongettingadiagnosisofADHDandthey aretheonesthatarenotfunded.(Teacher) Wecurrentlyhavenoprofessionalsupportorassistancetoprovidethespecialist,small groupinterventionprogramsneededbystudentswithattentiondeficits,memoryand informationprocessingissuesandotherconditions;whileclassteachersuseindividual LearningPlansanddifferentiatedinstructionthisisnotenough–weneedafullͲtime LearningSupportAssistant.(Teacher) ADHDaffectsachild’sbehaviouranddevelopment.Mostcommonlydiagnosedinchildhood, symptomsmayinclude:inattention,suchasdifficultyconcentratingandforgetfulness; impulsivity,suchasbeingpronetoaccidentsandinjuryduetorisktakingbehaviours;and PAGE|196 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE overactivity,whichmayincludefidgetingandrestlessness.40ItiscurrentlyestimatedthatADHD 41 affectsupto5%ofchildreninAustralia,andismorecommoninboysthangirls. Asisthecasewithallotherdisabilities,studentswithADHDarenotallalikeandthenatureand impactofADHDonlearningandbehaviourwillvarysignificantly.StudentswithADHDcanbe creativeproblemsolvers,goodpublicspeakers,energeticandenthusiastic,havegood conceptualskillsandintuition;butalsohavedifficultypayingattention,controllingimpulsive behavioursandmaintainingfocusontasks.Adjustmentsneedtobetailoredtomeetthe individual'sneeds.Teachersshouldalwaysdiscusswiththestudent,and/ortheirparents/carers, 42 theirparticularneeds. ResearchsuggeststhatassistingeducationstafftounderstandtheneurologicalaspectsofADHD isbeneficialasitpromotesgreaterempathyandunderstandingofthesestudents,andthata focusonsupportinglearningstrategiesratherthanbehaviourmanagementpromotesgreater 43 academicachievement. StrategiestoassistchildrenwithADHDgenerallyfallintothree categories–teaching,environmentalandbehavioural.Researchsuggeststhatadaptinggeneral teachingstrategiestoincorporateoptionsformovement,andpositivepeerattention,mayalso 44 provebeneficialforchildrenwithADHD. Thereareawidevarietyofbehaviourmanagementstrategiesthatcanbeadoptedfor childrenwithADHD,andallstrategiesmustfocusnotonlyondecreasingproblem behaviour,butalsoteachingreplacementbehaviourthatispositive.45 Mentalhealthconditions Mentalillnesscurrentlyaffects20%oftheAustralianpopulation,andpeoplewithmentalillness canbeamongstthemostdisadvantagedandfacesignificantmarginalisationacrossthe 46 community. Mentalhealthconditionsmaybetransitoryoroflongerduration,withsymptoms rangingfrommildandepisodictosevereandongoing.Thismeansthatsomestudentsmay requireacademicaccommodationsatsometimesbutnotatothers.Itisimportanttonotethat ‘mentalhealthissues’isabroadtermusedtodescribealargenumberofcomplexdiagnoses and,assuch,teachersandschoolsmustbesupportedtoobtaininformationinregardsto individualdiagnosisandhowthismayaffectstudentbehaviour.Manystudentswithcomplex needsandchallengingbehaviourhaveanumberofcoͲexistingconditions;forexample,Down 47 syndromeandmentalhealthneeds. Theseconditionscansometimesbereferredtoas‘invisibledisabilities’andareoften overlooked. Theimpactofthese‘invisible’disabilitiesmightnotbeimmediatelynoticeablebutcan includeanxiety,panicattacks,limitedattentionspan,fluctuatingmotivationand disorganisation.Thesemaybeaccompaniedbyunpleasantphysicaleffects,suchasrisesin temperature,sweatypalms,difficultyinbreathingandheartpalpitations.Studentstaking prescriptionmedicationmayexperiencedrowsiness,persistentthirst,visiondifficulties,and problemswithcoordination. StudentsexperiencinganepisodemaybeeitherunusuallywithdrawnorhyperͲinteractive withothers,orerraticintheirbehaviour.Studentsmay:havefrequentorunexpected absences;displayrigidthinkingpatternsandinflexibleapproachestotasks;isolate themselvesfromothers;or,engageinrotelearningorhavedifficultyperforming consistentlyorfollowingthroughontasks.Thiscanbeduetoanxiety,andperceptionsof inadequacies.Severeanxietymaysignificantlyimpairparticipationintutorialsand performanceinexaminationsandtheremaybeshortͲtermmemorylosswhichwillaffect PAGE|197 boththeabilitytorecallinformationandattentionspan.Studentsmayhavedifficulty followingsequences,complicatedinstructionsanddirections,andwithintegratingmaterial 48 fromdifferentsources.Theymaybeeasily‘overwhelmed’byinformation. Public,CatholicandIndependentschoolpersonneltoldthePanelofaconcerningincreasein mentalhealthissuesamongstudentsofallages,withagrowingnumberinprimaryschools. Anxietyanddepressionwerefrequentlyreferredtoinsubmissionsandschoolvisits.Itwas reportedthatschoolsandteachersfacesignificantchallengesinsupportingtheneedsof childrenandyoungpeoplewhohavementalillness: Thesocial,mentalhealthandbehaviouralneedsofstudentshasbecomemuchmore complexoverrecentyears.Schoolsarebeingaskedtodomorewithlessallofthetime.The externalresourcesavailabletoschoolsaredwindling.ThegreatestproblemIseeisthe increaseinhighlevelmentalhealthneedsinstudents.Therearemanystudentscominginto schooleverydaywithverysignificantmentalhealthissues,andweareunderͲequippedto dealwiththis.(Teacher) Themajorityofthesestudentsareaffectedbymentalillnessandareatriskofdisengaging fromeducation.Itisimportantthatteachersarekeptinformedandareequippedtodeal withsuchstudentstoprovideadequatesupportforthemintheclassroom.(Teacher) Weneedalternativeprogramsforthosechildren,particularlyathighschoollevel,whoare reallystrugglingwithbooktypelearningtoenablethemtoexperiencesuccessandusethe schooltimetodevelopstrategiesandskillsthatwillequipthemforlife.(Teacher) Mentalhealthissuesareblowingusoutofthewater.(Organisation) KidsareselfͲdiagnosing:theiraccesstosocialmediahelpsthis,butmaybeit’scontributing toit.(Organisation) MindmattersandKidsmatterprogramswerediscussedinChapter6inregardtotheirgeneral contributiontopositiverelationships.However,theseprogramsalsoprovidevaluablesupport forteachersdealingwithstudents’mentalhealthandwellbeingissues. Fundingforprofessionallearningintheseprogramshasbeenavailablesince2009.However,the Panelwastoldthattherearecurrentlynopermanentofficersinthetwofederallyfunded positionsthataremadeavailableintheACTtodeliverprofessionallearningintheMindmatters andKidsmatterprograms.Giventheverypositivefeedbackfromschoolsonthesetwo programs,andtherequestsforfurthertraininginmentalhealth,recruitmenttothesepositions shouldbeaddressedasamatterofurgency.Furtherrecommendationsregardingthe implementationofMindmattersandKidsmatterprogramscanbefoundinChapter6. TheAustralianDisabilityClearingHousealsoprovidesarangeofteachingandassessment 49 strategiestosupportstudentswithmentalhealthconditions. Learningdifficulties Learningdifficulties,alsoreferredtoaslearningdisabilitiesanddisorders,refertostudentswho experiencesignificantdifficultiesinlearningandmakingprogressinschooldespiteastudent’s intelligence.Studentswithlearningdifficultiescanexperiencehighlevelsoffrustrationthatcan resultinchallengingbehaviouratschool.Inaddition,learningdifficultiesmayexistin conjunctionwithotherconditionssuchasADHD. Researchsuggeststhatbehaviouralproblemsamongchildrenwithlearningdisordersare approximatelythreetimeshigherthaninthegeneralpopulationbythetimeachildreaches 50 eightyearsofage. TheBackonTrackSpeechPathologyReportstates: PAGE|198 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Thatorallanguagecompetenceformsthefoundationfortransitiontoliteracyandliteracy acquisitionplaysakeyroleinschoolengagement,whichisasignificantprotectivefactor 51 againstoffending. EstimatesofthepercentageofstudentsexperiencinglearningdifficultiesinAustraliavary dependingondefinitionsandareestimatedatbetween5%and20%ofstudents.52Learning difficultiesincludedyslexia,dyspraxia,dyscalculiaanddysgraphia.Itisimportanttonotethat studentswithlearningdifficultiesoftenexperiencebehaviouralchallengesincludingthose affectingselfͲorganisation,coordination,impulsecontrolandfocus. Manyteacherswhorespondedtotheonlinesurveyreportedthatlearningdifficultiesaffect theircapacitytoteachandthatmoresupportisrequiredtomeettheneedsofthesestudents: 25%ofstudentwillhavelearningdifficulties,andcouldbepickedupwithlanguage screening,followedbylearningscreening.Learningdisabilitiesneedtobeassessed, supportedandhaveongoingmanagement.Theschoolsystemisnotadequatelysetupto managechildrenwithlearningdifficulties.Studentswithlearningdifficultiescanthrivein academicareasifgivensupportwithoneͲonͲoneexplicitlearning(Teacher) Thereisverylittlefundingallocatedforeducationpurposesforlearningdifficulties,yetthis isthemainareathatisneededtoassiststudentswithlearningdifficulties.Manystudents arenoteligibleforLSAsupportortherearelimitedLSUplacementsavailable.TheLSU placementsoftenhavestudentswithsignificantbehaviouralandlearningissuesthatmake theenvironmentnotconduciveforstudentswithlearningdifficultieswithoutthebehaviour issues.(Teacher) Parentsechoedtheviewthatmoresupportisneeded: Dyspraxia–noneoftheteachershaveheardofthiscondition,yetstatisticssuggest1–2 childrenineachclassroomwillhaveit,mostbeingundiagnosedinAustralia.Thesechildren thentendtoendupongovernmentsupportinsteadofworking.Thelackofknowledgeisa massiveissue.Thesechildrenrequiresignificantintervention,yetevenwhenItellthe classroomteachersaboutit–theytry,buttheyjustdon’thavetheresourcesto accommodatetheneedsanywherenearwhatisrequired.(Parent) Since2014,ETDhasbeenimplementingasuiteofprograms,includingonlinemodulesand supportmaterialsforteachers,andparents/carers,tobuildcapacitywithinPublicSchoolsin regardtostudentswithlearningdifficulties.AsubmissionfromanACTpeakbodyendorsedthe workthathadbeendoneinthisareaandcalledforcontinuedfundingandsupportforthegoals 53 oftheTaskforceonStudentswithLearningDifficulties. ThePanelbelievesthatitisessentialthatETDcontinuestoresourceprofessionallearningin learningdifficulties,bothonlineandfacetoface,asthisisavital,proactivestrategyforreducing learningandbehaviouraldifficulties. LearningdifficultiesPDhelpsteachersaddresssomeprimarycausesofchallenging behaviour.(Teacher) TheETDsuiteofPLonLearningDifficultieshasbeencomprehensive,targetedand sustained.IfoundittobethemostusefulPLIhaveeverparticipatedin.(Teacher) Insomecases,students’behaviourcanbearesultoftheirparticularlearningdifficulties.I believethatmoresupportforthelearningneedsofstudentsinboththeprimaryand secondarysettingsfromteachers(notLSAs)isanessentialcomponentinmeetingtheneeds ofstudents.(Teacher) PAGE|199 13.8Professionalsupervision ThePanelcouldnotfindevidenceofaformalapproachtoprofessionalsupervisionforteachers workingwithstudentswithcomplexneedsandchallengingbehaviour.Schoolleaderstoldus that: Supervisionandsupportforteachersworkingwithcomplexstudentsisoftennotavailable. (Schoolleader) Someteachersandschoolleaderstoldusthatteachersworkingwithstudentswithcomplex needsandchallengingbehaviourneedamodelofsupervisionsimilartotheclinicalsupervision ofschoolpsychologistsandsocialworkers.Supervisionisadistinctprofessionalpracticethatis collaborativeandhasbothsupportiveandevaluativecomponents.Supervisionthatincludes ongoingskilldevelopment,servicemonitoringandattentiontotheprofessional’swellbeingis essentialforthoseinstressfulroles. Recommendation13.6:ThatETDandCEdevelopandimplementaformalprogramof professionalsupervisiontosupportstaffworkingwithstudentswithcomplexneedsand challengingbehaviour,withpriorityforthosestaffwhoworkinLearningSupportUnitsand Centres. 13.9PostͲgraduatestudyandfurthereducation Manypeoplementionedtheimportanceoffurthereducationindevelopinghighlevelexpertise incomplexneedsandchallengingbehaviour.Approximately50%oftherespondentstothe teachersurveyreportedundertakingothereducationandtraining,manyofthemattheirown expense.Justoveraquarterhadaccessedfurtheruniversitystudieswiththemajorityofthese completingMastersleveldegreesandmanyothersdoingpostͲgraduatediplomasand certificates. Mosthighereducationstudyhasbeeninspecialeducation,disabilityeducationandinclusive education,withmanyofthesecoursesbeingprovidedthroughtheUniversityofCanberra. TeachersreportedpositivelyongraduatediplomasandpostͲgraduateprogramssuchasin InclusiveEducationattheUniversityofCanberra. ThePanelproposesthatarangeofsupportedopportunitiesforleaders,aspiringleadersand classroomteacherstoengageinpostͲgraduatestudyinareasofcomplexneedsandchallenging behaviourwouldprovideanetworkofhighlyskillededucatorsacrossallsectors,whocouldlead clusterandnetworkcapacitybuilding. Weneedongoingteachertrainingwhichincludesnewresearch,workingwithparents, knowledgeandexpertise.(Schoolleader) ThePanelisawarethatarangeofscholarshipopportunitiesareavailableacrosstheACTand stronglyrecommendsthatthesebetargetedtostudiesincomplexneedsandchallenging behaviouroverthenextfiveyears. ThegeographicalsizeoftheACTfacilitatesacollaborativeprofessionallearningapproachthat couldbringtogethernotonlyeducatorsfromdifferentsectorsbutdifferentagenciesand disciplinesto‘shareknowledge,buildskillsanddeveloptheircapacityandcommitmentto 54 collaborativeworkingrelationships’. PAGE|200 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Recommendation13.7:ThatETD,CE,andeachIndependentSchool,(a)prioritisescholarships andsabbaticalsforschoolleadersandteacherstoundertakeformalstudyinrelationtostudents withcomplexneedsandchallengingbehaviour;(b)createopportunitiesforschoolleadersand teacherstovisitandseeinactionpracticesinschoolswithareputationforcreativeand resourcefulapproachestoteachingstudentswithcomplexneedsandchallengingbehaviour; and(c)createopportunitiesfortheseschoolleadersandteacherstobecomementorsand facilitatorswithinnetworks,sectors,andschools. 13.10 Conclusion ThischapterexaminedpreͲservicetraining,andthestructuresandprogramsavailable,to supportongoingprofessionallearningincomplexneedsandchallengingbehaviour.Perspectives ofschoolleaders,peakorganisations,teachersandparents/carerswereconsidered,aswas researchinprofessionallearningthatmeetsbothstudentandteacherneeds. Keypointscoveredinthischapterinclude: ProfessionallearningincomplexneedsandchallengingbehaviourmustbeneedsͲbased, strategicandsystematic. TheAustralianProfessionalStandardsforTeachersandtheAustralianStandardfor Principalsarepowerfuldriversforincreasingthecapacityofteacherstoaddress complexneedsandchallengingbehaviour,andshouldbeusedtofocusprofessional learningforteachersatanystageofcareerdevelopment. Schoolleadersneedtodriveprofessionallearningincomplexneedsandchallenging behaviourthrough:thedevelopmentoftheirownknowledge;thealignmentofbudgets andtimetoprovideforprofessionallearning;therecognitionthatlearninginthisareais multifacetedandthatteachersrequireprofessionalsupervisionwhenworkinginthis area. Aneffectivemultifacetedapproachwouldincludecourses,coaching,mentoring, observationsandworkingalongsideexperiencedcolleaguesandspecialistsfromother fields.WithinthisapproachETD,CEandAISarebestplacedtoprovidesupportto schoolsregardingevidenceͲbasedpractice. Ongoingreviewswithuniversitiesareessentialtoensureteachersarereceiving adequateacademictrainingforworkingwithstudentswithcomplexneedsand challengingbehaviour. Onlinecoursesoncomplexneedsandchallengingbehaviourshouldbecontinuedand shouldbesupportedbyworkshops,ongoingcoachingandotherformsof faceͲtoͲfaceassistance. Acomprehensivesuiteofprofessionallearningthataddressesdiversityofstudentneed isrequiredintheACT.TheETD,CEandAIS,inpartnershipwiththeTeacherQuality Institute,arebestplacedtoensureconsistentandwideͲreachingimplementation. Thequalificationsandprofessionallearningofteachersinspecialistsettingsshouldbe auditedimmediatelyand,wherenecessary,subsequentappropriateprofessional learningprovidedasamatterofurgency. PAGE|201 Giventheincreasingneedformanystudentstoreceivecoordinated,multidisciplinary support,professionallearningisnecessaryinregardtobestpractice,multidisciplinary andtransdisciplinarycollaborationinschools. Inductionisapriorityandtimemustbeinvestedinitbothatsystemandindividual schoollevel,withpermanent,contractandreliefteachershavingprogramstoequip themtoworkwithindifferentcontextstomaximiselearningforstudentswithcomplex needsandchallengingbehaviour,andensurelearningoutcomesandsafetyforall students. Scholarships,sabbaticalsandfocusedschoolvisitsinareasofcomplexneedsand challengingbehaviourarestrategiesthatwoulddevelopspecialistknowledgeandcreate anetworkofschoolleadersandteacherstobecomementorsandfacilitatorswithin networksandsectors. 1 LindaDarlingHammond,‘TeacherLearningthatSupportsStudentLearning’,inBarbaraPresseisen(eds),TeachingforIntelligence, (CorwinPress,2ndEd,2008)92 2 PatriciaJenningsandMarkGreenberg,‘TheProsocialClassroom:TeacherSocialandEmotionalCompetenceinRelationtoStudent andClassroomOutcomes’,(2009)79(1)ReviewofEducationalResearch,491 3 JohnHattie,Whatworksineducation,thePoliticsofCollaborativeExpertise,(2015) <https://www.pearson.com/content/dam/corporate/global/pearsonͲdotͲcom/files/hattie/150526_ExpertiseWEB_V1.pdf>18 4 TeacherEducationMinisterialAdvisoryGroup,ActionNow:ClassroomReadyTeachers(2014) <https://docs.education.gov.au/system/files/doc/other/action_now_classroom_ready_teachers_accessible.pdf>16 5 AustralianInstituteforTeachingandSchoolLeadership,AustralianProfessionalStandardsforTeachers(2014)< http://www.aitsl.edu.au/australianͲprofessionalͲstandardsͲforͲteachers/standards/list> 6 AustralianInstituteforTeachingandSchoolLeadership,AustralianprofessionalstandardforprincipalsandtheLeadershipProfiles (2014)<http://www.aitsl.edu.au/docs/defaultͲsource/schoolͲleadership/australianͲprofessionalͲstandardͲforͲprincipalsͲandͲtheͲ leadershipͲprofiles.pdf?sfvrsn=8>16 7 JackieLambe,‘PreͲserviceeducationandattitudestowardsinclusion:theroleoftheteachereducatorwithinapermeatedteaching model’,(2011)15(9)InternationalJournalofInclusiveEducation,975Ͳ999 8 PhilForeman&MichaelArthurͲKelly,InclusioninAction,(Cengage,4thed,2014) 9 LindaDarlingHammond,aboven1,93 10 ACTChiefMinister,Treasury,andEconomicDevelopmentDirectorate,HeadsofagreementbetweentheCommonwealthof AustraliaandtheAustralianCapitalTerritoryonNationalEducationReform,2013 <http://www.cmd.act.gov.au/__data/assets/pdf_file/0010/460198/hoaͲschoolsͲreform.pdf>9 11 JohnHattie,WhatDoesn’tWorkinEducation:thePoliticsofDistraction(Pearson,2015)29 12 ACTChiefMinister,Treasury,andEconomicDevelopmentDirectorate,aboven10,9 13 TeacherEducationMinisterialAdvisoryGroup,aboven4,44 14 SocialVenturesAustralia,GrowingGreatTeachers:WAgraduateteacherinductionprogram,(2015) <http://www.socialventures.com.au/caseͲstudies/waͲgraduateͲteacherͲinductionͲprogramͲgtip/> 15 TeacherEducationMinisterialAdvisoryGroup,aboven4,42 16 JohnHattie,VisibleLearning:Asynthesisofover800metaͲanalysesrelatingtoachievement,(Routledge,2009)126 17 RichardDuFour,‘Whatisaprofessionallearningcommunity?’(2004)61(8)EducationalLeadership,6,6 18 AnthonyShaddock,NancyMacDonald,JulieHook,LorettaGiorcelliandMichaelArthurͲKelly,DisabilityDiversityandTidesthatLift AllBoats:ReviewofSpecialEducationintheACT(2009).ACTGovernment,78Ͳ79 19 Ibid,79 20 UniversityofLondon:CentreforResearchinAutismandEducation,WhatisGoodPracticeinAutismEducation?(2011) <http://www.autismeducationtrust.org.uk/~/media/AET2/Main%20site%20images/resources/AET%20good%20practice%20report03 08.ashx>30 21 Ibid 22 AutismSpectrumAustralia,QuickGuidetoAutism(2015) <http://www.autismspectrum.org.au/sites/default/files/quickͲguideͲtoͲautismͲlores.pdf>2 23 BonnieMacNeil,VickiLopes&PatriciaMinnes,‘Anxietyinchildrenandadolescentswithautismspectrumdisorders’,(2009)3(1), ResearchinAutismSpectrumDisorders,1,4 24 AutismSpectrumAustralia,WhatisAutism(2015)<http://www.autismspectrum.org.au/content/whatͲautism> PAGE|202 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE 25 NationalAutismCenter.Findingsandconclusions:NationalStandardsProject,phase2.AddressingtheneedforevidenceͲbased practiceguidelinesforautismspectrumdisorder.(Randolph,2015)89 26 27 UniversityofLondon:CentreforResearchinAutismandEducation,aboven20,30 NationalAutismCenter.aboven25,42 28 UKAutismEducationTrust.Available,ToolsforTeachers,2015 <http://www.autismeducationtrust.org.uk/resources/tools%20for%20teachers.aspx> 29 OntarioMinistryofEducation,ToolandTechniques,2007, <http://www.edu.gov.on.ca/eng/general/elemsec/speced/asdfourth.pdf> 30 AustralianChildhoodFoundation,MakingSpaceforLearning–TraumaInformedPracticeinSchools(2010) <http://www.childhood.org.au/searchͲresults?keywords=Making%20SPACE%20for%20Learning%20>12 31 32 AmericanPyschologicalAssociation,Trauma,(2015)<http://www.apa.org/topics/trauma/> AustralianChildhoodFoundation,aboven30,10 33 TheAustralianChildhoodFoundation,TraumaandChildrenintheSchoolContext,2009<http://www.childhood.org.au/forͲ professionals/resources>3 34 TraumaandLearningPolicyInitiative,Helpingtraumatisedchildrenlearn,<http://traumasensitiveschools.org/traumaͲandͲ learning/theͲproblemͲimpact/> 35 TraumaandLearningPolicyInitiative,SixelementsofSchoolOperationsInvolvedincreatingaTraumaͲSensitiveschool <http://traumasensitiveschools.org/traumaͲandͲlearning/theͲflexibleͲframework/> 36 TheAustralianChildhoodFoundation,aboven33,65,69,73 37 MindMatters,MentalHealthandschoolsuccess, <http://www.mindmatters.edu.au/aboutͲmindmatters/whatͲisͲmindmatters> 38 LaurelDowney,Calmerclassrooms:Aguidetoworkingwithtraumatisedchildren,2007,ChildSafetyCommissioner,Melbourne, Victoria. 39 ShelleyMurphy,‘FindingtheRightFit:InclusiveStrategiesforStudentswithCharacteristicsofADHD’(2014)69(3)YC:Young Children66,66 40 BetterHealthChannel,AttentionDeficitHyperactivityDisorder(ADHD),(2015) <http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/attention_deficit_hyperactivity_disorder> 41 RoyalChildren’sHospitalMelbourne,ADHD–anOverview,(2012), <http://www.rch.org.au/kidsinfo/fact_sheets/ADHD_an_overview/> 42 AustralianDisabilityClearingHouseonEducationandTraining,AttentionDeficitHyperactivityDisorder(ADHD)2014 <http://www.adcet.edu.au/inclusiveͲteaching/specificͲdisabilities/adhd/> 43 ShelleyMurphy,aboven39,66Ͳ67 44 EricCarbonne,‘Arrangingtheclassroomwithaneye(andear)tostudentswithADHD’,(2001)34(2)TeachingExceptionalChildren 72,73 45 RobertReid,‘WorkingwithchildrenwithADHD:Strategiesforcounsellorsandteachers’,(2001)33(6)CounsellingandHuman Development33,36 46 MentalHealthAustralia,ChangingPerceptionsAboutMentalHealth,2015,<http://mhaustralia.org/> 47 BarryCarpenter,etal,Engaginglearnerswithcomplexlearningdifficultiesanddisabilities:Aresourcebookforteachersand teachingassistants(London:Routledge,2015)9 48 AustralianDisabilityClearingHouseonEducationandTraining,MentalHealthCondition,(2015) <http://www.adcet.edu.au/inclusiveͲteaching/specificͲdisabilities/mentalͲhealthͲcondition/> 49 Ibid 50 EricMash&DavidWolfe,Abnormalchildpsychology.(ThomsonLearning,2002)295 51 LauraCaire,SpeechPathologyinYouth(Justice)CustodialEducationProjectReport,2013 <http://www.speechpathologyaustralia.org.au/library/SPyce_Report_FINAL_lores.pdf>12Ͳ13 52 LearningDifficultiesAustralia,LDAGlossaryofTerms,2015<https://www.ldaustralia.org/glossary.html> 53 ACTEducationandTrainingDirectorate,TaskforceonStudentswithLearningDifficulties,(2015) <http://www.det.act.gov.au/about_us/minister/taskforce_on_students_with_learning_difficulties> 54 LeahBromfield,KarenSutherlandandRobynParker,FamilieswithMultipleandComplexNeeds:Bestinterestscasepracticemodel specialistpracticeresource,(2012) <http://www.dhs.vic.gov.au/__data/assets/pdf_file/0008/721880/FamiliesͲwithͲmultipleͲandͲcomplexͲneedsͲspecialistͲ resource.pdf>24 PAGE|203 PAGE|204 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE CHAPTER14: FundingIssues 14.1Introduction TheTermsofReferencedidnotrefertofundingbutmanystakeholdersexpressedtheirview thatfundingissuesaffectedthequalityofsupportforstudentswithcomplexneedsand challengingbehaviour.Theamount,flexibilityanduseoffundingwereoftenmentionedin connectionwithotherissuesraisedinthisreport. Manysubmissionsreferredtothefundingofstudentswithadisability–itselfahighlycomplex andcontestedtopicthatoverlapswithstudentswithcomplexneedsandchallengingbehaviour. Manyofthefundingissuesthatwereraisedinregardtostudentswithadisabilitywereidentical tothosereportedinthe2009ReviewofSpecialEducationintheACT.1 Thischapterprovidesabriefoverviewofthecurrentfundingpolicylandscape,onethatisbeing transformedbytheNationalEducationReformAgreement(NERA)thatwasoverviewedin Chapter4.Weproposegreaterflexibilityandinnovationintheuseoffundsatschoollevel, discusstheperceiveddisparitiesingovernmentfundingbetweenthesectors,andmake recommendationsforimprovementstotheStudentCentredAppraisalofNeed(SCAN). 14.2CurrentCommonwealthpolicy TheNERAcommitsAustralianStatesandTerritories‘totheobjectivethatAustralianschooling providesahighqualityandequitableeducationforallstudents’.2Theagreementoutlinesbroad, evidenceͲbasedactionstoachievenationaleducationtargetsby2025. TheNERAalsosetsouttheCommonwealth’simplementationoftheSchoolingResource Standard(SRS),basedontherecommendationsfromtheReviewofFundingforSchooling (2011).3 ThisReviewrecommendedthattheAustralianGovernment,incollaborationwiththeStatesand Territories,andinconsultationwiththenonͲgovernmentsector,shoulddevelopandimplement anewfundingmodelforschoolsbasedontheprinciplesof: fair,logicalandpracticalallocationofpublicfunds; fundinginresponsetoneed; fundingfromallsourcesmustbesufficient; supportforadiverserangeofschools; drivingbroaderschoolreform; partnershipbetweengovernmentsandacrosssectors; transparencyandclarity; valueformoneyandaccountability.4 PAGE|205 AtStateandTerritoryleveltheNERAisoperationalisedbyformalagreements.Theagreement betweenCommonwealthandtheACToutlineshowthey‘willworktogethertointroduce reformsthatwillcontributetotheoutcomesoftheNERAby’: a) ensuringthecontinuedprosperityandgrowthofAustraliabyimprovingtheeducational outcomesofprimaryandsecondarystudentsintheACT; b) ensuringthedifferenteducationalneedsofACTstudentsaresupportedbytakinga fairer,needsͲbasedandequitableapproachtoeducationfunding;and c) providingamoresustainablefundingmodelfortheprovisionofeducation.5 TheagreementalsooutlinedalongͲtermplantoimprovestudentoutcomes,allocatefundingso thatstudentsandschoolswiththegreatestneedreceivemoreresources,andprovidea sustainablefundingmodelintothefuture.6 The2014–15CommonwealthBudgetcommittedtothefirstfouryearsofthesixͲyearNERA agreementandthiswillresultinsignificantchangestoCommonwealthfundingfrom2018.It appearsthattheCommonwealth’snewfundingarrangementsfrom2018willmeanthatschool funding(bothgovernmentandnonͲgovernment)willbebaseduponthe2017percapitaamount indexedbyConsumerPriceIndex.ItisimportanttonotethatCommonwealthfundingfrom2018 andbeyondstillremainssubjecttoformalnegotiationsbetweentheCommonwealth,theStates andTerritories,andthenonͲgovernmentschoolsector.AkeyconceptintheNERAistheSRS. Theapplicationofthisstandardmeansthatthedollarsthatflowtoeachschoolwillbeadjusted upordown,yearbyyear,untiltheyalignwiththestandard.MostACTPublicandIndependent schoolsarealreadyabovethestandardsotherewillbenosignificantincreaseinfundstothese schools.Asdiscussedbelow,thesituationissomewhatdifferentforACTCatholicsystemic schools. TheACThascommittedtoimprovingitsexistingneedsͲbasedfundingarrangementsforACT PublicSchoolsandiscurrentlyintheprocessofprogressivelyimplementinganewmodel–the SchoolResourceAllocation–from2016,withfullimplementationby2019.Thenewmodelis basedonsimilarprinciplestoNERAandaimstoimproveneedsͲbasedschoolfundingaccording totheprofileofstudents. 14.3Fundsandtheirflexibleuse ManysubmissionsfromPublic,CatholicandIndependentschoolsandfromthecommunity raisedtheissueofthequantumoffundstosupportstudentswithcomplexneedsand challengingbehaviour.ThePanelbelievesthatthiscomplexissuecanonlybereasonablyand productivelydiscussedwithreferencetotheparameterssetandagreedintheNERA. UnderthenewneedsͲbasedmodelschoolleaderswillmakedecisionsanduseresourcestomeet theirstudents’needs–aclearcalltothinklaterally,reconsidertraditionalpractices,usefundsin strategicandinnovativeways,andgetmaximumbenefitfromavailableresources.Whilethis capacitylargelyexistsundercurrentfundingarrangements,schoolleadersnowmustembrace thisopportunityandplanandoperatetheschoolbudgetin,whatwillbeforsome,aradically differentway. Thenewfundingarrangementsnotwithstanding,someteachersbelievethatsomestudents‘fall betweenthecracks’: PleaseconsidertheimpactofbehavioursfromnonͲfundeddisabilities.Behaviouraland mentalhealthdisordersanddisabilitiesareoftenmoredifficulttomanageandensure academicprogressthanthosefunded.Thesestudentsalsodon'thavethesamelobbygroup todemandtheresourcesasstudentswithfundeddisabilities.Thereisanoutcryforthe PAGE|206 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE studentwhoisblind/hearingimpaired,hasASDorlowIQwhentheyaren'tgettingafair deal,butwhospeaksoutforthestudentwithbehaviouralissues,everyonejustthinks(and otherparentssay)‘theyshouldnotbeinourschool’,and‘whydoesmychildhavetosuffer becauseofthem?’(Teacher) Oneofourmostdemandingandtroubledstudentsthatrequiresmyongoingexecutive support,interventiontohelpwithbehaviourmanagementcounsellingforhisemotional needsafterameltdown,continuouscommunicationwithhisfamilyand 'monitoring/following'whenheleavestheschoolduringschoolhours,doesnotfitany categorythatallowsustoapplyforfundedsupportfromACTETD.(Teacher) Thereneedstobemoresupportaroundengagingverychallengingstudents,e.g.,ourschool hasputalotoftimeandresourcesintogettingstudentsbacktoschoolwhohave fear/anxiety/behavioursthatmeanstheydon'teasilytransporttoschool.Wefeellikewe havetodothisalone.WhatsupportcanbegivenfromtheDirectorateandexternal agencies?Whyisitokjusttoputsomestudentsinthetoohardbasket?(Teacher) Manychildrenwithoutformaldiagnosesexistinclassroomsandthesechildrencanbemore challengingandmoredisruptivebecausethereisnofunding,noresourcesandoftenno acknowledgementoracceptancefromparentsthatissuesexist.AsateacherIregularlyfeel agreatsenseofinequityandfrustrationasthesestudentswithneeds‘soakup’moreand moreofmytimetothedetrimentoftherestofmyclass.(Teacher) Specialneedskidsarenottoochallengingtomanageastheyhavebeengivenspecific resources,butstudentswithadisabilityarelosingoutbecauseoftheneedsofcomplexand challengingbehavioursfromotherkids,whoarenotgettingextraresources.Wecan’tgive them(studentswithadisability)whattheyneedorgivethemacalmenvironmenttoassist themduetothechallengingbehaviourofotherkids.(Teacher) Inourvisitstoschoolsweheardviewsthatseemedtoreflectanassumptionthatfundsprovided totheschoolonthebasisofonestudent’sneedsmustbestrictlyapportionedonthebasisof thewaytheywereobtained–thatthemethodofinputshoulddeterminethemethodofuse. ThePanelappreciateswhysomeparents/carersandteachersmayholdthisview,particularly when,inthepast,schoolsystemshaveidentifiedandsupportedparticular‘specialneeds’in preciselythisway,oftenbyemployingateachingassistanttosupportasinglestudent.However, theuseoffundsinthiswayisnotapolicyrequirementandisnotconsistentwithpoliciesabout ‘schoolautonomy’(inPublicSchools)and‘subsidiarity’(inCatholicSchools)thatfosterlocal decisionͲmakinginresponsetolocalcircumstances.Inaddition,andasillustratedbelow, researchoneffectiveresponsestoindividualneedandstudentdiversity,andcurrentgood practice,suggestthatmoreflexible,creativeandinnovativeuseoffundsisnotonlydesirable butnecessaryaswell. ThePanelobservedawidevarietyofschoolresponsestostudentswithcomplexneedsand challengingbehaviourandwhilesomeschoolsstruggledtosupportthesestudentsusing traditionalmethodsofresourceallocation,teachingandbehaviourmanagement,otherschools usedtheirresourcesininnovative,needsͲbasedandcreativeways. Aparentcommented: Beingbraveenoughtochangehowwespendthemoneyisimportant.Thisdoesn’tmean moremoney,itmeansdoingitdifferently.(Parent) PAGE|207 Someteacherssuggestedwaysthatmoneycouldbebetterspent: Casemanagement,rapportbuilding,flexiblestudentdirectedoptionsandtheresourcesto implementthese.(Teacher) Moststudentswithchallengingbehaviourscanbesupportedtobesuccessfulatschoolwith somefundamentalchangestothewaywe'doschool'–moreemphasisonrelationships, studentinterests,relevantandchallenginglearningopportunities–thiscanbeachieved withminimalcost,justreallocationofresources.(Teacher) OneschoolleadertoldthePanel: Weallownthechildren,safetyforallisourmantra,childrenwithcomplexandchallenging behavioursareknowntoallstaffandweensurethatweallinvesttimeinthesechildrenin classrooms,playground,etc.tobuildapositiverelationshipforatimewhenwemayneedto dealwithaninappropriatebehaviour.Webuildcapacityinstaff–wholestaffwithPrincipal inattendancesoprofessionaldiscussionscantakeplaceafterthePD,moretargetedfor thosewhorequireitnow.Weinvesttimeinstaff–workwithindividualteachersaboutwhat theyneedtohelpsupportachildwithcomplexneedsorchallengingbehaviours. Ifateachercallstohaveacomplexorchallengingchildremovedwealwaysnegotiatethe consequencesandreturnofthechild;thisempowerstheteacher;wealwaysfacilitatethe repairandmakethefutureexpectationsveryclear.Staffaregivenadditionaltimetocreate resources.Weuseoutsideagenciestosupportthestaff.Collaborativeteamdiscusses strategiestotrialandthenreview.Deputydiscussesneedsofeachstudentandthesupport timetableisfluidandchangedregularlydependingonneed.WehaveastrongSocialand EmotionalLearningProgramthroughouttheschool.Ourresourcingmodelplacesadditional teachersineachteamacrosstheschooltoensurestudents’academicneedsarebeingmet, increasesengagementofthestudentsandreducesopportunitiesfordisengagement. (Schoolleader) OnepersonwrotetothePanelaboutherexperiencesasa‘volunteergrandmother’inalocal school: Therewardsaretoonumeroustomention.Iwasnotaskedtotakethesemostchallenging childrenformyreadinggroup.However,Ihavebeenabletoofferextrainstructiontofour slowreaderswhowouldhavemissedoutontheirreadingbecauseofthechaoticbehaviours intheclass.Hencemyfirstsuggestionisthatmycohortofliterateolderwomencouldbe directlyapproachedtoconsidertakingupthesortofvoluntaryoneͲonͲoneworkIamdoing. (Communitymember) ThePanelwaspleasedtoseesomeACTschoolscreativelyusingtheirfundstorecruitand supportskilledvolunteers,runsmallgroupprograms,employadditionaltargetedstaff– includingLearningSupportAssistants,YouthWorkers,teachingstaffandpsychologists–andin general,marshalalloftheirresourcesininnovativewaystosupportstudentlearningand behaviour.MostschoolsdothistosomeextentandthePanelstronglysupportsmore thoroughgoing,creativeandresourcefulusesoffunds. ThePanelbelievesthatthewayinwhichfundsareusediscrucial.Asschoolleadersand teacherstendtolistentoandlearnbestfromtheirprofessionalcolleagues7,thePanelbelieves theyshouldseekfirsthandexperienceofeffective,innovative,wholeschooluseoffundsto supportallstudents.Asthisisaprofessionallearningissue,inChapter13wemakea recommendationaboutdevelopingschoolleaders’capacitytousetheiravailablefundsinthe mostresourceful,innovativeandevidenceͲinformedways. Someparentsandcarersexpressedconcernsaboutschools’flexibleuseoffunds,particularly thosederivedfromtheSCAN–asupplementarysupportforstudentswithparticulardisabilities. PAGE|208 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE TheintentoftheSCANistodeliveradditionalresourcestotheschooltosupportindividualneed, butitisnotanallocationthatmustbeusedforonestudentonly.Therangeofviewsis illustratedbelow. Childrendiagnoseddisabilitymusthaveadditionalfundingexplicitlydedicatedtoaddressing theirneedsintheschoolsystem.Fundingattachedtoachildinamainstreamschoolwith inclusionsupportmustbemadetransparenttothefamily.Schoolsneedtoconsultwiththe familyandbeaccountabletoparents/carersaroundhowthismoneyisspent.This transparencyiscriticaltoempoweringparents/carerstoadvocateforwhatthechildren need.Systemsneedtobeputinplacetopreventschoolsfromdivertingthesefunds elsewhere.(Parent) Weneedtoensurethatwhenadditionalfundingisprovidedtoschoolstosupportchildren withidentifiedspecialneedsthatmoneyisspentonprovidinglearningassistanceforeach child,ratherthanthecurrentsituationwhereadditionalmoneyisspentatthediscretionof theprincipal,meaningoftenthatlearningassistantsarespreadacross345children,diluting theeffectiveness.(Parent) Weneedmoretransparencyandaccountabilityaroundtheresourcesattachedtoeachchild identifiedashavingcomplexneeds.(Parent) Weappreciatewhyparentsandcarersmightholdtheseviews.Weagreethatadditionalfunds, suchasthosederivedfromtheSCAN,shouldbeusedtothebestadvantageofthechild,with appropriatetransparencyandaccountabilityandeffectivecollaborationamongparents,carers, schoolleadersandteachers.8 Theviewsaboutrigidrestrictionsontheuseoffundswerenotuniversal.Oneparentwrote: Ratherthanfundstudents,fundsystemsorteamsthatweknowimprovetheoutcomesfor students.(Parent) ResearchsuggeststhatoneͲtoͲonesupportforastudentisnottheonlywaytomeetindividual need.Forexample,metaͲanalyseson‘individualinstruction’ingeneralrevealaveryloweffect size.9MetaͲanalysesalsosuggestmajorbenefitsforlearningandbehaviourwhenresourcesare usedtoestablishandmaintainacohesiveclassroom10,utilisethestudent’speers11and/orteach studentsinsmallgroups.12Researchhasalsohighlightedthebenefitsofteachinginnatural environmentssuchasclassrooms,wherethecuesanddemandsarecontinuallychangingand whereotheradultsandpeersmaybeinvolved.13 ThePanelbelievesthatdecisionsabouttheuseoffundingareprimarilyaboutpedagogy,andas suchshouldbeinformedbyavailableevidence.Inseizingtheopportunitytouseavailablefunds tobestadvantage,effectiveleadersshouldofcoursethoroughlyinvolveparents/carersinthese decisions,anddiscusshowtheyareinformedbyevidenceandhowtheywillbenefittheirchild. Ahighdegreeofautonomyandflexibilityinregardtotheuseoffundsraisesimportantissues discussedinotherchaptersincludingleadershipcapacity,professionallearning,collaborations withparents/carers,accountabilityandthesystematicuseofschoolandstudentdatato monitorandfinetuneinitiativestosupporttheparticipation,engagement,behaviourand learningofeverystudent. 14.4Perceivedfundingdisparities TheReviewofSchoolFundingacknowledgedthatinthepasttherehasbeenasignificantlackof transparencyinregardtogovernmentfundingresponsibilitiesfornonͲgovernmentschools. Recommendation22oftheReviewstates:‘TheAustralianGovernmentandtheStatesand PAGE|209 Territories,inconsultationwiththenonͲgovernmentsector,shouldnegotiatemorebalanced fundingrolesaspartofthetransitiontoanewfundingmodelforallschools,withtheAustralian Governmentassumingagreaterroleinthefundingofgovernmentschoolsandthestatesin relationtononͲgovernmentschools.’14 However,Governmentdidnotagreetothisrecommendationandsothecurrentsituation remainsthatinrelationtogovernmentfundingofnonͲgovernmentschoolstheACTGovernment providesapproximately25%andtheCommonwealth75%.InregardtoPublicSchools,theACT Governmenthasfundingresponsibilityforapproximately86%andtheCommonwealth14%.15 ThesemarkedlydifferentfundingresponsibilitiesoftheACTandCommonwealthGovernments forgovernmentandnonͲgovernmentschoolsmakeitvirtuallyimpossibletodrawmeaningful comparisonsaboutindividualgovernmentfundingequitiesandrelativities.Usefulcomparisons canonlybemadewhentotalgovernmentfundingisconsidered,andthisisthepremise operatingundertheNERA.TheSchoolResourceStandardappliestoallschools. ThoseassociatedwithnonͲgovernmentschoolsreferredtosignificantresourceissuesintheir schoolsatthistime. TheCatholicsystemdoesn'thavetheresourcestoprovidethissupport.Thelimitednumber ofpersonneldotheirbestunderverydifficultcircumstances.(Teacher) Therehasbeenthecontinuinglackofadequateresourcestoprovideappropriateschool supportsandnecessaryadjustments,asituationthatparticularlyimpactsuponthenonͲ governmentschoolingsector.(Organisation) Disabilityloadingsbepaidasafullypubliclyfundedentitlementbyallgovernmentsinall schoolingsectors.Thisisnothappening.Consequentlystudentswithdisabilitiesattending nonͲgovernmentschoolsreceiveonlyasmallproportionofthefundingtheyneedandhad previouslybeenpromised.(Organisation) Fundingforachildwithadisabilityshouldfollowthechildregardlessofwhatschoolsector thechildisenrolledin.(Organisation) Whenreferringtostudentswithadisability,manytoldusthat‘fundingshouldfollowthe student’.However,thisintuitivelyappealingpointofviewmustalsobeunderstoodwith referencetoaprovisionoftheNERAthatallschoolstransitiontotheSRS.ItseemedtothePanel thatatthepresenttimemanypeoplearenotfullyawareoftheimplicationsoftheNERA includingthehighlycomplexandtransitionalarrangementstoit.ThePanelbelievesthat studentswithadisabilitydoattractthesameleveloffundingundertheSRSregardlessofSector andtheSRSincorporatesaclearnodisadvantagetest,thatnoschoolwillbeworseoffperͲ capita.However,thepointthatissometimesoverlookedisthatthetestisestablishedonwhole schoolfundingnotonloadingsforindividualstudents.Asdocumentedinthe2013Education Act,allschoolsreceivethecalculatedloadingforstudentswithadisabilityirrespectiveofsector, butiftheyarealreadyabovetheSRSthereisanequivalentreductioninfundingbecauseofthe transitionarrangements.TheCommonwealthintroducedthisreductionintransitionfundingto ensurethatallschools,overtime,transitiontothenewmodel. ACTCatholicschoolsarecurrentlybelowtheSRSandattractadditionaltotalfundinginlinewith theSRSdisabilityloading. Currently,around80%ofACTIndependentschoolsareabovetheSRSsotheyattractan indexationrateofonly3%increaseonthepreviousyear’spoolofgovernmentfunding.This alonemayposehardshipasthecostofeducationalservicesisarguablyinexcessof3%per annum. PAGE|210 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE ThePanelbelievesthattheissueof‘perceiveddisparity’remainsanunnecessary,ongoing, contentiousandsometimesdivisiveoneinpartsoftheACTcommunity.ThePanelurgestheACT GovernmentandthenonͲgovernmentsectortoworktogethertopromotegreaterschooland communityunderstandingoftheregulationsoftheneedsͲbasedSRSmodel,inregardto additionalfundingforstudentswithadisability. 14.5TheStudentCentredAppraisalofNeed TheStudentCentredAppraisalofNeed(SCAN)isthemethodbywhichsupplementaryfinancial resourcesaredeliveredtoschoolstosupportstudentswithadisabilityintheACT.TheSCAN aimstoprovide: Aconsistentapproachtodeterminingeducationalneedsofindividualstudents,sothat additionalresourcestosupportstudentswithadisabilitycanbeallocatedtoschoolsonan equitablebasis.16 ThisprocessisundertakeninACTPublicschoolsattheendofpreschool,kindergartenandin Years3,6,7and10.InACTCatholicschoolstheprocessoccursonenrolmentandatothertimes asdeemedappropriatebytheschool,andinIndependentschoolsareviewisundertakenas requiredatsignificanttransitionperiods. TheACTwillcontinuetousetheSCANinregardtostudentswithadisabilityuntilnationally consistentandagreedstandardsthatrecognisedifferentiallevelsofneedforstudentswitha disabilityaredeveloped.AlthoughthecurrentCommonwealthloadingsforstudentswitha disabilityareperceivedbysometobeinadequate17,andalthoughtheCommonwealthis undertakingworkthatmayleadtoadjustmentsinthefuture,forthepresent,theseloadings havebeendetermined. The2009ReviewofSpecialEducationintheACT18dealtwithSCANinsomedetailanddrewthe followingconclusions: WhereasthefundingdeliveredbySCANisseenbyETDassupplementarytootherschool funds,thereiswidespreadbeliefamongparent/carersandteachersthatSCANdelivers allorthemajorityoffundstosupportstudentswithadisability. SCANoffers‘perverseincentives’tooverͲidentifydisabilityandtoseekadiagnosis whetheritiswarrantedorhelpful. TheSCANprocessisupsettingformanyparent/carersandteachersandputsthefocus onwhatstudentscannotdoandhowtheymaybedifferent. SCANfocusesonanarrowsetofdisabilityͲrelatedcharacteristicsthatinthemselvesare butonesetofmanydeterminantsonlearning. TheallocationofSCAN,essentiallyasupplymodeloffunding,isnotsufficientlytiedto studentoutcomes. TheSCANisacappedfund,andassuch–anddespiteitsname–isnotcalibratedto needinameaningfulorrealisticway. Submissionsandinterviewssuggestedthatlittlehaschangedsince2009: TheStudentCentredAppraisalofNeedprocessdoesnotadequatelyaddressthesupport needsofthemostcomplexbehaviourstudents.TheSCANreviewprocess,wherebyschools canapplyforadditionallevelsofsupport,isalongandslowprocess.Themaximum additionalsupportallocated(12points)doesnotadequatelytakeintoaccounttheteacher componentofthestudent’seducation.(SchoolLeader) PAGE|211 BecauseIdidnotaddPostTraumaticStressDisorder,asIdidlastyear,theschoolwillnot gettheadditionalfundingunlessIamendtheletterandaddit,asthosearethemagic lettersthatattractfunding!(HealthProfessional) ThePanelwastoldthatthereissignificantpressuretoidentifyamedicaldiagnosisinorderto securefunding.Paediatricianstoldusthatparent/carerspressurethemtogivetheirchildoneof thediagnosesthatattractsSCANfundingevenifthechilddoesnotstrictlyfitthediagnostic criteria. WeweretoldhowthefocusofSCANontheindividualstudentignoresthecomplexityofschool andclassroomrealities: Considerationneedstobegiventocomplexityofclasses.Theneedsofourstudentsareso complex,theyneedroomtohavetheirownspacetomeettheirsensoryneedsetc.,insome casestwosmallroomsneedtobeusedforoneclass.(Teacher) ManypeoplefeltthatthediagnosticcriteriafortheadditionalsupportprovidedbySCANaretoo narrow.Particularconcernswereraisedaboutchildrenwhohavelearningdifficulties, behaviouralissues,emotionalneeds,illnessorinjury,orwhohaveothercomplexneeds.Many ofthesestudentsdonotmeetthediagnosticcriteriaforadditionalsupportthroughtheSCAN. Weweretoldofsignificantissuesinthetransitionofadditionalresourcesbetweendifferent schoolsettings,withbothIndependentandCatholicSchoolleadersreportingthatthisisanissue forthem,particularlyinviewofthefundingimplicationsofschools’transitiontotheSRS. ThePanelwonderedwhetherthecurrentrequirementforallPublicschoolstudentswitha disabilitytoparticipateintheSCANprocessatpreschool,kindergarten,andyears3,6,7and10, isnecessaryforeverystudentandwhetherthefrequencyofreappraisalsisagooduseof resources. ThePanelwastoldthatallStatesandTerritoriesexperiencedifficultyindeterminingdisability loadingsandnoStateorTerritoryhasaperfectmodel.Weconsideredwhethertorecommenda majoroverhauloftheSCANmodel,orthedevelopmentofadifferentmodel. However,asbothtaskswouldbecomplex,andastheCommonwealthisdevelopingamodelfor ‘disabilityloadings’andthereisdoubtthattheCommonwealthmodelwillbe‘fitforpurpose’by 201619,weinsteadrecommendimmediateimprovementsbemadetoSCANwherepossible, withparticularattentiontotheissuesraisedinthischapter. Welistenedtoparentsandcarers,andheardhowtheSCANprocesscanbeverydistressingfor them.Theprocessmustbemademoreparent/carerfriendly. Wedidn’tasktohave‘specialneeds’childrenbutIwasmadetofeellikewe’reatfault,or costingthegovernment,puttingtheschoolout,etcetc.Weneedsupport.Itishard, exhaustingandquiteoftenalonelybattlehaving‘specialneeds’children.(Parent) SCANisalifeordeathsituationnotanexerciseregardinghowtolietogettherequiredcare theyneed.(Parent) DonotmakeparentsattendSCANmeetings!!!!Theyarehorribleandparentswalkaway crying.Theyalreadyknowtheyhavespecialneedschildren,theydon’thavetobetold.We’ll havetotrawlthroughdocumentationtosayhow‘special’theirchildrenare.Surelythe schoolcanassessthechildandattaintherequiredhelpachildneeds.(Parent) PAGE|212 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Recommendation14.1:ThatETD(a)undertakeanurgentreviewoftheStudentCentred AppraisalofNeed(SCAN)model,withparticularattentiontothe:appropriatenessofthecurrent eligibilitycriteriaforSCANfunding;adequacyoffunding;theeffectivenessoftheappraisal process,anditsimpactonparents,carersandstudents;and(b)inundertakingthisreview, consultwithschoolleaders,teachers,parents,andstudents,aswellastheDisabilityEducation ReferenceGroup,CEandAIS. 14.6Conclusion TheNERAandtheSRSnowdetermineeducationandfundingpolicyforallAustralianschools, governmentandnonͲgovernment.Thetransitionhasdifferentialeffectsonsectorsandschools andthisnewpolicylandscapeposesnewdemandsandprovidesexcitingopportunitiesfor innovation. AlongwithotherStateGovernments,theACThascommittedtotheNERAandhasmadethe requiredforwardfinancialcommitments.Majorchangewillnotoccurunlessthereismajor changeinCommonwealthGovernmentpolicy. Akeymessageofthischapteristheresponsibilityandchallengeforschoolleaderstouse resourcestothebestadvantageofallstudents.Studentswithcomplexneedsandchallenging behaviourarepartofeachsystem’sandschool’s‘universe’andtheirneedsshouldbe consideredwhenschoolͲleveldecisionsarebeingmadeabouttheuseoffundstosupportall students.Morethoroughplanningandgreatercreativity,flexibility,innovationand resourcefulnessareessentialifschoolsaretorespondtostudentdiversityanddeliverthebest possibleoutcomesforallstudents. Chapter15,‘LeadershipandSystemIssues’,examinesplanningissuesandtheimplicationsfor qualityassuranceandaccountability,withspecificreferencetostudentswithcomplexneeds andchallengingbehaviour. 1 AnthonyShaddock,etal,DisabilityDiversityandTidesthatLiftAllBoats:ReviewofSpecialEducationintheACT(2009).ACT Government 2 ACTChiefMinister,Treasury,andEconomicDevelopmentDirectorate,HeadsofagreementbetweentheCommonwealthof AustraliaandtheAustralianCapitalTerritoryonNationalEducationReform,2013 <http://www.cmd.act.gov.au/__data/assets/pdf_file/0010/460198/hoaͲschoolsͲreform.pdf>6 3 Ibid,1 4 DavidGonski,etal,ReviewofFundingforSchooling—FinalReport,2011, <https://docs.education.gov.au/system/files/doc/other/reviewͲofͲfundingͲforͲschoolingͲfinalͲreportͲdecͲ2011.pdf>xxii 5 ACTChiefMinister,Treasury,andEconomicDevelopmentDirectorate,aboven2,1 6 Ibid,1Ͳ2 7 JoeMurik,et.al,‘Reportedstrategiesforrespondingtotheaggressiveandextremelydisruptivebehaviourofstudentswhohave specialneeds’(2005)29(1),AustralasianJournalofSpecialEducation,21 8 JohnHattie,Teachersmakeadifference:Whatistheresearchevidence?PaperpresentedattheAustralianCouncilforEducational ResearchConference(2003)2 9 JohnHattie,VisibleLearning:Asynthesisofover800metaͲanalysesrelatingtoachievement,(Routledge,2009)198 10 Ibid,103 11 Ibid,105 12 Ibid,95 13 LauraSchreibman,etal,‘NaturalisticDevelopmentalBehavioralInterventions:EmpiricallyValidatedTreatmentsforAutism SpectrumDisorder’,(2015)45(1)JournalofAutismandDevelopmentalDisorders< http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4513196/> PAGE|213 14 15 DavidGonski,etal,aboven4,xxv Ibid 16 ACTDepartmentofEducation,StudentCentredAppraisalofNeed:Bookletforparents,carersandstaff.(2010), <http://www.det.act.gov.au/__data/assets/pdf_file/0012/20127/Student_Centred_Appraisal_of_Need_Ͳ _Appraisal_booklet_for_Parents_Carers_and_Staff.pdf> 17 NationalCatholicEducationCommission,SubmissiontotheSenateselectcommitteeonschoolfunding,2014 <http://www.ncec.catholic.edu.au/images/stories/documents/NCEC_Submission_to_Senate_Select_Committee_on_School_Funding .pdf>1Ͳ2 18 AnthonyShaddock,etal,aboven1,219Ͳ220 19 NationalCatholicEducationCommission,Senateinquiryintocurrentlevelsofaccessandattainmentforstudentswithdisabilityin theschoolsystem,(2015)<http://www.ncec.catholic.edu.au/images/stories/documents/NCECSWDInquiry.pdf>8 PAGE|214 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE CHAPTER15: LeadershipandSystemIssues 15.1Introduction The‘systemsperspective’outlinedinChapter5suggeststhatchangesinpolicyandpractice occurringinonepartoftheschoolsystem,forexample,inregardtostudentswithcomplex needsandchallengingbehaviour,willnecessarilyaffectotherpartsofthesystem.Thetopicsin thischapterreflectsomeofthese‘wholesystem’themesfromsubmissionsandvisitsand overarchingissuesthePanelidentifiedinitsfivemonthsofworkonitstask. Leadershipisapervasivethemeinthischapterandweaddressleadershipissuesinregardto schoolautonomy,accountabilityandevidenceͲinformedpractice.Wealsoexplorehowsystem leadershipmayassistteachersandschoolleaderstonavigatethecomplexandsometimes confusingeducationpolicyterrain;forexample,inregardtotheCommonwealth’scurrent prioritisationofstudents’literacy,numeracyandscienceperformanceasindicatorsofschooling outcomes.Wereviewresearchthatshowsunintendednegativeeffectsonvulnerablestudents ofrobustassessmentprogramsthatfocusonalimitedsetofeducationaloutcomes. Weaddresstheneedforusefuldata,theimportanceofevaluation,particularlyofthelonger termoutcomesofschoolingforstudentswithcomplexneedsandchallengingbehaviour,and theneedtousedatatoidentifywhereimprovementisnecessary. Oftentheresearchorevidencetohelpwithauniquesituationisnotavailable,forexamplein regardtoastudentwhohasseveraldisablingconditions,suchasAutismSpectrumDisorder (ASD)andattentiondeficithyperactivitydisorder(ADHD),withadditionaltraumaͲrelatedand mentalhealthissues.Weproposethatteachersbesupportedtoengageinongoing,systematic inquirytobolsterthe‘pedagogicalfloor’undertheirfeet,andproposethattheACTGovernment supportsinnovationandacultureofinquiryinACTschools. Thischaptermakesrecommendationsabout:theneedtomonitortheimpactofpolicyon studentswithcomplexneedsandchallengingbehaviour;theneedtoevaluateandreportonthe postͲschooloutcomesofstudents;increasedpriorityinplansandstrategiestoassiststudents’to reachpersonal,andsocial–emotionalgoals;planningapproachesthatclarifyhowsystemand schoolstrategiesgiveeffecttosystemand/orschoolvision;ACTGovernmentbackingand supportforinnovationinACTschools;andtheneedtofollowupthereportoftheExpertPanel byestablishinganindependentadvisorygrouptomonitorprogressinimplementing recommendationsofthisreport. 15.2Leadershipandschoolautonomy Schoolautonomyandriskmanagement SchoolautonomywasfrequentlymentionedinsubmissionstothePanel.Inmanycountries, particularlythoseinwhichmarketprinciplesexertsomeinfluenceonthedeliveryofeducation, thereisatrendforincreasedschoolautonomy.1Catholicschoolshaveconsiderableautonomy PAGE|215 undertheprincipleof‘subsidiarity’,andIndependentSchoolsarewhollyautonomous.Inrecent years,theACTEducationandTrainingDirectorate(ETD)hasdelegatedgreaterauthorityto schoolleadersofACTPublicSchoolsthrough‘schoolͲbasedmanagement’. ETDplanstopursuefurtherdevolutionofdecisionͲmakinginthepubliceducationsector,and movetowardsevengreaterlevelsofschoolautonomy.ETDinformedthePanelofanew, comprehensiveSchoolPerformanceandAccountabilityFramework(SPAFramework).According toETD,theSPAFrameworkidentifiesapproachestoassistschoolstoengageinongoingselfͲ assessment,evidenceinformedpractice,strategicplanningandinternalaccountability,andthat ‘externalaccountability’willbereferencedtorelevantACTlegislation.2 AlthoughthissectionofthereportdealswiththeintroductionoftheSPAFrameworkinETD,it mayapplyingeneraltoCE. Somesubmissionsexpressedreservationsaboutschoolautonomy: ThelongtraditionofschoolautonomyinvariousformsintheACTsincethe1970scan facilitateinnovation,butcanalsoimpedeeffectiveimplementationofsystemstrategies. (School) Thereisnotaunifiedunderstandingof,oranapproachto,complexneedsandchallenging behaviours,especiallythosebasedintrauma,and/ormentalillness,throughoutthe educationsystem.(Organisation) AsatthetimethisreportwaswrittenETDhadnotfinalisedtheimplementationdetailsforthe SPAFramework,werestrictourcommentstotheidentificationofpotentialdisadvantagesof increasedschoolautonomyandtheneedforproactivemanagementofrisksforstudentswith complexneedsandchallengingbehaviour. Therearesignificantrisksandchallengesifthenewframework,aboutwhichlittledetailis availableatthisstage,isnotimplementedinanappropriatelyregulated,authorisedand supportedway.PublicSchoolscurrentlyparticipateinavalidationprocesseveryfiveyears,but thistimeframemayallowineffectivepracticetoremaininplaceforconsiderableperiods,and maynotprovidesufficientqualityassuranceandaccountabilitywhereschoolshaveincreased autonomy.SchoolsmaylosethetimeͲsavingandfinancialbenefitsthatcomefromcentralised resources,expertadviceandeconomiesofscale.SchoolleadersexpressedconcernstothePanel thattheymaybeheldaccountablefordecisionswheretheyhaveinsufficientsupportor resourcestomeettheneedsofparticularstudents,orwheremattersareoutsidetheircontrol; forexample,decisionsoftheCentralisedPlacementPaneltoplaceastudentwithveryhigh needswithintheschool. Researchshowsthatalthoughautonomyhassignificantbenefitsforschoolsthatarealready performingwell,asisthecasegenerallyintheACT,itislesslikelytoimprovetheperformance ofschoolsandsystemsthatarefunctioningpoorly.3Researchalsoshowsthatunlessincreased autonomyisaccompaniedbyanemphasisoncollaborativenetworks(asistheintentioninACT Publicschools),schoolsmayseektoattractgreaternumbersofhighlyachievingstudentsand discriminateagainststudentswithdisabilities.4 UndertherightcircumstancesschoolautonomypromoteslocaldecisionͲmakingthatmaymore efficientlyaddresstheparticularneedsofschoolcommunitiesandparticulargroupsofstudents. Whenthefocusisonprofessionalpracticeandstudentoutcomes,includingthoseofstudents withcomplexneedsandchallengingbehaviour,itismorelikelythatincreasedautonomywill benefitallstudents. PAGE|216 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Leadershipandregulatoryburden Teachersandschoolstaffareunderstandablyfrustratedwithpaperworkorotherregulatory requirementswheretheycannotseethepurpose,oridentifyanybenefittostudents.Thisis particularlythecasewherecompliancewitharequirementistimeconsumingordifficult. Oneschoolleaderdescribedarequirementtocompleteaparticularriskassessmenttemplate whentherehadbeenaseriousincidentinvolvingchallengingbehaviourbyastudent.Inthe schoolleader’sopinion,thecompletionofthistemplatedocumentwasresourceintensiveandit didnotcontributetotheschool’scapacitytosupportthestudentinthefuture. ThePanelnotedthatwithinETDthereisanacknowledgementthatcompliancerequirements andprocesseshavebeenunnecessarilyunwieldyandETDaimstosimplifythemintheSPA Framework. Mutualaccountabilities AnorganisationreferredtotheneedfortwoͲway,‘vertical’accountability.Forexample,when schoolssubmitreportsaboutareportableincidentwithastudent,the‘system’mustrespond withanappropriateaction: Wesubmitthatpolicyand/orpracticeneedstobemodifiedsuchthat(a)reportingofcritical andnonͲcriticalincidentsalwaysreceivesaproportionateresponse,and(b)thereis monitoringtoverifythatthisisoccurring.Werecommendthedevelopmentofanenhanced systemofmonitoringthattriggersproactiveintervention,andcontinuousevaluationof programsandpolicies.(Organisation) Therearealsoethical,professionalandpersonaldimensionsinreportingprocesses.Oneteacher assertedthat: Itisnotuncommonpracticeforprincipalstorefusetosuspendstudents,andtodirectstaff tonotuseofficialreportingchannels,inordertoimprovestatisticsaroundstudent behaviour.(Teacher) ThePanelbelievesthatasystemofdevolveddecisionͲmakingmustbecarefullydesignedwith proactiveattentiontotherisksinvolved.TheimplementationofthenewSPAFrameworkwithin ETD,andschoolautonomymoregenerally,mustincorporateoversightmechanismstomonitor safetyandqualityinschoolsandensureevidenceͲbasedpracticeandaccountabilityfor decisions.Thesemechanismsmustensurethattheneedsofvulnerablestudentsaremetbythe systemasawhole;andpreventinefficiencies,forexample,whenaschoolthatisfacedwith complexneedstheyhadnotpreviouslyexperienced,and‘reinventsthewheel’,becausethey werenotawareoradvisedaboutsoundpracticesbysystemexperts. Paradoxicalasitmaybe,schoolsthatarelargelyautonomouswillbenefitfromcentralised supportandguidanceinadditiontooversightandaccountability.Atthisstage,however, importantdetailsabouttheSPAFrameworkareunavailable;forexample,themutual responsibilitiesofcentraladministrationandschools.InChapters4and11thePanelmake recommendationsregardingtherolethatwebelieveETDshouldhaveinassistingschoolswith policyadviceandguidelines;forexample,aroundrestrictivepractices. TheextenttowhichtheSPAFrameworkimprovestheschoolexperienceandoutcomesof studentswithcomplexneedsandchallengingbehaviourwilldepend,toalargeextent,on ‘implementationfidelity’–howwellschoolautonomywithaccountabilityisactuallyenacted. Schoolboardsandpeakorganisationsshouldmonitortheimplementationandeffectsofgreater schoolautonomyinPublicSchoolsandpolicymoregenerally.Thepolicylandscapeischanging PAGE|217 rapidlyinACTeducationandtheunintendeddeleteriouseffectsonthemostvulnerable studentsandfamiliesshouldbepredicted,monitoredandmanaged. Supportforschoolleaders Schoolleadersplaycriticalrolesinshapingpositiveschoolculturesandtheyneedsupporttobe effectiveintheseroles.ThePanelspoketosomeschoolleaderswhoreportedfeelingvulnerable andunsupportedinrespondingtotheneedsofstudentswithverychallengingbehaviours,and consideredthattheywouldbeheldtoaccountifthingswentwrong.Oneschoolleadertoldus that: AsaleaderandprincipalIfeelunsafe.Notjustphysicallyunsafe,butIfeelahuge responsibilityforstaffandotherstudents,andIfearthatIwillbeheldpersonally responsibleforthingsIhavenoabilitytocontrol. Respondingappropriatelytostudentswithviolentordangerousbehavioursdemandscareful assessment,professionaljudgementandriskmanagement.However,itisimpossibleto eliminateeveryrisk.Whereschoolleadersareworriedanddefensiveaboutliability,jobsecurity, censureand/orpubliccriticism,theyarelikelytobeextremelyriskaverseandunsupportiveof theirstaffdevelopingcreativeandinnovativeapproachestosupportstudentbehaviour. ItisimportantthatETD,CEandschoolboardssupportschoolleaderstoestablishtheschoolasa professionallearningcommunityinwhichteacherscollaborateinsystematic,dataͲinformed waystoanalyseandimprovetheirpractice,andengageinanongoingcycleofidentifyingneed, tryingnewapproachesandanalysingtheireffectiveness.5AnimportantelementinawellͲ functioningorganisationisacultureoftrust,inwhichmistakesandweaknessesmaybe admittedandhelpmayberequested.6(Laterinthischapterwemakeacaseforincreased innovationinACTschools.)ThePanelbelievesthataslongasinnovativeandcreativestrategies aredevelopedwithinestablishedframeworksandguidelines,schoolleadersshouldbeableto feelcertainthattheywillbesupported(bothpubliclyandprivately)when,forexample,awellͲ choseninitiativeisnotassuccessfulasplanned.Opportunitiesmustalsobeavailableforschool leaderstoreceivefurtherassistance;forexample,whentheyarestrugglingtomeetstudent needs,orhaveexhaustedtheresourcesprovidedthroughcentralisedservices.Sometimes schoolleadersmaysimplyrequireadviceorasoundingboard. Aconsistentthemeinthisreportistheneedfora‘cultureofsupport’forstudentsandthe importanceofwellbeing,particularlyofthemostvulnerable.ThePanelbelievesthatin implementingETD’snewSPAFramework,inwhichschoolautonomyisakeycomponent,ETD mustaimtodevelopapervasive‘cultureofsupport’,whichshouldbeexperiencedatalllevels, andparticularlybyschoolleaders. Practiceinformedbyevidence ThroughsubmissionsandschoolvisitsthePanellearnedthatpracticeinsomeschoolsiswellͲ informedbycurrentevidenceaboutthevalueofpreventivemeasures,positivebehaviour support,‘traumaͲinformed’education,engagementwithparents/carers,familiesandsupport agencies,mentoringrelationships,andthelatestresearchontheimpactofcognitive developmentonbehaviourandlearning.Forexample: MuchofthetimeIaminterpretingtheneedsofchildrenwithASDandotherdisabilities throughtheirbehaviourandusingmanysensorystrategiesandcalmingtechniquesaswell asapredictableroutine,sothechildfeelssecure.(Teacher) Relatetothem.Gettoknowthem.Challengethem.Lovethem.(Teacher) PAGE|218 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE However,theapproachofsomeschoolsandteachersseemedtoreflectmoretraditional behaviourmanagementanddisciplinaryapproachesthatdidnottakechildren’scircumstances intoaccount,thatseemedlessinformedbycontemporaryresearch,andthatwasunlikelyto producegoodresultsforstudentsorteachers. Thestudentsknowweactuallycan’tmakethem,sowhatoptionsdowehave?(Teacher) Adegreeofautonomyandschoolindependencegiveschoolssignificantdiscretioninthe practicesadoptedandthePanelisawarethattensionscanarisebetweenschoolsandcentral administration.Oneteacherexpressedannoyance: Whendirectorsandexpertstriedtoimposeaparticularprogramorwayofdealingwith childrenontotheschool–eveninprogramsinplacethatwereworkingwell.(Teacher) Onbalance,astheadoptionofevidenceͲinformedapproachesisaprofessionalresponsibility, thePanelbelievesthatinPublicandCatholicschools,advicefrom‘systemexperts’about evidenceͲinformedpracticesandprogramsshouldbequiteprescriptive,particularlyinsituations wheretheschool’sapproachisnotworkingandwherethereisdatatoshowthattheschoolhas notavaileditselfofavailableprofessionallearningopportunities. ThePanelunderstandsthatperformanceandaccountabilityframeworksshouldultimately detectwhereproblemsexistinschools,forexampleinsituationsinwhichmethodswerepoorly chosenornotevidenceͲbased.However,teachingisaknowledgeͲbasedprofessionandthe Panelbelievesthat,particularlyinregardtostudentswithcomplexneedsandchallenging behaviour,systemexpertsshouldbeproactiveanddirectiveininformingschoolsabout evidenceͲinformedpractice. 15.3Theroleofleadershipininterpretingpolicy Inourvisitstoschools,wesaw,orheardabout,theexcellentworkbymanyACTteachersin: ensuringstudentsfeelsafe;buildingrelationships;developingstudents’socialcompetencies; establishingrelationshipswithfamilies;andrespondingappropriatelytostudentswithcomplex emotionalneeds.Wealsoheardthatsomeaspectsofcurrenteducationpolicy,mainlythat drivenbyCommonwealth–State/TerritoryagreementsinregardtotheNationalEducation ReformAgenda(NERA),challengesometeachers’beliefsaboutteachingandtheirteaching approach,anddoesnotreflectwhatsomeparents/carerswantfortheirchild: Thattherehasbeensolittleofficialpolicyrecognitionofthecentralityofrelationshipstoall aspectsofschoolingisoneofthemajorpolicymysteriesofrecenttimes.7 Someparentsjustwantthestabilitythatschoolprovidesforthechildandthemselves.When teacherstryandpushlearning,theparentsmaynotbesohappyandthreatentowithdraw thechild.Whenteachersfocusonteachingandlearningthat’snotnecessarilywhatparents want.(Schoolleader) Focusonpedagogywillbeinadequateonitsown–wejustdealwiththekids’stresslevels. (Schoolleader) There’stoomuchemphasisontechniqueandthere’sawholeschoolcultureoflackof respectfulrelationships.Mychild’sstresswasnotdetectedbystaff.(Parent/carer) Thewholepastoralelementoftheschoolisthegreatestresourcefordevelopingstudents. (Schoolleaders) Inmyexperience,duringthelast10years,thefocusonmeetinggoalsrelatedto standardisedtestinghavenarrowedthefocusofteaching.Ithascheapenedthecraftofthe PAGE|219 teacherandtheirabilitytomakeprofessionaljudgementsaboutwhattheyteach,when theyteach,andhowtheyteachit.Whereonce,teacherswoulddevelopnewandexciting curriculumbasedontheirpassionandexpertise;now,allcurriculumiscommon, standardisedandaimedtomeetbroadgoalsofstandardisedtesting.Theresultisa professionthatteacheslessfrompassionandmorefromfearofnotmeetingexternalgoals developedwithnoconsiderationtostudentsasindividuals.(Teacher) Astheviewsexpressedabovedescribeabroadvisionofeducationandeducationalpriorities, thePanelexaminedresearchononeaspectofconcern–theimpactofcurrentliteracyand numeracytestingprogramsonstudents,teachers,teaching,student–teacherrelationships, classroomactivityandschools.Inparticularweexaminedtheeffectsofrobustassessment programsthatfocusonalimitedsetofacademicoutcomesonteachingapproachesthatare knowntobemosteffectiveforvulnerablestudents. Theresearchsuggeststhatapreoccupationwithnarrowformsofexcellenceexcludesmany otherpotentiallyvaluableformsofstudentachievement–suchasaspectsofpersonal developmentmostneededbystudentswithcomplexneedsandchallengingbehaviour.8Current presidentoftheAustralianCollegeofEducators,ProfessorStephenDinham,notestheharmto children’swellbeingandhealthofanarrowfocusonalimitedcurriculum,andaskswhetherwe areusingthewrongmeasurestoassessandcompareournationaleducationperformance.9 ArecentSenateCommitteereportednegativeeffectsofNAPLAN,includingselfͲesteemissues andanxietyleadingtodisengagement,absenteeism,apathy,andbehaviouralproblemsand difficultiesfordisabledstudents.10ThePrimaryPrincipals’Associationfoundthatthegreatest negativeimpactofNAPLANwasonstudentwellbeing,withtwothirdsofrespondentsstating thatNAPLANhadanegativeeffectonstudentwellbeing.Thereisevidencethat Pedagogicalresponsestothetest(NAPLAN)includeadoptingateacherͲcenteredstylethat hasflowͲoneffectsofpromotinglessͲinclusiveclassroomswherestudentshavelessofa voice,lesstimespentonhigherͲorderthinkingskills,andlessconversationbetweenteachers andstudentsoccursfornoappreciableimprovementsinliteracyandnumeracy.11 ThePanelagreesthatitisimportanttomeasureliteracy,numeracyandscienceoutcomes. Howevertheevidencesuggeststhatresolutepolicyattentiontoafewacademicoutcomesmay unwittinglyhindermore‘relational’pedagogythatisessentialformanystudents,suchas studentswithcomplexneedsandchallengingbehaviour,whorequiremorethan‘technical pedagogy’. ThePanelbelievesthatafocusonacademicoutcomeswithoutdueattentiontotheprocesses thathelptoachievethoseoutcomesisnotonlyineffectiveforstudentswithcomplexneedsbut alsoacauseofstressforteachers. Teachersfindthemselvesinthemiddlewhenitcomestomediatingtherelationships betweentheschool,home,classroomandschooladministration.Althoughteachersprovide agreatdealofemotional,socialandintellectualsupportforstudents,theyarealso expectedtomaintaininstitutionalnormsandpracticesthatcansometimesdamage personalrelationshipswithstudents.12 ThePanelbelievesthatitwouldbehelpfulforteachersifeducationleadershipatsystemand schoollevelnamedandarticulatedthesepolicycomplexitiesandexplainedtoteachershow theymaybereconciledatclassroomlevel.ThePanelbelievesthattheirresolutiondoesnot implythatachoicebemadebetweenpersonal/socialandacademicoutcomes.Bothare necessary,andasillustratedbyresearchcitedinChapter5,theformersupportthelatter.Both goalscanbepursuedinharmonyandgoodteachersdothis.Thatis,studentͲfocusedand relationalpedagogysupporttheengagement,learningandbehaviourofallstudentsandare essentialforstudentswhohavecomplexneedsandchallengingbehaviour.Teachersneedtobe PAGE|220 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE clearlytoldandgivenassurancesthatattentiontorelationalaspectsofteachingissound pedagogicalpractice. 15.4Vision,priorities,targetsandindicators Operationalplans Itcanalsobehelpfultosupportsystemorschoolvisionwithalinkedactionplan.TheETD websitedisplaysthe2015ActionPlanͲEducationCapital:LeadingtheNation.13Although,inthe Panel’sview,theheadlinegoalto‘LeadtheNation’presentsasunnecessarilycompetitiveanda somewhatadultͲcentricaspiration,thepolicydoesexpressalaudable,studentͲfocusedgoal that: EverychildintheACTdeservestheopportunitiesprovidedthroughanexcellenteducation irrespectiveofwheretheylive,theircircumstances,ortheschooltheyattend.Inshort, studentsmustbelieve,‘Icanachieve.Iamconfident.Myfutureisexciting’. ThePanelbelievesthesetobetrulyadmirablesentimentsandtheyareconsistentwiththemes inACTGovernmentpolicyandwithsomeexpressionsofCommonwealtheducationpolicy– whichfocusonrelationships,wellbeing,resilience,supportandsafety.Theyareevidentinthe visionandprinciplesinChapter5andentirelyconsistentwiththecasemadebythePanelfor schoolstogivegreaterattentiontothepersonalandsocialfactorsthatprovidethefoundation forlearning. However,thePanelbelievesthattheperformanceindicatorsandtargetsthathavebeen specifiedintheEducationCapital:LeadingtheNationpolicyarequitenarrow,andinregardto primaryandlowersecondarystudents,refermainlytostudents’performanceinliteracy, numeracyandscience.ItseemedtothePanelthatinthetranslationfrom‘aspirations’to ‘indications’theETD’slaudablechildfocusmayhavebeenrenderedinvisible,andthatthe prominence,ifnotreliance,onliteracy,numeracyandscienceoutcomessendsamixedmessage aboutpriorities. ThePanelisimpressedwithETD’sveryprogressiveEngagingSchoolsFrameworkthatoutlines principlesandpracticesthatschools‘can’usetosupportstudentengagement.However,tothe Panel’sknowledge,thisisnotapublicdocumentanditslinkswiththe2015ActionPlanͲ EducationCapital:LeadingtheNationareunclear. ThePaneliswellawarethatbilateralagreementswiththeCommonwealthinregardtotheNERA requirespecifiedtargetsandperformanceindicators(andthesehaveaconsiderablefocuson NAPLANresults),andweofcourseacknowledgetheundoubtedbenefitsforallchildrenofgood outcomesinliteracy,numeracyandscience.However,wealsobelievethatETDshouldgivefull effecttoitschildͲcenteredvisionandpresentacoherentlinkageofvisionandstrategyinamore complete,publiclyavailableplan. ThePanelwasinformedthatCEisabouttolaunchitsnewPrinciplesofPedagogypolicy.This documentlistsandexplainsprinciplesandarticulatesa‘shiftinthinking’aboutpedagogyanda renewedfocuson‘belongingandlearning’forall.BoththeEngagingSchoolsFrameworkinETD andthePrinciplesofPedagogypolicyinCEareexcellentinitiatives.However,thePanelbelieves theirstatusandimpactwouldbeelevatediftheywereincorporatedintopubliclyavailableplans (suchasEducationCapital:LeadingtheNation)thatmakecleartothecommunityandto teacherstheprogramlogic–theelementsintheimplementationandtheirlinkstotheintended outcomes.14Suchplanswouldproperlyacknowledgeandhonourwhatmostteacherstrytodo everyday. PAGE|221 Recommendation15.1:ThatETDandCE,andeachIndependentSchool,makeclearintheir strategicplansa)howtheirstudentͲcentredvisionandprinciplesareoperationalisedwith respecttopriorities,targetsandindicators;andb)howthevariouscomponents,servicesand programsthattheyprovidecontributetotheimplementationoftheirstudentͲcentredvision. Identificationandmeasurementofindicators Asnotedabove,fromourvisitstoschoolsandsubmissionsfromschoolleadersandteachers, thePanelunderstandsthatmanyschoolsandteachersworkhardtodevelopstudents’social andemotionalskillsandwellbeing.Forexample,oneschooltoldthePanelabouttheir WellͲestablished‘rituals’,breakfastandsoccerclubs,disco,girls’group,lunchclub,in additiontoanextensivepastoralcarepresence.(School) ThePanelbelievesthatitwouldbeprogressiveofETDtodeveloptoolstomeasureandreport on,forexample,PublicSchoolstudents’:‘senseofachievement’,‘perceptionsofconfidence’ and‘feelingsaboutthefuture’,aswellastheirliteracy,numeracyandscienceoutcomes.Given thedemonstratedimportanceoftheseattributesforallstudentsandtheirprominenceinthe goalsofAustralianschooling,thereportingofsignificantimprovementsinstudentperformance intheseareaswouldbewelcomegoodnewsinACTandnationalmedia. ETDcurrentlycollectsdataonsocialandemotionalwellbeingandschoolclimate.Catholicand Independentschoolscouldadoptsimilarpositiveinitiativesinregardstomonitoringand reportingpractices. ThePanelreadarecentreportonaWellbeingConsultationundertakenbyCEin45ofitsschools. CEistobeapplaudedforundertakingthisworkthatwasdesignedtosupportthe implementationoftheNationalSafeSchoolsFrameworkinCatholicschools.ThePanelalso notesthatCEhasanInclusionandWellbeingStrategysupportedbyaWellbeingandInclusion TeamandaSchoolEngagementTeam.However,thePanelwasunabletoidentifyperformance indicatorsforthewellbeinggoalsestablishedbyCE. Onarelatedmatter,thePanelisawareofnationalplanstogivegreaterprioritytotheteaching andassessmentoftheCapabilitiesintheAustralianCurriculum.Manyarehighlyrelevantto studentswithcomplexneedsandchallengingbehaviour.Forexample,theCapabilitiesinclude: criticalandcreativethinking,ethicalunderstanding,interculturalunderstanding,andpersonal andsocialcapability.However,thePanelbelievesthatwhichisvaluedgetsmeasured.Whilewe hopethatinthefuturetheCapabilitieswillbeassessedandreportedonaspartoftheNAPLAN program,webelievethatabroaderrangeofchildͲfocusedgoals–particularlythoseexpressedin systems’andschools’visionstatementsandpolicies–shouldbeassessedandreportedonnow. TheEducationAct2004requiresschoolleadersofPublic,CatholicandIndependentschoolsto establishproceduresfor‘givingreportstotheparentsofastudentenrolledattheschoolabout thestudent’sacademicprogressandsocialdevelopmentattheschool’.15ETDinformedthePanel thatETDiscurrentlyreviewingschoolreportingprocesses,andin2016intendstoimplementa commonreportingtemplate,whichincludesreferencetostudents’personalandsocial capabilities.Thisisapositivedevelopment. Recommendation15.2:ThatETD,CE,andeachIndependentSchool,complementthereporting ofstudents’academicperformancewithreportsonstudentprogresstowardsthepersonaland socialͲemotionalgoalslistedinschool’svisionstatementsandstrategicplans. PAGE|222 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE 15.5Makinggooduseofdata Theneedforusefuldatawasmentionedinsomesubmissions: Betterdataisneededfortargetingresources.(Schoolleader) Wedon’thaveareallygoodrecordofusingdatatomeasureperformance.(Systemleader) Continuousserviceimprovementistheultimateaim,notdatacollectionforitsownsake.ETD policystates: Datashouldbeusedtoinformdecisionmakingattheclassroomandwholeofschoollevels, includingtomonitorandimprovetheschoolcultureandenvironment.16 AsdiscussedinChapter4,schoolsshouldbecollectingandmonitoringdatainternally,andETD andCEshouldbeconductingcentralisedmonitoringacrossallschools,inareasofpractice relatedtobehavioursupport,including:suspensions,transfers,exclusions;parttime attendance;behaviouralincidents;useofrestraintandseclusion;injuries;andcomplaints. Thecollectionofsuchdataatschoollevelassistsschoolstoadjusttheirapproachestostudents withcomplexneedsandchallengingbehaviour.Oncecollated,analysedandreflectedon,data compiledunderthesecategoriesoffersinsightsintostudents’experiencesatschool,including: theaggregateburdenofchallengingbehaviouronaschool;thesupportneedsofthestudent population;safety;risks;andthecapacityoftheschoolstafftocopewiththechallengesthey face.TheSchoolͲwidePositiveBehaviourSupportmodeladvocatedinChapter9reliesongood datatodeterminewhatlevelofbehaviouralsupporteachstudentneeds. DatacollectionshouldbeguidedbypurposeandusefulnessandbeteacherͲfriendly.ThePanel notedthatthefocusofdatacollectionrelatingtocomplexneedsandchallengingbehaviour tendstoaddressmainlytheabsenceofgoodoutcomes–studentnonͲattendance,nonͲ participationand/orfailuretolearn.Thisapproachshouldbecomplementedbyamorepositive andproactivefocusandthisfirstinvolvestheidentificationofthebehavioursthatschoolsseek topromoteandthebehavioursstudentsshouldbeengagingin;thatis,whatbehavioursschools wanttopromoteandobserve,notjusttheirabsence.Theidentificationofthesepositivetargets allowsidentificationofperformanceindicatorsandthecollectionofdataaboutthemaswell. Datacollection,accountabilityandmanagementsystemsmustbeefficientlydesignedto minimisetheburdenonbusyteachersandtheproceduresneedtohavelegitimacyamong teachersandschoolstaff.Wherepossible,theyshouldbe:basedinevidence;developedin consultationwiththeschoolcommunity;communicatedclearly(includingconveyingthereasons forparticularprocedures,orthepurposeforwhichdatacollectionwillbeused);andreviewed periodicallyinresponsetofeedbackabouteffectiveness,clarityorburdensomecompliance costs.Theyshouldalsodeliveraresult. Agooddatasystem,whenusedwithintegrity,isdiagnostic;itwillidentifystrengths,gapsand shortcomings,includingunmetneeds.Itwillstimulateprofessionaldiscussionaboutwhatcould bedone,thereͲorderingofpriorities,adjustmentstostrategyand,wherenecessary,helpmake thecaseformoreresourcesand/orusingthemmorecreatively.Schoolsandteachersare sometimesdatarichbutinformationpoor.TheresultsͲorientedprofessionallearningcommunity notonlywelcomesdatabutalsoturnsdataintousefulandrelevantinformationforstaff.17 Finally,agooddatasystemdisallowstheexcuse,‘Ididn’tknowthingswereinsuchbadshape!’18 PAGE|223 Evaluationoflongertermoutcomes Whileitisimportanttomonitorstudentoutcomesastheyprogressthroughschool,itisalso importanttotakealongerͲtermperspectiveandassesshowschoolspreparestudentsforlife. Thetestofschoolingisnotwhetheryoucandowellat–orevenwhetheryouenjoyedyour schooldays–butwhetherwhatyouhavedonehaspreparedyoueffectivelyforsomething else.19 AnorganisationsubmissioninregardtostudentswithASDstated: Educationisthefoundationforemployment,communityparticipationandmore independentliving.ABSdatashowseducationoutcomesforAustralianswithASDare abysmal;asareoutcomesforindependentliving,employmentandlabourforce participation.(Organisation) Otherparent/carerscalledfortheevaluationofwhatschoolsareultimatelyachievingfor studentswithcomplexneedsandchallengingbehaviourandadvocatedthattheevaluation shouldbefromthestudent’sperspective: Irarelyhavefeltthatanyoneintheschoolsystemhasseenitfrommychild’spointofview. (Parent) Evaluationshouldfocusonwhatschoolshadactuallyachievedforstudentswhentheyhad leftschool.(Parent) TheimportanceofassessingthelongerͲtermoutcomesofschoolingwasaddressedinthe2009 ReviewofSpecialEducationintheACTandthatreportsuggestedanevaluationofthe effectivenessofschoolingforstudentswithadisability.20In2015,parents/carersarestillcalling fortheevaluationofschoolingoutcomes,particularlytheoutcomesofgraduatesofsecondary, specialistschools.ThePanelagrees;dataͲbasedevaluationandreviewcanonlystrengthen approachesintheseschoolstobetterpreparetheirstudentsforlifebeyondschool. ThePanelisawarethatETDconductsanannualsurveyofschooloutcomesandpublishesthe resultsonitswebsite;forexample,2013ACTYear12Graduates&SchoolLeavers:Wherewere theyin2014?21Thisprocess,andthepublicsharingofresults,iscommendableandshouldbe extendedandtheresultsusedtoimprovepractice. Itwouldbehelpfultocollectdataontheoutcomesofstudentswithcomplexneedsand challengingbehaviour.Thecollectionandanalysisofthisspecificdatawouldbenefitfromthe involvementofresearcherstodevelopandimplementappropriatemethodologytoensurethat thedataisvalidandreliable.ItmaybebeneficialforETDtopartnerwithatertiaryinstitution, orotherrelevantresearchinstitute,toundertakealongitudinalstudyonpostͲschooloutcomes ofstudentswithcomplexneedsandchallengingbehaviour. Recommendation15.3:ThatETD,CE,andAIScoͲfundatertiaryinstitution,orotherrelevant researchinstitute,toundertakealongitudinalstudyonpostͲschooloutcomesofstudentswith complexneedsandchallengingbehaviour. Recommendation15.4:ThatETDundertakeanevaluationofthepostschooloutcomesof graduatesofthetwoseniorspecialistschools,andspecialunitsinmainstreamhighͲschoolsand colleges,byfollowinguprecentgraduates,theirparents/carersandotherswhereappropriate, andconsideranyimplicationsforprogramdevelopmentattheseschools. PAGE|224 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE 15.6Innovationandacultureofinquiry Therangeofcomplexandchallengingissuesconfrontingoursocietyandcommunity,thepaceof educationalreform,andthediversitywithinourschools,makeitdifficultforeachofusto‘keep up’,includingteachers.Asimportantas‘evidenceͲinformedpractice’is,teacherscannotalways relyonevidenceto‘tell’themwhattodoastheavailableevidencemayhavelittletoassistthem withtheirspecificissues,contextorcircumstances. Mostteachers‘thinkontheirfeet’andinnovateassituationsarise.However,majorinnovation requiresa‘supportivecultureofinquiry’–onethatencouragesandisnotriskͲaverse. Teachersshouldincorporatesystematicinquiryintotheirteaching;itisapracticerequiredby theirProfessionalStandards.22Itisalsoanecessity: Therecomesatimewheneveryeducator’sexperiencerunsout.Iftheyarenottobecaught out,theyneedtohavestrategiesthatwilltakethemintoteaching’sunknownandenable themtopioneerpathwaysintolearningwithchildrenwithcomplexlearningdifficultiesand disabilities.23 Thereisnoescapingthatpedagogyforcomplex,21stcenturylearnerswillbeevolved through,andmaintainedandinformedby,adynamicprocessofinquiry.24 Theseexhortationsnotwithstanding,anOECDreporton‘innovativelearningenvironments’lists ‘riskaversionofbureaucracies’and‘lackofinstitutionalsupportforinnovation’astwomajor barriers.25Contemporaryschoolsmustinnovate,andasproposedinChapter14,schoolleaders shouldusetheirfundscreativelyandresourcefullytoaddresstheirschool’suniqueissues, includingthoserelatedtostudentswithcomplexneedsandchallengingbehaviour.However,for innovationtoflourishsystemsandschoolsmustoperateasprofessionallearningcommunities whereteachersareencouragedtocollaborate tochangetraditionalpracticesandrevise prevalentassumptions.26 Ithasbeenproposedthateducationpolicymakersshouldrapidlyincreasetheuseandfunding ofpublic‘challenge’structures,andtoshareandfundnewsolutionstotangibleproblems.27This proposalinvolvesposing‘learningchallenges’withspecificlearningintentionsandgoals,and invitingindividualsorgroupstodevelop,trialandevaluatesolutions,andthensharetheir results.Possibleexamplesareprovidedbelow. ThePanelisawarethatfundingforthisgeneraltypeofactivitywasonceavailableinETD throughanExcellenceandEnterprisefundbutitsfunctionshavebeensupersededbyother structures.Forexample,itisenvisagedthatthenewETDSPAFrameworkwillgivenetwork leadersgreaterresponsibilityforstimulatinginnovation.ThePanelisnotawareofsimilarfunds tosupportinnovationinCEorIndependentSchools. Obviouslyinnovationmustbeundertakenwithinanauthorisedlegalandpolicyenvironment. However,ifleadershipisconfidentinitsvisionandthelogicandoveralldefensibilityofa thoughtful,evidenceͲinformedstrategy,innovationshouldbefostered,and,forexample,be supportedby‘challengefunding’. Onesuchchallengemightbetofindbettersolutionstoissuesrelatingtothesupportofstudents withcomplexneedsandchallengingbehaviour,andtheirfamilies.Forexample,‘challenge funding’couldbeprovidedtoaninterͲagencyand/orinterͲdirectorategrouptousethe proceduresof‘collectiveimpact’todevelopandtrialeffectivecollaborationswithfamilieswho havenotsofarbeensuccessfullyengagedwithschoolsorservices.Asstudentswithcomplex needsandchallengingbehaviouroftenhavenegativeexperiencesintheplaygroundandat recess,‘challengefunding’mightalsosupportthedevelopmentofinnovativesolutionstothis PAGE|225 perennialproblem,suchaslunchtimeactivitiesorbetterplaygrounddesignorenrichment. Challengefundingmightalsosupporttrialsofempoweredpersonalisedbehaviourplansinwhich thestudentchooseswhoparticipatesinthemeeting,whochairsit(including,possibly,the student,parent/careroradvocate),whatdecisionsaremade,andwhatactionsareincludedin theplan. ThePanelbelievesthat‘challengefunding’shouldnotberestrictedtoaddressingintractable difficultiesdirectly,asusefulasthatmaybe.Educatorsmustbeencouragedto‘imaginean alternativefuture’.28Thestimulusforinnovationprovidedby‘challengefunding’andother meanscouldsupporta‘whateverittakes’mindsetandtherealisationofamorehopefulschool experienceforstudentswithcomplexneedsandchallengingbehaviour. ProfessorTanyaByroncallsfora‘quietrevolution’: Weneedaradicalrethinkofourschoolsystemstohelpourchildrengetreadyforthe challengesandopportunitiestheywillface.Withoutthisequipment,manywillflounderand becomeunhappy.Butwecan’twaitforthepoliticiansandpolicymakers–theywillalways dotoolittle,toolate.Teachersandparentshavetohelpeachothertoregeneratewhatgoes oninschoolsviaanallianceandaquietrevolution.29 Everydaystudentswithcomplexneedsandchallengingbehaviourtesttheprevalent assumptions,currentorthodoxiesandthestatusquoofschools.Consistentwiththepointmade byBurrelloetal.inChapter5,weshouldbegratefultothesestudentsbecausetheyleadusto questionwhatourschoolsdotostudents,aboutstudents,forstudentsand/orwithstudents, andtheystimulatethedevelopmentofinnovativeapproachestosupportandpreparethemfor theirfuture. Recommendation15.5:ThatETDsupportinnovationinACTschoolsthroughtheestablishment ofa‘ChallengeFunding’programtoprovidetangiblesupportforcrossͲsectorcollaborations involvingstudents,parents/carersand/orotherstostimulate,evaluateandshareinnovativeand hopefulapproachesforstudentswithcomplexneedsandchallengingbehaviourinallACT schools. 15.7Actingandresponding:joiningthedots ThemodelofprofessionalpracticeprescribedforAustralianschoolleaderswouldseethisreport asbutonepartofacycleinvolving:a)workingcollaborativelywithothers;b)planningand acting;andc)reviewingandresponding.30 TheExpertPanelhaswrittenareportandmaderecommendationsdesignedtoimproveschools’ responsetomeetingtheneedsofstudentswithcomplexneedsandchallengingbehaviour.The nextstepsinthismodelareforthegovernmentandnonͲgovernmentsectorsto‘planandact’, and,afterasuitableperiodofimplementation,‘reviewandrespond’. Recommendation15.6:ThattheMinisterforEducationandTrainingestablishanappropriately constitutedadvisorygrouptoconsiderprogressreportsfromETD,CEandAISontheirresponse to,andimplementationof,therecommendationsofthisExpertPanelreport.ETD,CEandAIS shouldprovideprogressreportsannuallytotheadvisorygroupforthreeyears,withthefirst reportstobeprovidedinNovember2016. PAGE|226 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE 15.8Conclusion ThischapteraddressedarangeofsystemandschoolͲwideissuesthataffectstudentswith complexneedsandchallengingbehaviour,and,indeed,allstudents. Keypointscoveredinthischapterinclude: leadershipinacontextofincreasedschoolautonomy; supportforschoolleaders; leadership’ssupportforteachersininterpretingandimplementingpolicy; theneedforclarityinregardtosystemandschoolpriorities,targetsandperformance Indicators; theuseofdataandtheneedtoevaluatelongertermoutcomesofschooling; theneedforGovernmentbackingofinnovationinACTschools. Inaddressinghowcomplexsystemssuchassectorsandschoolscanbettersupportstudents withcomplexneedsandchallengingbehaviour,wehave,throughoutthisreport,examined issuesfromwithincontemporaryframeworksthataddressrightsandobligations,policy,system rationality,evidence,data,managementofrisk,managementofcost,monitoring,bureaucratic structures,consumerchoiceandevidenceͲinformedpractice–allindicatorsofwhatO’Brienhas referredtoasthe‘systemworld’.31However,thePanelagreeswithO’Brien,thatthe‘system world’approachwillbeinadequateunlesscomplementedandhumanisedbyanappreciationof eachstudent’suniquegifts,concernsandexperience,and‘onlyrelationshipscandothat’.32 1 2 PasiSahlberg,Finnishlessons:WhatcantheworldlearnfromeducationalchangeinFinland?(TeachersCollegePress,2011)70Ͳ71 InformationprovidedtothePanelbyETD 3 MonaMourshed,ChineziChijiokeandMichaelBarber,HowtheWorld’sMostImprovedSchoolSystemsKeepGettingBetter, (McKinsey&Company2010)32,37 4 DavidMitchell,Educationthatfits:Reviewofinternationaltrendsintheeducationofstudentswithspecialeducationalneeds:Final report,(UniversityofCanterbury,2010) 5 6 RichardDuFour,‘Whatisaprofessionallearningcommunity?’,(2004)61,(8)EducationalLeadership,6,6 PatrickLencioni,(Thefivedysfunctionsofateam:ALeadershipFable.(JohnWiley&Son,2007) 7 JohnSmyth,andPeterMcInerney,Teachersinthemiddle:Reclaimingthewastelandoftheadolescentyearsofschooling,(Peter LangPublishingGroup,2007)205 8 TomBentleyandCiannonCazaly,Thesharedworkoflearning:Liftingeducationalachievementthroughcollaboration, <http://www.sanoblepark.catholic.edu.au/documents/formstemporary/SharedWorkOfLearningReport.pdf> 9 StephenDinham,ThequalityteachingmovementinAustralia:Losingourconfidence,losingourwayandgettingbackontrack, (2013)<http://www.aph.gov.au/DocumentStore.ashx?id=87703b5dͲ4391Ͳ42a5Ͳ8169Ͳf5bf826743ed.>6Ͳ7 10 ParliamentofAustralian,SenateEnquiry:EffectivenessofNaplan,(27March2014) <http://www.aph.gov.au/Parliamentary_Business/Committees/Senate/Education_and_Employment/Naplan13/Report/index>3.11 11 GregThomson&AllanHarbaugh,TheEffectsofNAPLAN:TeacherperceptionsoftheimpactofNAPLANonpedagogyand curriculum,(2012)<http://eprints.qut.edu.au/86167/1/86167.pdf>15Ͳ16 12 JohnSmyth,andPeterMcInerney,aboven7,7 13 ACTGovernmentEducation&TrainingDirectorate,EducationCapital:LeadingtheNation.(2014) <http://www.det.act.gov.au/__data/assets/pdf_file/0008/517463/StrategicͲPlanͲ2014Ͳ2017.pdf.pdf> 14 Forexample,thefollowingauthorsoutlinea’ProgramLogistics’modelforshowingtheserelationships:JamesMcDavid,Irene Huse,andLauraHawthorn,Programevaluationandperformancemeasurement:Anintroductiontopractice,(SagePublications, 2006) 15 EducationAct2004(ACT)s25&s103 PAGE|227 16 ACTEducationandTrainingDirectorate,EngagingSchoolsFramework:LiteratureReview,(EducationandTrainingDirectorate, 2013)27 17 RichardDuFour,aboven5,6Ͳ11. 18 JamesGallagher,DrivingChangeinSpecialEducation,(UniversityofMichigan,2006)154 19 GuyClaxton,BillLucas,andTanyaByron.EducatingRuby:Whatourchildrenreallyneedtolearn,(CrownHousePublishing,2015) 68 20 AnthonyShaddock,etal,DisabilityDiversityandTidesthatLiftAllBoats:ReviewofSpecialEducationintheACT(2009).ACT Government,127Ͳ128 21 ACTEducationandTrainingDirectorate,2013ACTyear12graduatesandschoollevers:wherearetheynow?,2014, <http://www.det.act.gov.au/__data/assets/pdf_file/0006/679875/2013ͲACTͲyearͲ12ͲgraduatesͲandͲschoolͲleaversͲwhereͲwereͲ theyͲinͲ2014ͲupdatedͲ20150109.pdf> 22 AustralianInstituteforTeachingandSchoolLeadership,AustralianprofessionalstandardforprincipalsandtheLeadershipProfiles (2014)<http://www.aitsl.edu.au/docs/defaultͲsource/schoolͲleadership/australianͲprofessionalͲstandardͲforͲprincipalsͲandͲtheͲ leadershipͲprofiles.pdf?sfvrsn=8> 23 BarryCarpenter,etal,Engaginglearnerswithcomplexlearningdifficultiesanddisabilities:Aresourcebookforteachersand teachingassistants(London:Routledge,2015)126 24 Ibid,127 25 OECD,Innovativelearningenvironments,(2013)<http://www.keepeek.com/DigitalͲAssetͲ Management/oecd/education/innovativeͲlearningͲenvironments_9789264203488Ͳen#page1>192 26 RichardDuFour,aboven5,6Ͳ11 27 TomBentleyandCiannonCazaly,aboven8,11 28 KittyteRiele,Philosophyofhope:conceptsandapplicationsforworkingwithmarginalizedyouth,(2010)13(1)JournalofYouth Studies,35,45 29 GuyClaxton,BillLucas,andTanyaByron,aboven19,vi 30 AustralianInstituteforTeachingandSchoolLeadership,AustralianProfessionalStandardsforPrincipals,(EducationServices Australia,2011)8 31 JohnO’Brien,TheTroublewithPersonͲCenteredPlanning,2013 <http://www.centreforwelfarereform.org/uploads/attachment/402/theͲtroubleͲwithͲpersoncentredͲplanning.pdf>3 32 Ibid PAGE|228 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Appendices AppendixA:TermsofReference Role TheExpertPanelwillreviewpolicyandpracticeinACTschoolswithreferencetocontemporary bestpractice,engageinextensivecommunityconsultation,andprovideareport,including findingsandrecommendations,toaSelectCommitteeoftheACTLegislativeAssemblythrough theMinisterforEducationandTraining. Membership EmeritusProfessorAnthonyShaddock,UniversityofCanberra,PsychologistandEducator, (Chair) DrSuePacker,CommunityPaediatricianandChildren’sadvocate MrAlasdairRoy,ACTChildrenandYoungPeopleCommissioner ThePanelmayestablishReferencegroupsandcoͲoptconsultantstosupportitswork. Scopeandactivities TheworkofthePanelmayinclude,butnotbelimitedto, 1. Evaluatingthecurrentlegislativeandpolicyframework,guidelinesandprotocolsthat supportACTschoolsinteachingstudentswithcomplexandchallengingneeds 2. Consultingwithschools,communityorganizationsandindividualsincludingstudentsand theirfamiliesaboutthewaysinwhichthepolicyframework,guidelines,protocolsand practicesareimplementedinschools 3. Exploringissueswithschoolcommunities 4. ReviewingcurrentpracticesinACTschoolsinregardtocomplexandchallenging behaviour,withparticularattentiontoresponsessuchasexclusionarywithdrawal 5. Reviewingresearch,evidenceͲbasedpractices,andcurrentpoliciesandpracticesin otherjurisdictionsincludingproactiveapproachesthatsuccessfullypromoteattendance, participationandlearning. Timeframe ThePanelisrequiredtoprovideitsreporttotheACTMinisterforEducationandTrainingby1 October2015orbyagreementbetweentheChairandtheMinister. Clarificationofterms As“ComplexNeeds”and“ChallengingBehaviour”donothavepreciseoruniversallyagreed definitions,theworkingdefinitions[below]helptoframethefocusofthePanel. ComplexNeeds:“Childrenwithcomplexneedspresentwitharangeofissuesandcombination oflayeredneeds;forexample,mentalhealth,relationship,behavioural,physical,medical, sensory,communicationandcognitive.(Carpenteretal.2015,p.10) PAGE|229 ChallengingBehaviour:“Challengingbehaviourisdefinedasanyrepeatedpatternofbehavior, orperceptionofbehaviour,thatinterfereswithorisatriskofinterferingwithoptimallearning orengagementinproͲsocialinteractionswithpeersandadults.Challengingbehavioristhus definedonthebasisofitseffects.”(TechnicalAssistanceCenteronSocialEmotional Intervention,2011) “Thesebehaviourscanbecausedbybiological,environmental,psychologicaland/orsocial factorsandareasignificanteducationalandsocialissuewhentheypresentatschool.”(Michail 2011,p.1) “Challengingbehaviourmayalsoposearisktothehealthandsafetyofapersonandthosewith whomtheyliveandwork.”(AustralianPsychologicalSociety,2011,p.10) Referencesforworkingdefinitions AustralianPsychologicalSociety(2011).EvidenceͲbasedguidelinestoreducetheneedfor restrictivepracticesinthedisabilitysector.Available, https://www.psychology.org.au/Assets/Files/RestrictiveͲPracticesͲGuidelinesͲforͲandAustralian psychologicalSocietyPsychologists.pdf;accessed11April2015. Carpenter,B.,Egerton,J.,Cockbill,B.,Bloom,T.,Fotheringham,J.,Rawson,H.,&Thistlethwaite, J.(2015).Engaginglearnerswithcomplexlearningdifficultiesanddisabilities:Aresourcebook forteachersandteachingassistants.London:Routledge. Michail,S.(2011).Understandingschools’responsestostudents’challengingbehaviour:Areview oftheliterature.Parramatta,NSW:UnitingCareChildren,YoungPeopleandFamilies. TechnicalAssistanceCenteronSocialEmotionalIntervention(2011).Glossary.Available, http://challengingbehavior.fmhi.usf.edu/explore/glossary.htm;accessed11April2015. PAGE|230 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE AppendixB:StaffassistingtheExpertPanel Contributingauthors ThePanelengagedasmallteamofspecialistauthorstoassistresearchanddraftmaterialforthe ExpertPanel: GabrielleMcKinnon(CoͲordinator):BA,LLB(Hons) Humanrightslawyer,andSeniorPolicyAdvisertotheACTChildrenandYoungPeople Commissioner. MandyGray:BAppEc,BSocWk Socialworkerspecialisinginworkingwithdisadvantagedandtraumatisedchildrenand youngpeople. IreneLind:BEd Formerprincipalandcurrenteducationconsultant. BriannaMcGill:BA(Hons),LLB,MPubPol Socialpolicyandcomplaintsinvestigationexpert,andSeniorPolicyAdvisertotheACT ChildrenandYoungPeopleCommissioner. NaomiNicholson:BA,BEd(Grad) Teacher,fostercarer,andcurrentconsultantineducationandchildprotection. JudyPettiford:BEd Formerprincipalandcurrenteducationconsultant. Consultants ThePanelengagedconsultantstoundertakespecialisttasksfortheExpertPanel: MichaelArthurͲKelly: MichaelArthurͲKellyisanAssociateProfessorinSpecialEducationattheUniversityof NewcastleandcurrentlyservesasAssistantDean(TeachingandLearning)intheFaculty ofEducationandArts.HeisSoleEditoroftheJournalofIntellectualandDevelopmental DisabilityandJointEditorͲinChiefoftheAustralasianJournalofSpecialEducation.He alsoreviewsformanyacademicjournals.Throughouthisacademiccareer,Michaelhas collaboratedwithrelevanteducationalauthorities,researchteamsandgroupsto scaffoldresearchprocessesandoutcomesthatmakeadifferenceforindividualsinthe fieldofdisabilityandspecialeducation.Michael’sunderpinninginterestisrealworld improvementforpeoplewithdisabilitiesandhisresearchhasfocusedontheneedsof studentswithmultipleandseveredisabilityandalsobranchedintorelatedareassuchas professionalneedsandcharacteristicsofstaffworkingindisabilitysupport,the managementofchallengingbehaviour,andearlychildhoodintervention.Michael’swork hasemphasisedthecentralimportanceofhighqualityteachingandlearningprograms forallstudents.Hisresearchininstructionaldesign,diversity,behaviourandclassroom managementandcommunicationintervention,hashelpedtoinfluencetwodecadesof teachers,bothinpreparationforandastheydeveloptheirskillsintheclassroom. PAGE|231 IanClaridge: IanClaridgeisaformerteacher,schoolprincipalandseniorbureaucratwiththe DepartmentofEducationinVictoria.Priortoretirementin2010,IanwasGeneral ManagerintheOfficeofSchools,responsibleforstudentwellbeingandhealthsupport forover1500schoolsinVictoria.Duringthattimehepresidedoverasignificantreform programintheareaofdisabilitiesandspecialneeds.SincehisretirementIanhas establishedhisownconsultancyfirmandcurrentlyactsasastrategicadvisortothe VictorianDepartmentofEducationinthereviewoftheirdisabilitiesprogram.In addition,IanisamemberoftheAustralianInstituteofFamilyStudiesEthicsCommittee andworksasanexecutivecoachacrossanumberofjurisdictions.Ianhasqualifications inspecialeducation,educationalleadershipandexecutivecoaching. CriticalFriends TheExpertPanelengagedateamofcriticalfriendstoprovidehighͲleveladvice,feedbackand supporttotheExpertPanel: DrDianaBoswell DrBoswellholdsaBA(ANU),andclinicalandresearchMAandPhD(Universityof Toronto).ShehasheldhonoraryappointmentsattheUniversityofCanberraandthe AustralianCatholicUniversityandisanInstructorwithBronfenbrennerCentrefor TranslationalResearchatCornellUniversity.SheisaMemberoftheAustralian PsychologicalSocietywithrecognitionasaspecialistproviderforchildrenwithan AutismSpectrumDisorder.Shehasworkedacross40yearsintheareaofapplyingthese professionalskillsinclinical,programdevelopment,andagencydirectionacrossthe childandfamilywelfare,education,juvenilejusticeandoutofhomecaresectors.Her particularareasofclinicalandprogramexpertiseareinchildrenwithASD,andchildren withaggressiveandviolentbehaviours. ProfessorAlanHayesAM Currently,AlanisDistinguishedProfessorofFamilyStudies,andDirectoroftheFamily ActionCentre,attheUniversityofNewcastle,andpreviouslywasDirectorofthe AustralianInstituteofFamilyStudies,precededbyacademicappointmentsindisability studiesatUniversityofQueenslandandasaProfessorandDeanofEducationat MacquarieUniversity.HehasbeenamemberoftheNSWChildProtectionCouncil,Chair oftheAustralianCouncilforChildrenandParenting,DeputyChairoftheCommonwealth StrongerFamiliesPartnership,andnowamemberoftheChildAwareApproaches NationalInitiativeSteeringGroup.In2012AlanbecameaMemberintheGeneral DivisionoftheOrderofAustralia. DrTimMoore TimMoore(BA,MChild&AdolWelf,MYouthStudies,PhD)isSeniorResearchFellowat theInstituteofChildProtectionStudies:AustralianCatholicUniversitywherehehas developedanexpertiseindesigningandimplementingchildͲcentredresearch,policy andpractice.HeiscurrentlyconductingaprojectfortheRoyalCommissioninto InstitutionalResponsestoChildSexualAbusethatexploresthewaythatchildren understandandexperiencesafetywithininstitutionsandtheresponsesinstitutionshave totheirsafetyneeds.Previousstudieshave,amongotherchildͲrelatedissues,focused onthesupportneedsofyoungcarersandfamiliesaffectedbydisability,mentalhealth issuesandproblematicalcoholandotherdruguse.Hehasspokenwidelyabouttheneed forchildͲcentredandfamilyͲresponsivedisabilityandmentalhealthsystems,both nationallyandinternationally.PriortohisworkattheACU,Timwasayouthand PAGE|232 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE disabilitysupportworker.HeisalsotheimmediatepastpresidentofCarersAustralia,a formermemberoftheCommonwealthMinister’sNationalPeoplewithDisabilityand CarerCouncilandhasadvisedterritoryandcommonwealthgovernmentsonissues relatedtodisability,mentalhealthandcaring.In2012Ͳ13,Timwasamemberofthe ExpertPanelonEligibilityandAssessmentPanelfortheNationalDisabilityInsurance SchemeandtheNationalDisabilityStrategyImplementationReferenceGroupwherehe demonstratedhisinterestinissuesforchildrenwithadisability. ProfessorJacquelineRoberts In2011JacquitookontheroleoftheChairofAutismintheAutismCentreofExcellence atGriffithUniversity.JacquiworkedinAspectschoolsforchildrenwithautismasa teacher,speechpathologist,principalandDirectorofServices,asaconsultantandheld severalshortͲtermfractionalresearchappointmentsatdifferentuniversitiesteaching autismstudiesandleading/managingresearchprojectsincludingcontentinthe AustralianAutismEducationandTrainingConsortiumPositivePartnershipsprogram. ACEisanessentialpartnerintheCooperativeResearchCentreforLivingwithAutism SpectrumDisordersandoffersanextensivemultidisciplinarypostgraduatestudy programinAutism.In2015JacquicoͲauthoredabookforparent/carers,‘Understanding Autism:TheEssentialGuideforParents’withProfessorKatrinaWilliams. ProfessorRogerSlee ProfessorRogerSleeistheInauguralDirectoroftheVictoriaInstituteforEducation, DiversityandLifelongLearning.HeisalsotheChairmanofTheBoardofDirectorsof ChildrenwithDisabilitiesAustralia.RogeristheFoundingEditorofTheInternational JournalofInclusiveEducationandauthorofbooksonstudentbehaviour,school discipline,inclusiveeducationanddisabilitystudies.HismostrecentbookiscalledThe IrregularSchool. RogerheldthepostofChairofInclusiveEducationattheInstituteofEducationatthe UniversityofLondonandwasDeanofEducationatMcGillUniversityinMontrealand TheUniversityofWesternAustralia.RogerwasalsotheDeputyDirectorGeneralofthe QueenslandDepartmentofEducationandActingDirectorGeneral. Researchsupport GayvonEss: Autismconsultantandspecialeducator DavidZilber: Psychologistandconsultantinbehaviouranddisability Otherassistance ThePanelwouldalsoliketoacknowledgetheassistanceprovidedby:MsChristineCawseyAM; SeanCostello;MrJohnFrew;MsJoanneGarrisson;AssociateProfessorLindaGraham;MsDiane Joseph;ProfessorStephenLamb;MrMarkTainsh;MrMarkWhybrow;MsMareeWilliams;and MrAndrewWrigley. PAGE|233 AppendixC:Consultationswithstudents TheviewsofstudentswerecentraltotheworkoftheExpertPanel,includingthecontentand recommendationsofthisreport.Studentshaveauniqueperspectiveonwhathappenswithin schools,notonlybecauseoftheirage,butalsobynatureofbeingstudents. Studentsexperiencethingswithinschoolsthatarefrequentlyinvisibleorinaccessibletoadults; willdescribetheseexperiencesinawayuniquetothem;andwillhavesolutionstoproblems thatadultswillneverthinkof. Inonesense,studentsarethetrueexpertsofwhatworksanddoesn’tworkinaschool,anditis theviewoftheExpertPanelthatforthisreporttobeacatalystforanymeaningfulchange,it neededtoreflecttheviewsandopinionsofstudents. Inlinewiththisview,thePanelarrangedaseriesofstructuredconsultationswith275students fromsevenACTPublic,Independent,orCatholicSystemicschools. Table1:Numberofstudentsbyageandeducationsector YearThree YearSix YearNine Total Publicschools 34 23 29 86 Independentschools 32 38 30 100 Catholicsystemic schools 37 38 14 89 Total 103 99 73 275 Theconsultationsexploredarangeoftopicsincluding: Therangeofbehavioursthatstudentsnoticewithintheirschool. Whetherthebehaviourofotherstudentseverdisruptstheirownlearningand,ifso, how. Ideasabouthowtomakeschoolaplacewhereeveryonecanlearnandhavefun. Characteristicsof‘good’and‘bad’teachers(somegroupsonly). AlloftheconsultationswereundertakenbytheACTChildrenandYoungPeopleCommissioner, AlasdairRoy,withassistancefromPanelstaff.Allpeopleinvolvedintheconsultationshave significantexperiencefacilitatingconsultationswithchildrenandyoungpeopleofallages,and holdacurrentWorkingwithVulnerablePeoplecard. Allconsultationstookplaceinaclassroomsettingatthevariousschools,andtook approximately45minutestoanhour.Inthemajorityofcases,teachingstaffwerenotpresent, andonthefewoccasionswhereteachingstaffdidremainintheclass,theydidnottakeanyrole intheconsultation. Therewereapproximately15Ͳ20studentsineachofthegroups,andwhiletheconsultations followedthesamegeneralsequenceforeachofthegroups,therewereslightchangesineach sessiondependingontheageandinterestsofstudents. Studentswhoparticipatedwereselectedbyeachschool,andwerereasonablyrepresentativeof thegeneralstudentpopulation.Therewasanapparentcrosssectionofinterests,aptitudesand backgrounds,and,onbalance,anequalnumberofmalesandfemalesineachgroup. StudentsweretoldthatwhattheysaidmightbeincludedinareporttobewrittenbytheExpert Panel,butthatinformationwouldnotbeattributedtoanindividualoraparticularschool. Studentswerealsotoldtheirparticipationwasvoluntary,andthattheycouldwithdrawfromthe PAGE|234 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE consultationatanytime.Thisoptionwasonlytakenupon2occasions.Allstudentsappearedto enjoytheopportunitytohavetheirsayandbelistenedto.Infact,whenstudentsrealisedthat thefacilitatorsweregenuinelyinterestedinwhattheyhadtosay,andthattheyweren’tbeing testedortaughtanything,theyexpresseddelight(andsurprise)andbecameveryinvolvedinthe process. Beforepresentingtheresultsofthesurvey,itneedstobenotedthattheExpertPanel encounteredresistancefrommanyschoolswhenattemptingtoarrangetheconsultation sessions.Whilemanyschoolswereenthusiasticandwentoutoftheirwaytohelp,otherswere dismissiveabouttheproposal;hesitanttobecomeinvolved;orsimplydidnotreturnphonecalls. Giventheimportanceofstudentshavingasayaboutissuesthataffectthem,theExpertPanelis concernedaboutthisresponse.Additionally,manyoftheolderstudentsquestionedwhether anythingwouldchangeasaresultoftheirparticipation,notingthatontherareoccasionswhen theyhadpreviouslybeenaskedtheirviewsabouthowtoimprovethingsatschool,verylittleof whattheysuggestedactuallyhappened. Inresponsetotheseconcerns,facilitatorsagreedwiththestudentsthat,unfortunately,itmay wellbethatnothingchangesasaresultoftheworkoftheExpertPanel,butthatPanelmembers arecommittedtoensuringthattheviewsofstudentsareaccuratelyandrespectfully representedinthefinalreport. Results SessionOne:Introduction. Facilitatorsintroducedthemselvesandaskedeveryoneelsetodothesame.Facilitatorsthenled ageneralconversationabouttheroleoftheExpertPanel,andtheoverallpurposeofthe consultation.Facilitatorsstressedthattheyweren’ttheretoteachthestudents,andthatthere werenorightorwronganswers,orthingstosay.Studentswerereassuredthattheycould speakfeely,andsaywhattheywanted,butwereremindedtonotnameindividualstudentsor teachers. SessionTwo:Groupdiscussionabout‘differences’betweenstudents, includingtherangeofbehavioursthatstudentsnoticewithintheirschool. Facilitatorsledagroupdiscussionaboutwhatmakespeopledifferent,andthetypesof differencesthatthestudentsobservedwithintheirschool.Allgroups,regardlessofageand school,veryquicklyidentifiedarangeofdifferences,including: Physicaldifferences,suchas:culture;hairoreyecolour;bodyshape;accent;language; gender;age. Personalitydifferences,suchas:likesanddislikes;differentfriends;favouritesportsand schoolsubjects;talents;religion;beingfunnyorserious;stuffathome;beingsmartor notsosmart;learnindifferentways;rudeorpolite. Behaviouraldifferences,suchas:levelofanxiety;angerissues;useofviolence;being noisyorquiet;fidgetingorrunningaround;bullyingpeople;beingannoyingorsilly; damagingproperty. Studentsalsoidentified‘disability’asadifference,including:autism;ADHD;learningdifficulties; behaviouraldifficulties;dyslexia;cerebralpalsy;mentalhealthissues. PAGE|235 Otherstudentsidentifiedfactorsoutsidetheschool,withfamilyandwhathappensathome beingacommonanswer. SessionThree:Whetherthebehaviourofotherstudentseverdisruptstheir ownlearningand,ifso,how. Studentswereaskedtocompleteananonymoussurveythataskedthreequestions: Doesthebehaviourofotherstudentsinclassmakeithardforyoutolearn? Ifso,howoftendoesthisbehaviourhappen? Ifso,whathappens,andhowdoesitaffectyou? Studentswereadvisedthatfacilitatorswouldassistthemwithunderstandingaquestion,orwith spellingorwriting,ifrequired.Allstudentsappearedtoenjoytheactivity,withmostwriting detailedanswers,ratherthanjustsinglewordsordotpoints. Doesthebehaviourofotherstudentsinclassmakeithardforyoutolearn? Overall,87%ofstudentsansweredyes,butwithvariationsbetweentheeducationsectors: 92%ofPublicSchoolstudentsansweredyes 87%ofIndependentSchoolstudentsansweredyes 83%ofCatholicSystemicSchoolstudentsansweredyes Table2:Doesthebehaviourofotherstudentsinclassmakeithardforyoutolearn? Yes No Notsure Total YearThree 33(97%) 1(3%) 0(0%) 34(100%) YearSix 18(78%) 1(4%) 4(18%) 23(100%) YearNine 28(96%) 0(0%) 1(3%) 29(100%) Overall 79(92%) 2(2%) 5(6%) 86(100%) IndependentSchools YearThree 29(91%) 0(0%) 3(9%) 32(100%) YearSix 32(84%) 5(13%) 1(3%) 38(100%) YearNine 26(86%) 2(7%) 2(7%) 30(100%) Overall 87(87%) 7(7%) 6(6%) 100(100%) CatholicSystemic Schools YearThree 32(87%) 3(8%) 2(5%) 37(100%) YearSix 34(89%) 3(8%) 1(3%) 38(100%) YearNine 8(58%) 3(21%) 3(21%) 14(100%) Overall 74(83%) 9(10%) 6(7%) 89(100%) PublicSchools PAGE|236 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE YearThree:allschools 94(91%) 4(4%) 5(5%) 103(100%) YearSix:allschools 84(85%) 9(9%) 6(6%) 99(100%) YearNine:allschools 62(85%) 5(7%) 6(8%) 73(100%) 240(87%) 18(7%) 17(6%) 275(100%) Allstudents Ifso,howoftendoesthisbehaviourhappen? Overall,52%ofstudentsansweredmostdaysoralways,butwithvariationsbetweenthe educationsectors: 62%ofPublicSchoolstudentsansweredmostdaysoralways 60%ofCatholicSystemicSchoolstudentsansweredmostdaysoralways 38%ofIndependentSchoolstudentsansweredmostdaysoralways Table3:Ifso,howoftendoesthisbehaviourhappen? Never Sometimes Mostdays Always Total YearThree 0(0%) 12(35%) 16(47%) 6(18%) 34(100%) YearSix 0(0%) 12(52%) 10(44%) 1(4%) 23(100%) YearNine 0(0%) 9(31%) 14(48%) 6(21%) 29(100%) Overall 0(0%) 33(38%) 40(47%) 13(15%) 86(100%) PublicSchools Catholicsystemic schools YearThree 0(0%) 12(32%) 19(52%) 6(16%) 37(100%) YearSix 2(5%) 13(34%) 20(53%) 3(8%) 38(100%) YearNine 1(7%) 8(58%) 5(35%) 0(0%) 14(100%) Overall 3(4%) 33(37%) 44(50%) 9(10%) 89(100%) Independent schools YearThree 0(0%) 12(38%) 9(28%) 11(34%) 32(100%) YearSix 2(5%) 22(58%) 10(26%) 4(11%) 38(100%) YearNine 0(0%) 26(87%) 4(13%) 0(0%) 30(100%) Overall 2(2%) 60(60%) 23(23%) 15(15%) 100(100%) YearThree:all schools 0(0%) 36(35%) 44(43%) 23(22%) 103(100%) YearSix:allschools 4(4%) 47(48%) 40(40%) 8(8%) 99(100%) YearNine:all schools 1(1%) 43(59%) 23(32%) 6(8%) 73(100%) 5(2%) 126(46%) 107(39%) 37(13%) 275(100%) Allstudents PAGE|237 Ifso,whathappensandhowdoesitaffectyou? Almostallstudents,irrespectiveofageorschool,saidthatthebehaviourofotherstudentswas distractingorannoying,andmadeithardforthemtoconcentrateorlearn. Studentsidentifiedarangeofspecificbehaviourswhich,broadlyspeaking,canbegroupedas ‘beingloudordisruptiveinclass’,including: Muckingaround;shoutingandyellingout;beingannoying;pokingorproddingpeople; talkinginclass;droppingthingsonthefloor;throwingpensorpaperplanes;bangingdesks orchairs;swearingorbeingrude;makinghomophobiccomments;arguingwiththeteacher; startirrelevantconversations;peoplespeakovermeandotherpeople;dancingorwalking aroundtheroom;makeupstuffandfightaboutit;wholeofschoolannouncements;the classnevershutstheirmouth. Fewerstudents,andgenerally(butnotalways)withinthetwooldergroups,alsoidentifiedmore physicalorpotentiallydangerousordistressingsituations,including: Pushingdesksover;punchingorkickingotherstudentsorteachers;slammingdoors;hurting people;smashingthings;fighting;beinghitbylunchboxes;throwingchairsaroundthe room;stealingthingsfromotherstudents;screamingandrunninginandoutofthe classroom. Evenifstudentsdidnotinitiallyidentifythesebehaviours,whenfacilitatorssaid‘someotherkids havementioned…’,manystudentsagreedthattheyhadseensomeofthesebehaviours,albeit withvaryinglevelsoffrequencydependingonageandschool. Regardlessofthelevel,type,orfrequencyofbehaviour,almostallstudentscommentedthat theywereroutinelydistractedorcouldn’tconcentrateinclass.Commentsincluded: It’shardtofocus;affectsmylearning;wecan’theartheteacher;thenoiseleveliswaytoo high;IforgetwhatIwaswriting;itstopsthewholeclassfromlearning;Ilosetimeonmy workordon’tfinishmytask;Idon’tknowwhatIamsupposedtobedoing;it’shardforme tothinkandtodomyworkproperly;itmakesithardtokeepworking;everyonestarts yellingandscreamingsoIcan’tdomyworkanditgivesmeaheadache;peoplecalloutin testswhichmakesmeforgetwhatIamwriting;Istruggletolearn;thewholeclassis delayedandvaluabletimeislost;peoplearebehindonlearning;Itakemyworkhomeand doitfaster;thevolumeoftheirvoicescansometimesgivemeaheadache;valuablelessons arethrownoutthewindow;IhavetoleaveandsitsomewhereelseorIwon’tgetmywork done;itonlyaddstomystressatthisschool;IlearnlessandIamnotasfocussed. Otherfrequentcommentsrelatedtoteachersnotbeingavailableduetohavingtofocuson ‘naughtyorbadstudents’: Theteachersspendmostlessontryingtocalmthemdownratherthanhelpingstudents tryingtolearn;teachersarereprimandingtheminsteadofteachingtheclass;theteachers can’tteachbecausetheyarewiththetroublemaker;itmakesithardformyteacherto teachusandhardforustolearn;teachersspendmoretimesettlingnaughtykidsrather thanteachingthekidsthatwanttolearn;studentsthatneedhelpcan’tgetit;teachersonly attendtothemanddon’tanswerthequestionsoftheotherstudents;teachersignorethe peoplethatdon’tseekattention;eventhoughtheteacherstellthemtostoptheystilldoit; theteacherpaysmoreattentiontoonestudentintheclass;teachersneedtohavecontrol overtheirstudents;teacherspayattentiontothem,notthewholeclass. Alesscommon,butconsistent,messageacrossallagesandschoolswasthatdespitebeing exposedtoarangeofpotentiallydisruptive,dangerousordistressingbehaviours,somestudents saidthattheyareableto‘switchoff’fromwhatishappeningaroundthem: PAGE|238 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Iignoreit;myownlearningisuptomyself,Idon’treallymind;Ijustconcentrateandkeep working;Ijustconcentrateondoingmywork;thisdoesn’taffectmepersonallyasIignoreit thembutitcanaffectothers;everyonedoesdistractingthingsallthetimebutitdoesn’t botherme. Despitethemajorityofstudentsreportingthatthebehaviourofothersroutinelyinterruptstheir ownlearningorconcentration,andthattheyfindthesedisruptionsannoying,itwasraretofind studentsmakingnegativeorderogatorycommentsaboutthestudentsconcerned.Themajority ofstudentseitherunderstoodthatsometimesthesestudentscouldn’tcontroltheirbehaviour (theyhaveadisability;youcan’thelpitifyouhaveangerissues;theyhavehorriblehomes),or justaccepteditasafactoflifeinacontemporaryschool(itisalwayslikethis;schoolsare chaotic). Havingsaidthat,duringthenextsessionasmallnumberofstudentsacrossallagesandschools suggestedthatthe‘disruptivestudents’neededeitheradditionalsupport,and/orthatthey shouldbeinseparateclasses. SessionFour:Ideasabouthowtomakeschoolaplacewhereeveryonecan learnandhavefun. Studentswereaskedtoworkingroupsorindividuallytocomeupsomeideasabouthowto makeschoolaplacewhereeveryone,regardlessoftheirbehaviour,canlearnandhavefun. Responseswerevaried,andwhiletherewereahandfuloflightͲheartedsuggestions(awater slide;Subwayinthecanteen;discoeverymonth;bringyourpetstoschool),themajorityof commentsweredirectlyrelevanttotheirenjoymentof,andlearningat,school. Commonthemesincluded: Classesandeducationprogram:makemoreclassesgetoutoftheclassroom;smaller classes;makeclassesinteresting;morevisuallearning;subjectsthatareactually important,likesavingmoneyorhowtoapplyforjobs;haveasciencelab;getlaptopsfor everyclass;twoteachersineveryclass;stoptheclassannouncements;learnmore languages;moreartsandcrafts;studentsteachingstudents;moregoodrangeoflessons; lettingstudentshavetheirpencilcasesonthedesk;moreexcursions;trigand Shakespeareisprobablyirrelevantto80%,makeschooluseful;teachersshouldexplain whywearelearningcertainsubjects;whereiseducationonthingsweneedtoknow, thingslikelife,sex,feelings;don’tgiveusassignmentsovertheholidays;chooseourown classes;allowingtalkingbreaksduringlongerclasses;therearenotenoughteachersin thebigclassrooms,soyouhaveyourhanduphalfthelesson;moremaleteachers. Otherstudents:differentclassesaccordingtohowfastwelearn;arrangeclassesby learningachievements;morecontroloverstudentswithmentalissues;talktostudents thatarehavingtroubleandgetthepeoplethatknowtohelpthem;putthenaughtykids nexttotheteacher;rewardthegoodkids;teachthenaughtykidstotrytosettlethem down;helppeoplehavingtrouble;putloudkidswithloudkids,andquietlearners together;thepeoplewhoarenoisyaresenttoaroomwithmorestrictteachers;free internetprogramforkidswhohaveahardtimeinsomesubjects,andforthekidswho havedisorders. Theschoolenvironment:comfychairs;heatingfans;airconditioning;haveabrighter lookingschoolsoitlooksnice;moregrass;thetoiletdoorsaretooshort,youfeel uncomfortablegoingtothetoilet;havefreefruit;givechildrenamapoftheschool;keep theschoolclean;morebubblers;freewiͲfi;thetoiletsaredisgusting;aroomwhereit’s PAGE|239 warmandyoucanplaywhenitiscoldoutside;weneedsomedecentheaters,theseare 200yearsold;theschoolistoobig;standͲuptables;thetoiletsaresodirty,andthereis nohotwatersopeopledon’twashtheirhands;thereistoomuchrubbisharoundthat needspickedup. Accesstotoilets:teachersshouldletstudentsgotothebathroom/bubblerwhenneeded; beallowedtogotothetoiletwhenever;alwaysletthestudentgotothebathroom;itis embarrassingnotbeingallowedtogo;whycan’tIgotothetoiletwhenIneedto. Uniform:whyisuniformmoreimportantthaneducation;nouniform;anouniformsday; freeuniform;ourschoolcaresmoreaboutuniformthantheydobullying;ifwehaveto wearit,atleastmakeitlooknice;theyaresouncomfortable. Personalstudytime:daysofftoworkonassignments;allocateperiodsforassignments; ‘passiontime’whereyougettoexploreyourpassion;thelibraryisgettingworseand worse. Homework:stillhavehomework,butcutdownonit;allteachersmusthaveabetter understandingofwhatworkwehavefromothersubjects;shouldn’thavetocometo schoolfor6hoursandthengohomeandexpecttodohoursofassignments;theamount ofhomeworkisridiculous;homeworkistoostressfulinthatthereisjusttoomuch; insteadofhomework,giveusmoreworkatschool;atleastmakeitinteresting;there needstobeawholeofschoolunderstandingofourworkload. Breaks:longerrecessandlunch;longerbreaktime;lettingusoutontimewhenthebell rings. Physicalactivities:moreovals;tohavemoreplaygrounds;maketheplaygroundbigger; kidsshouldbeallowedtogooutsidemore. General:haveaclasspettobetakenhometotrytomakepeoplesensible;holidays shouldstartafterfinishingallassessmentattheendofterm;schoolbagsthecolourof ourhousegroups;morestuffatthecanteen;noreligion;recognisethatLGBT[lesbian, gay,bisexual,andtransgender]kidsexistandthatneedstobeaddressednotignored; weneedlockers,notbagracks;don’tbunchalltheteststogetheratthesametime; wrigglebreakwithmusic. Goodandbadteachers Insomegroups,studentsraisedtheissueofwhatmakesagoodandbadteacher.Duringthese discussions,studentswereremindedtospeakingeneralities,andtonotmentionthenamesof individualteachers. Termsusedtodescribeagoodteacherincluded: Beingfair;strictbutnotmean;abletocontrolaclass;don’tembarrassyouinfrontof others;wantstobethere;thatexplainandhelp;flexible;abletogiveconsequences;makes learningfun;respectsstudents;giveyousecondchance;explainswhatyouaresupposedto bedoinginclass;don’tmindwronganswers;don’tjustcutusoff;explainuntileveryone understands;funbutdon’twastetime;understandthecontent;challengeyouina supportiveway;teacheswithstories,notjustboringfacts;teachersthathearyouropinion beforeshuttingyoudown. Termsusedtodescribeabadteacherincluded: Theytargetorfavoursomekids;theypunishyouifyouaskwhy;theypunishyouasagroup; obviouslydon’tliketheirjoborarecrankyormiserableallthetime;theyignoreyou;they hateteaching;theymakeassumptionsaboutyouandwhoyouare;teachersthatpretendto PAGE|240 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE beallniceandthensuddenlysnap;theypunishyouforaccidents,notbadbehaviour;they don’tknowwhattheyaresupposedtobeteachingyou;theyassumetheworstabout students;jumptoconclusionswithoutaskingyou. Reliefteacherswerefrequentlymentionedasbeingworseteachersthanpermanentteachers, withstudentssayingthat: Theydon’twanttobethereorknowthesubject;theydon’treallyknowyou;theydon’tcare asmuchasourotherteachers;theydon’tknowthesubject. Otherstudents,however,saidthat: Somereliefteachersarefantastic;itdependsontheteacher;teachersandstudentscanbe goodorbadsoitdependsonthesituation;Iguessitdependsonwhotheteacheris. PAGE|241 AppendixD:Consultationswithstudentswithadisability ThePanelengagedGayvonEss,AutismConsultantandSpecialEducator,toundertakeaseries ofstructureddiscussionswith32studentswithadisabilityfromsixACTschools,andwith studentswhohadleftschoolinthelastthreeyears. Onestudentwasquiteovercomebytheexperience,sothediscussionwasterminated;asa result,datawasonlyacquiredfrom31students. Onlyoneschooloutofthesixschoolsvisitedwasaspecialschool.Theotherswereall mainstreamschoolswiththemajorityofstudentsinmainstreamclasses.TwoofthefourexͲ studentshadbeeninmainstream,withsomesupportfromLearningSupportUnits;oneofthe exͲstudentshadbeeninmainstreaminanIndependentSchool;andthefourthexͲstudenthad beeninLearningSupportUnitsuntilthelasttwoyearsofschoolwhenhewasenrolledina SpecialSchool. Table1:Numberofstudentsbyschooltypeandsector PrimarySchool HighSchool HighSchool ExͲstudents Total (Special) Government schools 4 4 5 3 16 Independent schools 0 2 0 1 3 Catholicschools 6 6 0 0 12 Total 10 12 5 4 31 Theconsultationsexploredarangeoftopicsincluding: Thestudents’attitudetoschoolͲbothpositiveandnegative. Howtheylikedtolearn,andhowtheythoughttheteachershelpedthemtolearn. Whetherthebehaviourofotherstudentsdisruptstheirownlearning. AlloftheconsultationswereundertakenbyGayvonEss,AutismConsultant.Gayhassignificant experienceworkingwithchildrenandyoungpeopleofallageswhohaveadisability.Sheholdsa currentWorkingwithVulnerablePeoplecard. Allconsultationsofschoolagedstudentstookplaceatthestudents’schools,andtook approximately15to30minutes.Inthemajorityofcases,teachingstaffwerepresent;onone occasionaparentwaspresent.Usuallytheydidnottakeanyroleintheconsultationbutontwo occasionsstaffhelpedinterpretwhatthestudentwassaying.TheexͲstudentswereinterviewed inprivatesettingsoftheirchoice. Thestudentswereseenindividually,andwhiletheconsultationsfollowedthesamegeneral sequenceforeachstudenttherewereslightchangesineachconsultationdependingontheage andinterestsofeachstudent. Thestudentswhoparticipatedwereselectedbytheirschool,andlivewitharangeofdisabilities, including:Downsyndrome;physicaldisabilityfrombraintumor;hearingimpairment;intellectual disability;auditoryprocessingdisorder;languagedisorder;ODD;andautismspectrumdisorder. ItwasinterestingtonotethatstudentswithASDwereinthemajority.Therewasanapparent crosssectionofinterestsandaptitudes.MoststudentscamefromCaucasianbackgrounds.The PAGE|242 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE numberofmalesexceededthenumberoffemalesbyaratioofabout2to1,andthisreflectsthe preponderanceofmalesoverfemaleswithadisabilityinschoolsystems. Beforevisitstotheschoolsweremade,theschoolssentoutalettertoeachparent/carer seekingpermissionfortheirchildtoparticipateinadiscussionwithaconsultant.Theformatof thediscussionwasalsosuppliedtoeachschoolatthesametimesothatstaffclearlyunderstood theprocess. Beforethediscussionstartedeachstudentwasaskediftheirparent/carersorteachershad explainedthatinformationwasbeingsoughttofindoutabouttheexperiencesofstudentsat schooltohelpmakeschoolbetterforotherstudentsinthefuture.Theyweretoldthatanumber ofstudentswerebeingaskedastheywerethe‘experts’atschool.Itwasexplainedtoeach studentthattheinformationtheygavewouldnotnecessarilychangetheirownexperiencesof schoolbutmighthelpstudentsinthefuture.Thestudentswerealsotoldthattheinformation wouldnotbesharedwiththeirteachersortheschoolsothattheycouldsaywhattheyliked.In additiontheyweretoldthattherewereno‘right’or‘wrong’answers. Manyofthestudentswithadditionalneedsappearedpleasedtobetoldthattheywere‘experts’ atschools,smilingbroadlyandsittinguptallerasaconsequence.Somestudentsfoundthe processofhavingtoreflectontheirexperiencesdifficult;anumbergaveconcreteanswersand somedidnotanswerparticularquestions.Onestudentreplied“Idon’tknow”toeverycomment bythefacilitatorsothediscussionwascurtailed.Afewstudents(forexample:thosewitha physicaldisability,withnointellectualinvolvement,andtwoyear10students)wereparticularly interestedandinvolvedinthediscussion. Thefacilitatortooknotesduringeachdiscussioninorderthatdirectquotesofwhatthestudents saidcouldberecorded.Paperwasavailableforstudentstowriteordrawbutonlyonestudent tookupthisoption(drewapictureoffriends). Beforepresentingtheresultsofthesurvey,itneedstobenotedthattheconsultant encountereddifficultywhenattemptingtoarrangethediscussionsessionsintheIndependent Schools.IntheendonlytwostudentsfromoneIndependentHighSchoolparticipated.Difficulty ofaccesswasnodoubtbecausetheIndependentSchoolsdonothaveacentralofficelikethe GovernmentandCatholicSchoolSystems.Allschoolscontactedwereenthusiasticandwentout oftheirwaytohelp.Giventheimportanceofstudentswithadisabilityhavingasayaboutissues thataffectthem,theconsultantisconcernedaboutthatrepresentationfromIndependent Schoolshasbeenlimited. Results Termsusedbystudentstodescribewhattheylikeaboutschoolincluded: Makingfriends;recessandlunchtime;theteachers;theelectives;theLearningSupport Assistants;homework;thefacilities;theenvironment;nodrugs,smokingorviolence. Manystudentsseemedsomewhatsurprisedbythisquestionandhadtothinkabouttheir answers.TwostudentswithASDforcefullystatedthatthey:didnotlikeschoolatall. Termsusedbystudentstodescribewhattheydon’tlikeaboutschool included: SchoolworkͲfindingithard,havingtroubleengagingandnotcaringaboutthework;being forcedtotakeclassesstudentnotinterestedin;heavyworkloadswithassignmentsbeing PAGE|243 dueatthesametime;writing;beingbored;thenoiseͲtalking,shouting,yelling;toomany people;otherstudents;assemblies;bullying. TwostudentswithASDcommentedvehementlythattherewasnothingtheylikedaboutschool; onesayingitwas’theworsttimeinmylife’. Severalstudentscommentedthattheworkwas’boring’andthatthey’didn’tcareaboutit’. Thenoiseofotherstudentsintheclass,andinonecaseoutsidetheclassroom,madeithardfor themajorityofstudentstoattendandprocess. Althoughnotalwaysvolunteeredbythestudents,thevastmajorityagreedthatotherstudents teasingorbullyingthemwashorrible.Onestudentadmittedthathehadjoinedinteasingother studentsandnowregretshavingdoneso.Fourstudentssaidthattheyhadneverbeenbullied. Commentsmadeaboutbullyingincluded: Ilikeschool.Itwouldbebetteriftherearenobullies; InHighSchoolifyouwanttofitin,youwanttobeliked,beaccepted; GirlsinThirdGrademademylifemiserable; Moststudentsstatedthattheyhadfriends;onesayingthathehadonefriendwhomadefriends withotherstudentssothathe(thestudentwithadisability)nowhasanumberoffriends. Anumberofstudentsdislikedgoingtoassembliesandotherpresentations.Fortwostudentsthe issuewasthatthereare‘toomanypeople’,whereasotherstudentsdidn’tgetanythingoutof themfindingthemawasteoftime.Astudentwithahearingimpairmentcommentedthatshe haddifficultyhearingatassembliesandpresentations. Termsusedtobystudentswithadditionalneedstodescribehowtheyliketo learnincluded: Visuallearner,pictures;videos,havingaschedule,teacherprovideastepbystepwritten plan;actuallydoingthings;copyingofftheboard;workingindividually;beingtoldstories; beingallowedtodosomethingelselikedrawingwhenlistening;acombinationofways. Themajorityofstudentslikedtohavesomevisualcomponentintheirlearningwithonestudent expressingastrongpreferenceforhavingascheduleasotherwiseitwas‘toohard’andhedidn’t knowwhattodo.Afewstudentsstatedthattheydidn’thaveapreference,andthreestated thattheylikedtolistenaspicturesdidn’tgiveenoughinformation. Termsusedbystudentstodescribehowteacherscanhelpthemlearn included: Usingpictures,videos,smartboardratherthanjusttalking;speakingclearlyandinshort sentences;beingmorespecificabouttasks;explainingthings;comingroundindividually; doublecheckingthatthestudentunderstood;beingawareoftheindividualstudent’sneeds andlettingotherteachersincludingreliefteachersknow;providingadetailedplanofhow todotasks;notesonlessonbeingtaught;scaffoldingassignments,beingflexibleLearning SupportAssistants;usingavisualremindertocontrolclassnoise;runningTheoryofMind classes;havinga‘Tutorial’linewherestudentswithadditionalneedscouldcatchupon homeworkandreceiveextrahelpiftheyneededit;calmdownarea;smartboard;laptop; iPads;takingmoreinterestinindividualstudents’interestsandlisteningmoretostudents. Somestudentsmadeverypositivecommentsaboutthesupporttheirteachersoffer,including: ActuallyIamprettyhappywithwhattheydoatthemoment; PAGE|244 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Doingprettymuchalltheycantohelpme; Myrelationshipwithteachersisanequalrelationship; ThestudentswhotookpartintheconsultationnearlyallmentionedtheimportanceofLearning SupportAssistants;eventheoneswhonolongerneededthemmentionedhowvaluablethey hadbeeninthepast. SeveralstudentscommentedthattheyfeltmorecomfortablewiththeLSAthanwiththeteacher andthatwhentheteacherwasawaytheLSAtaughtthembetterthanthereliefteacher.OneexͲ studentstatedthattheLSA: Mademefinishit(work).StayedontopofmeuntilIdidit.Kickedmeinthearse.Wouldn’t letmethinkaboutanythingelse(untilworkcompleted.) OtherstudentscommentedthatLSAs:‘gettohelppeoplelearn,’‘repeatthethingsyoudidn’t understandordidn’thear;and‘theypickuponthethingsImiss’. ThemajorityofthestudentsfeltthattheLSAsareimportanttostudentsasteachersare generallytoobusywitheveryoneelse.TheroleoftheLSAinhelpingstudentswithadisability calmdownandmanagetheirbehaviourwasalsoimportanttoanumberofstudents. Somestudentshadnoticedachangeintheirschools,withLSAsbeingallocatedtoanareaand notastudent.Onehighschoolstudentcommentedthathethoughtthiswasagoodthingashe ismoreindependentwithouthavingaLSAtheretoautomaticallyask. Termsusedbystudentstodescribewhatmakesithardforthemtolearnat schoolincluded: Otherstudentstalking,shouting,yellingand/orinterruptingtheteacher;teachers’inability tomaintaincontroloftheclass;teachersshoutingandbeingcross;vagueinstructions; teachertalkingtoofast;theteachercoveringworktooquickly;teachershavinghigh expectationsofstudentsabilitytoorganiseworkloadswhentheseareareasofdeficit; havingtowritelotsofnotes;followingdictationasteacheristoofast;nothavingtimeto reviewwork;writing;reading;groupwork;feelingembarrassedtoaskoranswerquestions infrontofthewholeclass;bullying;generalmovementandactivityofotherstudents. Noisewasasignificantproblemformoststudents.Studentsmadeseveralcommentsincluding: Teachershavetospeaksomuch.Louderwhenpeoplearechattinginthebackground; Whenpeopleareyellingit’sreallyhardtoconcentrate; Tiniestnoiseskickmeoffforsomereason; Whentheclassroomisnoisyitishardtodoyourwork; Whenpeoplerightnexttomearetalkingaboutotherstuff,notworkstuff; Loud,unexpectednoisesareaproblemforsomestudentswithASDandthetalking,shouting andyellingofotherstudentswasmentionedtimeandagain.Astudentwithahearing impairmentcommentedthattheclassroomenvironmentcouldalsobeanissue(soundsechoing offhardwalls,outsidenoiseswhenthewindowisopenandthefansarebeingused). Studentswithadditionalneedsfoundotherstudentsmovingaroundtheclassdisruptiveandone studentcommentedthatanotherstudentrockinghischairandpushinghisdesk,whichthen bumpedintohersmakingithardtowrite. PAGE|245 Table2:Doesthebehaviourofotherstudentsinclassmakeithardforyoutolearn? Government Schools Yes No Notsure TotalStudents Primary 2 1 0 3 High 5 0 0 5 SpecialHigh 3 1 1 5 Overall 10 2 1 13 Independent Schools High 2 2 Overall 2 2 CatholicSchools Primary 4 1 1 6 High 4 2 0 6 Overall 8 3 1 12 ExͲstudents Government 3 0 0 3 ExͲstudents Independent 0 0 1 1 Overall 3 0 1 4 GeneralComments Itwasaninterestingexercisetalkingtothisrangeofstudentswithadisability.Manyofthe studentshaddifficultyunderstandingtheconceptsbehindsomeofthequestionsandtheir abilitytoreflectwaslimited.Mostofthestudentsspokentowerebetteratidentifyingthings theydidn’tlikeaboutschoolratherthanwhattheydid. Fourmainpointsemergedfromthesediscussions: Thenoiseanddisruptionoftheirmainstreampeerswasanissueinmostsettingsfor studentswithadisability.Thestudentsspokentoshowednoinsightintothefactthat theirownbehaviourmightimpactonotherstudents.However,manyofthestudents wereabletosaytheycouldn’tconcentrateandlostfocuswhenotherstudentswere yelling,chattingamongthemselvesandmovingroundtheclassroom.Thusitwould appearthatclasseswhicharepoorlymanagedareleastsuitedtostudentswitha disability. TheimportanceofLSAswasfrequentlymentionedbythestudents.Althoughnotall studentsspokentohadLearningSupportAssistantsthemselves,theycommentedon thevalueofhavingsomeoneotherthantheteacher,whousuallydidnothavetime, beingavailabletoassistthemwhenrequired. PAGE|246 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Teasingandbullyingcontinuestobeareporteddespiteteachers’effortstostopit.One studentcommentedthatsometeachersareactuallyquiteproactiveͲhehadbeen approachedbyateacherwhenateachernoticedthestudentwaslookingabit‘down.’ Finallyitisofconcernthatanumberofstudentswithadisabilityappeartobe disengagedfromlearning;twostatedthattheyjustdidn’tcare(bothstudentswithan ASD). PAGE|247 20%(221teachers) 20%(229teachers) 15%(166teachers) 19%(220teachers) 12%(139teachers) 5Ͳ10years 10Ͳ15years 15Ͳ20years 20Ͳ30years Morethan30years PAGE|248 14%(160teachers) Lessthan5years Table1:NumberofYearsExperience ThenumberofyearsofteachingexperiencevariedconsiderablyandthisreflectsthediversityintheACTteachingpopulation.Significantly,almostone thirdofteacherswhorespondedtothesurveyhavebeenteachingformorethan20years.Detailsoftheyearsofexperienceofrespondentsaresetout inthetablebelow. Theoverwhelmingmajorityofrespondents(1,011)werepermanentteachers,withlessthan10%oncontract.Veryfewreliefteachersrespondedto thesurvey.Thismayhavebeenduetothewayinwhichthesurveywasdistributedandtheconsequentiallackofawarenessandaccessforreliefstaff. Ofthosewhoresponded,almost70%(747)currentlyworkinmainstreamschoolsandnearly11%(75)in'specialistschools'.Justover17%(142) indicatedthattheywereinalearningsupportrole.Approximately14%(100)statedtheyarecurrentlyengagedinstudentwelfareroles;57%(645) wereclassroomteachersand27%(302)heldschoolleadershippositions. Atotalof1,145responseswerereceivedfromeducationstaff:60%(680)ofwhichwerefromPublicSchools;21%(243)fromCatholicSchools;and19% (212)fromIndependentSchools.Therearecurrentlyapproximately5380teachersacrossACTschools,andthustheresponseratewas21%. TheExpertPaneldevelopedanddistributedanonlinesurvey,withthesupportofETD.Thesurveywasdesignedtoobtaintheviewsofteachingstaffin thePublic,Catholic,andIndependentsectorsacrosstheACT.Theviewsandexperiencesofteachersandothereducationstaffarecentraltothework oftheExpertPanel,astheyhaveonͲtheͲgroundknowledgeoftheimplicationsofpolicyandpractice,aswellasanunderstandingofthechallenges associatedwithmeetingtheneedsofstudentswithcomplexneedsandchallengingbehaviour. Background AppendixE:Surveyofteachers 20%(189teachers) 12%(116teachers) 17%(157teachers) 10Ͳ15years 15Ͳ20years Morethan20years 23%(218teachers) 5Ͳ10years 13%(119teachers) 3Ͳ5years 11%(107teachers) 5%(43teachers) 1Ͳ3years Lessthan1years PAGE|249 Table2:NumberofYearsExperienceteachingstudentswithcomplexneedsandchallengingbehaviours Ofrespondentsacrossallthreesectors,whostatedthattheyarecurrentlynotworkingwithstudentswhohavecomplexneedsandchallenging behaviours,89%statedthattheyhadworkedwiththesestudentsinthepast.Thisindicatesthatofallrespondents,lessthan2%(22)reportednever workingwithchildrenwhohavecomplexneedsandchallengingbehaviours.Ofthoserespondentswhohadworkedwithchildrenwhohavecomplex needsandchallengingbehaviours,72%(680)hadmorethanfiveyear’sexperienceinteachingthesestudents.Detailsofthenumberofyearsof experienceworkingwithstudentswithcomplexneedsandchallengingbehavioursaresetoutinthetablebelow. ThePanelusedtheonlinesurveyasanopportunitytogainanunderstandingoftheexperiencesofteachingstaffacrosstheACT.84%(951)of respondentsstatedthattheycurrentlyworkwithstudentswhohavecomplexneedsandchallengingbehaviours.Therewaslittledifferencebetween sectorsinrelationtothisquestion;however,teachersinIndependentSchoolsreportedaslightlylowerrateof73%. Understandingteacher’sexperiencesofworkingwithstudentswhohavecomplexneedsandchallengingbehaviours EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE 26%(206teachers) 16%(127teachers) 11%(91teachers) 19%(149teachers) 21Ͳ40% 41Ͳ60% 61Ͳ80% Morethan80% 3%(24) 1%(11) 2%(18) Avoidingdoingschoolwork Disengagingfromclassroomactivities Disruptingtheflowofalesson PAGE|250 26%(217) 5%(43) Beinglateforclass Runningaway Never AnswerOptions 23%(188) 3%(21) 2%(19) 2%(17) 3%(27) Everyfew months 14%(118) 4%(36) 3%(26) 3%(28) 5%(38) Onceortwice eachmonth Table4:Onaverage,howfrequentlydoyouexperiencethefollowingtypesofstudentbehaviour? 19%(155) 20%(162) 18%(153) 14%(117) 23%(190) Onceortwice eachweek 11%(87) 34%(281) 40%(330) 40%(332) 47%(380) Everyday 7%(60) 37%(310) 35%(294) 37%(309) 17%(139) Several timeseach day 825 828 833 827 817 Response Count Respondentswereaskedtocommentonthefrequencywithwhichtheyexperienceanumberofdifferentchallengingbehavioursthatchildrenmay exhibitintheeducationalenvironment.Detailsofthefrequencyofbehavioursreportedcanbefoundinthetablebelow. 29%(232teachers) Lessthan20% Table3:Percentageofeachdayspentmanagingstudentswithcomplexneedsandchallengingbehaviours Respondentswereaskedtostatetheproportionoftheirtimeeachdayspentmanagingstudentswithcomplexneedsandchallengingbehaviours. Therewasconsiderablediversityinresponsetothisquestion,whichmaybeduetothediversityofrolesthatrespondentshold.Detailsofresponses canbefoundinthetablebelow. 11%(87) 0.5%(4) 50%(406) 29%(235) 12%(95) 7%(54) 10%(81) 30%(243) 12%(99) 36%(288) 14%(114) 23%(191) 60%(488) 78%(637) Interferingwithproperty Inabilitytoconcentrate Usingamobileinappropriately UsingalaptoporiPadinappropriately Makingimpertinentremarks Withdrawalfrompeers Displayinguncharacteristicallyerratic behaviours Spreadingrumours Excludingpeers Stealing Verballyabusingotherstudents Verballyabusingteachers Sexuallyharassingotherstudents Sexuallyharassingteachers 6%(52) Makingdistractingnoisesintentionally 10%(80) Tearfulnessorboutsofcrying 16%(129) 24%(191) 24%(198) 21%(171) 36%(288) 20%(163) 22%(172) 22%(178) 15%(125) 13%(108) 20%(165) 14%(114) 3%(22) 18%(144) 10%(84) 21%(176) EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE 1%(9) 4%(31) 21%(175) 23%(190) 9%(71) 27%(217) 17%(140) 22%(179) 27%(222) 26%(211) 18%(146) 10%(79) 13%(105) 23%(191) 24%(199) 28%(233) PAGE|251 4%(29) 10%(81) 14%(118) 19%(154) 16%(127) 19%(161) 19%(156) 19%(157) 16%(128) 14%(118) 17%(136) 7%(58) 5%(42) 15%(125) 8%(70) 23%(193) 1%(7) 2%(14) 10%(82) 15%(126) 3%(23) 16%(128) 9%(70) 18%(144) 24%(191) 20%(168) 10%(82) 9%(77) 40%(334) 20%(160) 27%(223) 12%(99) 1%(5) 1%(7) 7%(55) 8%(66) 1%(11) 6%(46) 4%(32) 10%(83) 11%(91) 15%(121) 6%(50) 10%(86) 39%(319) 14%(113) 24%(198) 6%(48) 816 812 819 821 808 814 813 822 811 821 814 820 826 820 826 829 39%(323) 49%(397) 60%(489) 26%(212) Physicallyaggressivetowardsteachers Extremelyviolenttostudents Extremelyviolenttoteachers Physicallydestructive 29%(242) 19%(155) 23%(190) 23%(192) 27%(222) 17%(140) 9%(77) 12%(99) 13%(104) 17%(139) 16%(129) 6%(52) 9%(70) 12%(102) 23%(187) 7%(59) 3%(26) 4%(36) 8%(65) 15%(125) 5%(40) 2%(16) 3%(23) 4%(37) 8%(62) 62%(510) 22%(179) 15%(125) 17%(137) 13%(103) 35%(290) 27%(219) 20%(160) Beinglateforclass Avoidingdoingschoolwork Disengagingfromclassroomactivities Disruptingtheflowofalesson Runningaway Tearfulnessorboutsofcrying Makingdistractingnoisesintentionally Inabilitytoconcentrate PAGE|252 Notchallenging AnswerOptions 58%(476) 54%(445) 51%(417) 35%(284) 55%(456) 63%(522) 63%(517) 31%(251) Moderately challenging Table5:Howchallengingisitforyoutomanagethefollowingtypesofstudentbehaviour? 20%(161) 16%(133) 8%(68) 36%(294) 28%(229) 21%(176) 14%(117) 4%(35) Extremely challenging 2%(18) 4%(29) 6%(50) 17%(141) 1%(5) 1%(6) 2%(14) 3%(26) Havenotexperienced thebehaviour 822 815 815 823 822 815 826 825 822 827 829 827 822 Response Count Respondentswerealsoaskedtodescribehowchallengingitisforthemtomanagevariousbehavioursthatchildrenmayexhibit.Detailsofthese responsescanbefoundbelow. 11%(87) Physicallyaggressivetowardsother students 40%(329) 29%(242) 27%(219) 13%(108) 31%(249) 27%(219) 26%(214) 15%(125) 14%(116) 14%(114) 16%(128) 10%(85) 11%(94) 9%(70) 9%(76) 10%(80) UsingalaptoporiPadinappropriately Makingimpertinentremarks Withdrawalfrompeers Displayinguncharacteristicallyerraticbehaviours Spreadingrumours Excludingpeers Stealing Verballyabusingotherstudents Verballyabusingteachers Sexuallyharassingotherstudents Sexuallyharassingteachers Physicallyaggressivetowardsotherstudents Physicallyaggressivetowardsteachers Extremelyviolenttostudents Extremelyviolenttoteachers Physicallydestructive 36%(295) Usingamobileinappropriately EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE PAGE|253 31%(256) 10%(84) 11%(87) 21%(172) 31%(256) 13%(102) 19%(157) 37%(307) 48%(388) 37%(302) 53%(428) 38%(309) 48%(393) 54%(441) 51%(420) 31%(252) 23%(185) 42%(343) 40%(328) 47%(383) 41%(341) 48%(400) 16%(126) 20%(165) 31%(251) 28%(225) 13%(109) 12%(94) 10%(79) 30%(245) 14%(111) 12%(95) 8%(62) 7%(59) 17%(138) 40%(331) 34%(278) 27%(219) 10%(86) 56%(456) 46%(378) 18%(148) 10%(78) 23%(189) 9%(74) 22%(178) 9%(74) 6%(46) 8%(64) 21%(173) 34%(277) 817 819 818 826 827 812 814 822 816 814 815 815 820 817 821 816 816 55%(455) 27%(225) Beforeschool Morningclasses PAGE|254 Not challenging AnswerOptions 60%(493) 24%(194) Moderately challenging 9%(77) 3%(28) Extremely challenging 3%(26) 18%(145) Notapplicable 821 822 Response Count Table6:Inrelationtomanagingandteachingstudentswithcomplexneedsandchallengingbehaviour,howchallengingdoyoufindthe followingschoolsituations? Respondentswerealsoaskedtoprovideinformationaboutwhichpartsoftheschooldaytheyfindmostchallenging,intermsofmanagingdifficult behavioursfromchildrenwithcomplexneedsandchallengingbehaviours.Detailsoftheseresponsescanbefoundinthetablebelow. Physicalabuseofteacherswasrarelyexperiencedbyanyteacherregardlessofsector.Theabuseofstudentsbyotherstudentswasofgreaterconcern toteachers.Anaverageof23%ofrespondentssuggestedthattheyheardverbalabuseofstudentsbystudentseachday.Therateofstudenttostudent dailyverbalabuseinahighschoolsettingincreasedtoanaverageof36%comparedto19%inColleges.InCatholicandIndependentSchoolsthe physicalabuseofstudentsbystudentswasreportedasquitelow.InformationfromPublicSchoolsshowsthatbothverbalandphysicalabuseof studentsbystudentswaswitnessedbyteachersoncetotwiceperweek.Anaverageof20%ofhighschooland35%ofprimaryschoolteachersreported witnessingstudentsbeingphysicallyaggressivetowardseachothercomparedtoanaverage9%incolleges.Regardlessofthesectorinwhichthey worked,almosthalfofallteachersindicatedthattheyfounditmoderatelytoextremelydifficulttohandlethistypeofbehaviour. Ofsomeconcerntomanyteacherswasstudents’verbalabuseanduseofimpertinentremarks.AmongstPublicandCatholicschoolteachers,an averageof20%saidtheyweresubjectedtoverbalabuseeachdaywith8%reportingseveraloccurrenceseachdayandafurther25%reportedthatthis occurredonceortwiceaweek.37%oftheseteachersfounditmoderatelydifficulttohandlethistypeofbehaviour.InIndependentSchoolsthere appearstobemuchlessverbalabuseofteacherswith36%indicatingthattheyhadneverexperiencedit. Afewavoidantanddisruptivebehaviourssuchasbeinglateforclass,avoidingwork,disengagingand/orbeingdisruptivewerecommonacrossall sectors,withanaverageof43%ofallteacherssurveyedindicatingthatthesetypesofbehaviourswereexperiencedeveryday.Thegreatest concentrationofavoidancebehaviourswereidentifiedbyteachersofYears9and10.Tearfulnesswasmuchmoreprevalentinprimaryschoolswith 32%ofteachersreportingstudentscrying1Ͳ2timesperweekandanother29%onadailytomultipleͲdailybasis. Thisinformationshowsthatdifferenttypesofbehavioursareofparticularconcerntoteachers;however,therearesomedifferencesbetween educationalsectors,insomeinstances.Onequarterofpublicschoolteachersreportedthatrunningawayoccurredeverycoupleofdaysandnearly40% ofbothpublicandCatholicteachersfeltthatthiswasofmoderatetoextremeconcern.Comparatively,40%ofteachersinIndependentSchools indicatedthattheyhadneverexperiencedstudentsrunningaway. 22%(176) 37%(305) 20%(167) 24%(198) 6%(52) 31%(255) Betweenclasses Assembly Excursions Specialprograms Reliefteaching Myreleasetime 30%(239) 30%(245) 41%(337) 44%(363) 42%(347) 43%(351) 55%(450) 23%(189) 48%(397) 14%(113) 43%(348) 14%(113) 26%(212) 11%(91) 13%(109) 24%(198) 7%(54) 40%(331) 25%(203) 21%(173) 21%(168) 10%(80) 9%(77) 22%(182) 6%(49) 30%(240) 3%(25) 810 818 816 822 820 818 823 812 823 PAGE|255 Unsurprisingly,recessandlunchbreakswereoftenreportedtobedifficultforteacherstomanage,withalmost80%ofrespondentsratingthesetimes asmoderatelyandextremelychallenging.Reliefteachingwasconsideredasmoderatelytoextremelychallengingbyallteachers,however,itseems teachersinbothPublicandCatholicSchoolsfinditextremelychallengingmoreoftenthantheircounterpartsinIndependentSchools. Thetimingofclassesappearstohavesomeimpactonthepropensityforsomeofthesebehaviourstoemerge.Anaverageof48%ofteachersfoundit moderatelychallengingtomanagestudentswithcomplexneedsandchallengingbehavioursintheafternoonscomparedtoanaverageof60%inthe mornings.Interestingly,teachersemployedinCatholicschoolsmorecommonlyreportedthatmorningclassesweremoderatelychallenging,at67%, whereasonly44%ofIndependentschoolteachersfoundmorningclassestobemoderatelychallenging.Thisfindingmaybeanartefactandshouldnot beoverͲinterpreted. 15%(126) Recessandlunchtime 9%(70) 41%(329) Afterschool Afternoonclasses EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE 12%(95) 16%(133) Iamgivensufficientbackgroundinformationabout eachstudent Ifeelburntout PAGE|256 35%(280) 3%(21) 24%(194) Idon'thaveenoughtrainingtodomyjobeffectively Icelebratesmallsuccesses IfeellikeIamoutofmydepth 4%(34) 11%(87) Ifindadiagnosisuseful Ifeelvalued 20%(161) Idon'thaveenoughresourcestodomyjob effectively 1%(7) 28%(221) Ifindhavingamentoruseful Iamabletoestablishrapportwithstudents 39%(315) 4%(33) Ifeelsupported Ifeelscaredofwhatmighthappen Never AnswerOptions 31%(247) 24%(192) 28%(226) 8%(65) 31%(254) 12%(99) 1%(8) 16%(127) 16%(127) 17%(129) 22%(176) 15%(120) Everyfew months 19%(155) 22%(175) 17%(139) 13%(104) 20%(158) 12%(98) 2%(20) 14%(108) 14%(116) 17%(136) 14%(114) 15%(121) Onceortwice eachmonth 14%(114) 20%(160) 11%(86) 20%(160) 16%(128) 18%(145) 8%(63) 15%(121) 20%(158) 15%(119) 13%(106) 19%(152) Onceortwice eachweek 13%(106) 18%(149) 6%(51) 40%(325) 7%(54) 40%(326) 53%(432) 37%(294) 19%(155) 20%(154) 11%(91) 42%(336) Everyday 6%(51) 3%(24) 2%(18) 16%(132) 2%(17) 13%(107) 34%(277) 6%(51) 10%(80) 2%(19) 2%(13) 6%(47) Severaltimes eachday 806 795 800 807 805 809 807 788 797 778 815 809 Response Count Table7:Inrelationtomanagingandteachingstudentswithcomplexneedsandchallengingbehaviour,howoftendothefollowingstatementsapplytoyou Mostteachersmadecommentsthroughoutthesurveythatdisplayasignificantlevelofempathyandunderstandingtowardschildrenwithcomplex needsandchallengingbehaviours.Respondentswereaskedtocommentonhowoftentheyagreedwithanumberofstatementsthatmaygivean indicationoftheirreactionstomanagingchildrenwithcomplexneedsandchallengingbehaviours.Detailsofresponsesaresetoutinthetablebelow. Supportandstrategiesforteachers 12%(94) 8%(64) 1%(10) 1%(11) Mycapacitytoteachisdisrupted Iambeingaskedtodomoreandmoreeveryday Ifeelenthusiastic Ifeeloptimistic 1%(10) 6%(48) 15%(114) 7%(56) 6%(48) 11%(92) 16%(127) 23%(184) 12%(100) 14%(116) 15%(125) 15%(120) 11%(90) 12%(96) 13%(106) 19%(154) 19%(157) 26%(213) 18%(147) 26%(209) 28%(223) 20%(160) 22%(180) 22%(179) 22%(174) 37%(300) 21%(169) 41%(333) 43%(351) 29%(237) 22%(182) 17%(138) 33%(265) 15%(123) 5%(42) 9%(75) 10%(81) 19%(152) 13%(107) 8%(67) 7%(60) 810 795 804 803 801 796 800 798 PAGE|257 Respondentswerealsoaskedtocommentontheirperceptionofthesupportavailabletothem,andhoweffectivethesesupportsareforstaffwhoare managingchildrenwithcomplexneedsandchallengingbehaviours.Detailsofresponsestothesequestionsaresetoutinthetablebelow. Informationprovidedalsoindicatesthatdespiteapositiveoutlook,manyteachersexperiencesignificantpressureintermsofcompletingtheirrole. 68%(549)ofrespondentsstatedthattheyfeeltheyare‘askedtodomoreandmoreeveryday’atleastonceperweek,and50%(393)statedthatthey ‘don’thaveenoughresourcestodomyjob’atleastonceperweek.57%(469)ofrespondentsalsostatedthattheircapacitytoteacherisdisruptedat leastonceperweek. Ingeneral,informationprovidedthroughtheonͲlinesurveyindicatesthatrespondentshaveapositiveoutlook,asover50%ofrespondentsreported thattheyfeeleitheroptimistic(428)orenthusiastic(432)everydayorseveraltimesperday.Similarly,52%(423)respondentsreportedthat‘IfeelI makeadifference’eithereveryday,orseveraltimesperday.Over67%(535)ofrespondentsstatedthattheyfeelsupportedmorethanonceperweek, and61%(578)statedthattheyfeelvaluedmorethanonceperweek. IfeelImakeadifference 25%(198) 10%(78) Ifeelfrustrated Ifeelpartofatherapeuticteam 5%(42) Iworkinpartnershipwithfamilies EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE 4%(31) 7%(54) 10%(84) 6%(47) 5%(39) 4%(32) 2%(16) 5%(43) Myschoolpractisesa'wholeschool'approachtostudent behaviour Myschoolensuresthatallstaffwhomanageandteachstudents withcomplexneedsandchallengingbehaviourhavethe appropriatetrainingorqualifications Myschoolhasthephysicalresourcesrequiredtoeffectively manageandteachstudentswithcomplexneedsandchallenging behaviour Myschoolhasthepoliciesandproceduresinplacetoallowall stafftoeffectivelymanageandteachstudentswithcomplex needsandchallengingbehaviour Myschooleffectivelycommunicatestoallstaffitspoliciesand procedureswithrespecttoteachingstudentswithcomplex needsandchallengingbehaviour Myschoolfollowsitspoliciesandprocedureswithrespectto teachingstudentswithcomplexneedsandchallenging behaviour Myschoolseeksguidanceandsupportfromexternalsources whenstrugglingtomanageandteachstudentswithcomplex needsandchallengingbehaviour Myschoolhasclearandaccessiblemechanismsforallstaffto raiseconcernsorcomplaints PAGE|258 Strongly disagree AnswerOptions 17%(135) 9%(73) 12%(99) 21%(165) 19%(152) 35%(282) 26%(210) 12%(98) Disagree 16%(130) 21%(166) 23%(184) 19%(156) 21%(167) 20%(160) 22%(178) 10%(83) Neither agreenor disagree 39%(312) 41%(325) 42%(336) 40%(318) 41%(327) 27%(213) 33%(265) 38%(303) Agree 22%(175) 25%(204) 17%(139) 15%(118) 12%(99) 7%(55) 11%(85) 35%(279) Strongly agree 0.2%(2) 2%(13) 1%(9) 0.4%(3) 1%(5) 1%(5) 1%(7) 1%(8) Not applicable 797 797 799 799 797 799 799 802 Response Count Table8:Inrelationtomanagingandteachingstudentswithcomplexneedsandchallengingbehaviour,towhatextentdoyouagreewiththefollowingstatements? 6%(46) Myschoolsystematicallycollectsandanalysesdataasatoolto assistmanagingandteachingstudentswithcomplexneedsand challengingbehaviour 18%(146) 15%(121) 28%(225) 21%(168) 31%(251) 34%(273) 15%(118) 22%(178) 1%(10) 1%(7) 796 797 PAGE|259 Respondentswereaskedtooutlinewhatsupportstheyhavebeenofferedtoassistthemtomanagestudentswithcomplexneedsandchallenging behaviours.Detailsofvarioustypesofsupports,theirfrequencyofuse,andtheirperceptionsoftheireffectivenessofthesesupportsaresetoutinthe tablebelow. Thevastmajorityofrespondentsstatedthattheirschoolshavea‘wholeschool’approachtomanagingstudentswithcomplexneedsandchallenging behaviourswith73%(582)agreeingorstronglyagreeingwiththisstatement.Despitethis,lessthan45%(350)ofrespondentsagreedorstrongly agreedwiththestatementthat“myschoolensuresthatallstaffwhomanageandteachstudentswithcomplexneedsandchallengingbehaviourhave theappropriatetrainingorqualifications”.67%(529)ofrespondentsagreedorstronglyagreedthattheirschoolsengageexternalsourceswhen strugglingtomanagestudentswithcomplexneedsandchallengingbehaviours. 45%(366)ofrespondentsstatedthattheyeitherdisagreedorstronglydisagreedwiththestatementthattheirschoolhadadequatephysicalresources toteachandmanagethesestudents. Teachersreportedthatschoolsareabletooffersignificantsupportandstrategiestostaffwhenmanagingstudentswithcomplexneedsandchallenging behavioursintheformofpoliciesandprocedures.Over53%(426)ofrespondentseitheragreedorstronglyagreedthattheirschoolhadadequate policiesandproceduresinplaceintermsofmanagingstudentswithcomplexneedsandchallengingbehaviours.Similarly,over55%(436)respondents statedthattheyeitheragreedorstronglyagreedthattheirschooleffectivelycommunicatesitspoliciestostaff,and59%(475)statedthattheyeither agreedorstronglyagreedthattheirschoolfollowedtheirpolicyandproceduralguidelines. 6%(50) Myschoolappropriatelyinvestigatesandrespondstoall concernsorcomplaintsraisedbystaff EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE 6%(47) 11%(86) 42%(336) 32%(259) 18%(146) 19%(154) 52%(418) 70%(568) 63%(511) 24%(191) 31%(253) 23%(186) Colleagues Schoolpolicyandprocedures Mentorsforstaff Counsellingforstudents Teamapproach LearningSupportAssistant(LSA) Specialistbehavioursupport Alliedhealthsupport DisabilityEducationCoordinationOfficer(orsimilar) Professionaldevelopment Myfamily Thefamiliesofstudents 12%(95) 7%(57) 11%(91) 6%(51) 4%(36) 9%(71) 7%(55) 5%(39) 11%(88) 8%(65) 20%(164) 3%(22) 9%(72) Receivedbutnot useful 36%(294) 24%(190) 35%(280) 13%(104) 13%(102) 17%(134) 25%(201) 28%(227) 29%(230) 24%(191) 38%(306) 36%(297) 35%(286) Receivedand moderately useful 12%(94) 28%(224) 21%(171) 12%(95) 6%(51) 17%(134) 43%(344) 42%(342) 18%(144) 20%(162) 20%(159) 46%(377) 35%(282) Receivedand extremelyuseful 16%(131) 8%(67) 9%(70) 5%(37) 5%(39) 6%(46) 6%(48) 6%(49) 9%(75) 5%(44) 11%(86) 9%(71) 10%(78) Sometimesuseful, sometimesnot useful 800 791 803 798 796 803 802 803 796 798 801 814 807 ResponseCount PAGE|260 Inordertomanageandsupportstudentswithcomplexneedsandchallengingbehaviours,mostteachersindicatedthattheycouldnotdothisalone. Manyteachersexperiencedsomedegreeoffrustrationthattheyfounditdifficulttomeettheneedsofthesestudentswhilstalsomeetingtheneedsof 11%(89) Notreceived Schoolleadershipteam AnswerOptions Table9:Inthelast12months,haveyoureceivedsupportfromanyofthefollowing,and,ifso,howusefulwasthatsupportinrelationtomanagingand teachingstudentswithcomplexneedsandchallengingbehaviour? 68%(317) TargetedSupportTeam 8%(37) 9%(43) Receivedbut notuseful 13%(62) 12%(55) Receivedand moderately useful 8%(35) 7%(31) Receivedand extremely useful 2%(11) 3%(13) Sometimes useful, sometimes notuseful 462 464 Response Count Furthercommentsprovidedrespondentsincluded: PAGE|261 InformationprovidedindicatesthatalargeproportionofrespondentshadneverreceivedsupportfromeitherNSETorTST,andthatonlyasmall numberofrespondentsratedsupportofferedaseithermoderatelyorextremelyuseful(86respondentsforNSET,and97respondentsforTST).There maybeanumberofreasonsforthis,includingstaffingresourcesavailable,lackofreferralfromschoolstotheteams,orthemannerofengagement usedbytheseteamswhenengagingschoolsandteachers. 322respondentshadnotreceivedsupportfromNSET;317hadnotreceivedsupportfromTST.Ofthe142whohadreceivedsupportfromNSET60% (86)founditmoderatelyorextremelyuseful.Ofthe145respondentswhohadreceivedsupportfromTST67%(97)founditmoderatelyorextremely useful. 69%(322) Notreceived NetworkStudentEngagementTeam AnswerOptions Table10:Inthelast12months,haveyoureceivedsupportfromeitheraNetworkStudentEngagementTeam(NSET),oraTargetedSupportTeam(TST)?Ifso, howusefulwasthatsupportinrelationtomanagingandteachingstudentswithcomplexneedsandchallengingbehaviour? Respondentwereaskedtocommentontheirengagementwithcentralisedbehaviouralsupportteams.WithinETDtheseteamsaretheNSETandTST. Detailsofinformationprovidedbyrespondentswhoreportedthattheyarecurrentlyemployedinpublicschoolsaresetoutinthetablebelow. Supportfromcolleagueswasnotdefinedwithinthesurvey,howeverwasseentobethemostuseful.Writtenresponseswouldsuggestthat respondentsdefinedthissupportasteamteaching,buddyclasses,withdrawalofstudentsorexecutive/schoolleadershipintervention.Interestingly, schoolpoliciesandprocedureswereseenastheleastusefulofalloptions.Havingalearningsupportperson(LSA)intheclasswasseenasextremely usefulby43%ofrespondentsandmoderatelyusefulbyafurther25%. therestofthestudentsintheirclasses.Mostteachersindicatedthathavingatleastoneotherperson(anotherteacher,alearningsupportteacheror learningsupportassistant)madeiteasier,with42%sayingthatateamapproachwasextremelyusefulandanother28%sayingitwasmoderately useful.Mostrespondentshadnotreceivedsupportfromalliedhealth,DisabilityEducationOfficer,orspecialisedbehavioursupport,despitethe reportedperceptionsofeffectivenessofexternalsupport. EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Targetedsupportteamduetocomenextweekformyschool Theimpactoftheseteamsonthebehaviourorprogressofstudentsatourschoolhasnotbeenmadeawaretome UsefulforliaisingwithCounsellorandparentsandinwritingILPs.VeryusefulforprovidingLSAsupportbutthisisonlyforpartofthetime Iamunawareoftheexistenceofanysuchteam 23%(186) 12%(102) 74%(608) 29%(235) 51%(414) 17%(143) Askingstudenttowithdrawfromthelesson Puttingstudentinadifferentlocation Restrainingthestudent Restorativejustice Peermediation Selfreflection PAGE|262 14%(113) 7%(57) Notutilised Allowingstudenttowithdrawfromlesson IndividualLearningPlans AnswerOptions 21%(172) 10%(83) 13%(108) 6%(46) 11%(88) 13%(107) 10%(83) 13%(110) Utilisedbut noteffective 36%(297) 23%(192) 30%(247) 10%(81) 43%(351) 36%(296) 42%(341) 50%(411) Utilisedand moderately effective 15%(126) 8%(66) 18%(146) 3%(28) 21%(173) 13%(108) 20%(163) 19%(154) Utilisedand extremely effective 9%(75) 6%(51) 9%(71) 5%(41) 12%(97) 14%(114) 14%(113) 11%(86) Sometimes effective, sometimes noteffective 813 806 807 804 811 811 813 818 Response Count Table11:Inthelast12months,haveyouutilisedanyofthefollowingstrategies,and,ifso,howeffectiveweretheyinrelationtomanagingandteaching studentswithcomplexneedsandchallengingbehaviour Respondentswereaskedtocommentonstrategiestheyhaveutilisedtosupportstudentswithcomplexneedsandchallengingbehaviours.Theywere alsoaskedtocommentontheeffectivenessofthesestrategies.Detailsofresponsestothisquestionaresetoutinthetablebelow. CentralisedbehavioursupportwithintheCEsystemismanagedthroughtheWellbeingandInclusionOfficer.Informationprovidedbyrespondentswho arecurrentlyemployedinCatholicschoolsissetoutinthetablebelow. 50%(406) 57%(465) 64%(521) 53%(433) 10%(83) 10%(78) 43%(351) Inschoolsuspension Suspensionfromschool Approvedflexibleattendance Casemanagement Curriculumdifferentiation Collaborationwithfamily/carers Collaborationwithexternalsupportnetworks 11%(86) 11%(93) 9%(75) 6%(53) 6%(45) 14%(114) 13%(110) 15%(121) 11%(94) 11%(90) 20%(161) 24%(193) 36%(291) 37%(304) 20%(164) 14%(114) 15%(125) 22%(177) 36%(296) 42%(340) 37%(301) 39%(316) 12%(99) 29%(240) 35%(288) 15%(122) 12%(95) 5%(39) 6%(45) 22%(164) 32%(264) 19%(155) 17%(137) 9%(73) 13%(105) 7%(58) 3%(28) 4%(30) 7%(59) 7%(61) 13%(106) 10%(79) 10%(82) 8%(65) 802 807 808 800 805 802 799 810 814 810 809 PAGE|263 Ihavegreatfaithintherestorativepractices.Ifindthatthereisnoonewaytoapproacheachchild. Teachersalsoprovidedadditionalcommentsaboutotherstrategiesutilisedwhichincluded: Around27%ofteachersfavouredrestorativepractices,orselfͲreflectionasusefultoolsinhelpingstudentswithcomplexneedsandchallenging behaviours.Teacherscommentssuggestthatthetimerequirementsassociatedwiththesestrategiescouldbeanissue. Itisclearfromrespondents’comments,thatmanyteachersareconcernedforthewelfareofthestudentswithcomplexneedsandchallenging behaviours.Mostpunitivemeasuressuchasrestraint,suspension,andexclusionaregenerallynotused,andtheperceivedeffectivenessofthese strategieswasalsolow.Collaborationwithexternalnetworks,casemanagement,andpeermediationwerealsocommonlynotutilised,despitethefact thattheperceivedeffectivenessofthesestrategieswasmuchhigher.Around50%ofteachersfoundindividuallearningplansusefulwhile39%thought thesettingofgoalsmoderatelyusefulforstudents.41%feltthatprovidingoptionsandchoicestostudentswasofgreatbenefit. 15%(123) Rewardsystems 5%(37) 22%(182) Specialjobsorerrands Providingoptionsorchoices 16%(130) Goalsetting EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Awholeschoolbehaviourmanagementplanwhichisveryvisibleandusespositivereinforcement. Settinggoalswithstudentsandhavingvisualstoshowthattheyareachievingtheirgoals.Forexamplestarsontheboardiftheyfinishtheirwork. Ifoundcommunityoutreachprogramsreallyhelpedstudentsfocuslessonthemselvesandmoreonothers,thereforeimprovingtheirgeneral wellbeingandbehaviour. Ourwholeschoolapproachtocommunication,usingsymbolicvocabularyboardshasmadeabigdifference.Asthestudents'communicationskills haveimproved,sohavetheirbehaviours. 58%(658teachers) 55%(618teachers) 48%(542teachers) 34%(387teachers) 26%(296teachers) 10%(111teachers) Professionallearningnotatschool Onthejobtraining TQIaccreditedcourse Conferences University ACTassistancemodules PAGE|264 Thesurveycanvassedteachers’opinionsaboutthespecificeducationandtrainingtheyhadreceivedthatwasparticularlyhelpfulwhenworkingwith childrenwithcomplexneedsandchallengingbehaviours.Commentsincluded: 76%(859teachers) Professionallearningatschools Table12:Additionaltrainingandeducationidentifiedbyteachers Whenaskedaboutadditionaltrainingundertakenspecificallyfocussingonstudentswithcomplexneedsandchallengingbehaviours,94%(1060)of respondentsstatedthattheyhadparticipatedinadditionaltraining.Detailsoftypesofadditionaltrainingundertakenaresetoutinthetablebelow. Respondentswereaskedtoadvisewhethertheyfelttheyhadreceivedadequatetrainingtomanagestudentswithcomplexneedsandchallenging behaviours.48%(539)ofrespondentsstatedthattheydidnotfeeltheyhadadequatetraining,37%(422)statedtheyfelttheyhadadequatetraining, and15%(172)wereunsure. Training ThefourdaysandfollowupmodulesofthePositivePartnershipcourse.Everyoneshoulddoit. Ialsohavefoundcoursesgiventoallstaffinafacultyregardingteamteachingandsupportingtheteamhavebeenmostbeneficialwhensupport teachingstaffhavealsoattendedasthisencouragesallgroupstoappreciatetherolesandworkingoutcomesoftheircolleges. TheSueLarkeyandDrTonyAtwoodconferenceonmanagingchildrenwhohaveautismwithintheclassroom.Theirresources,adviceandstrategies werehelpfulinprovidingmewithaninsightintohowchildrenandadultswhohaveautismthinkandadviceonhowIcouldsupportthechildinmy preschoolandhisfamily. FunctionalBehaviouralAnalysisEssentialSkillsforClassroomTeachersCMIS(ClassroomManagement&InstructionalStrategies)ͲThisisbyfarthe bestever,in20yearsofteaching.Allteachersshoulddoit. LastyearIcompletedtheOnlineTrainingcourseinDyslexiaandIfoundthatreallygoodͲitprovidedknowledgeandstrategiesbutalsoresources toaccessandrefertoovertime. MentoringfromSLCsandmoreexperiencedstaffduringteaching.Beingabletoteamteachandseeintheflesh(notjusthearabout)avarietyof strategies. OfmyownvolitionIattendedaconferencerunbystafffromRedbankschoolinSydney.Thisisaschoolthatteacheschildrenwithcomplex behaviouralneeds.Ifoundtheprincipaltobeverysensibleandpracticalandhisstrategiesareapplicableinregularmainstreamschool. Agroupworkingduring2000Ͳ2004.ProfessionalsinAutismNetwork.Manyprofessionalsmettwiceatermatdifferentlocations.Sharingresources, strategiesandguestspeakerssharingtheirexpertise.ProfessorBarryCarpenterwasanexcellentspeaker. PAGE|265 Ibelievesecuresafelearningenvironmentswithconsistentclearexpectationsandteachingchildrenthesocial,emotionalandacademicskillsthey needwithadultsupportiscrucial.Ithinkshallowexternalrewardsystemshavealongtermnegativeimpactanddonotsolveoraddressthe Ithinkthebiggestissueisthatalthoughwearenowtryingtoincludethesestudentsintomainstreamschoolstherehasbeennoacknowledgement ofthetimethatthistakesforteachersinplanningforthesestudents.Teachersaretryingtomakemultiplesetsofactivitiesforstudentsinthetime thattheyusedtohaveforonelesson/setofactivities.Anexamplewouldbeanexcellentteacherinmyschoolwhohadastudentwithveryhigh supportneedsandspent4hourscreatinganindividualisedexamforthestudent.Thisteacherdidn'thaveextratimetodothis,sotheeffectwas thatshespentfamilytimedoingwork.Thisexpectationonteachersisnotrealisticorsustainable.Ifullysupporttheinclusionofstudentswithhigh supportneedsinmainstreamsettings,buttodoitproperlythereneedstobeaseriouslookatthebalancebetweenteachingandpreparationtime. ThefinalquestionofthesurveyallowedrespondentstogiveanyadditionalinformationthattheyfeltwasrelevanttotheworkofthePanel.The informationrecordedistypifiedinresponsesfromthreeteachers,whodescribethecomplexitiesoftheirteachingandstudents’learning,alongwith howtheyfeeltheycanbestmeettheneedsoftheirstudents: EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Havingarepertoireofdifferentstrategiesandresponsesasappropriatetothesituationandtothestudentisvital.Experiencemakesadifference, indealingwithchallengingbehaviours.Someteachersaremoreresponsiveanddeveloptheskillsmorequicklythanothers!Therearesomevery challengingsituationsthatariseinschoolsandteachersareoftencaughtoffguard,notexpectingwhathappens.Itmustbesaidthatsome teacherscanbeinflexibleinthewaytheydealwithstudentsanddon'tengagearangeofstrategiesintheclassroom.Havinggoodrolemodelsand mentorsforteachersispowerful.Trustingone'sintuitionaboutastudentcanalsobevaluable,inalertingtheteachertochangesandstressesand situationsthatmaybebuildingup.Butmoreimportantly,beinghappyasateacher,beinghappytoworkwithyoungpeople,strivingtobuild positiverelationshipsandinteractions,actingasarolemodelforyourstudentsͲthesearekeyfactors. complexneedsofthesechildren.Istronglybelievethatclassteachersshouldbesupportedtoworkwiththesechildrenintheclassroomratherthan thechildrenbeingwithdrawnandissuesbeingaddressedprimarilybytheexecutivestaff.IbelievesupportfromschoolpsychologistsandLSAsis crucialtomeetingtheneedsofthesechildren,theirclassmatesandtheirteachers.Ibelievethatfamiliesneedtobeinvolvedandthatamodel whereprogressisthefocusratherthandeficient. PAGE|266 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE AppendixF:Surveyofschoolleaders TheExpertPaneldevelopedanddistributedashortsurveydesignedtoobtaintheviewsof schoolleadersinthepublic,Catholic,andindependentsectors. ThesurveywasdistributedatvariousforumsandmeetingsduringtheworkofthePanel. ThePanelreceived95responses: 65(68%)fromPublicSchoolleaders 20(21%)fromCatholicSchoolleaders 10(11%)fromIndependentSchoolleaders Results QuestionOne:Myschoolis: Table1:TypeofSchoolbySector Sector Mainstream Specialist Other Total PublicSchools 54(83%) 7(11%) 4(6%) 65(100% CatholicSystemic Schools 20(100%) 0(0%) 0(0%) 20(100%) IndependentSchools 10(100% 0(0%) 0(%) 10(100% Total 84(89%) 7(7%) 4(4%) 95(100%) QuestionTwo:Myschool’scurrentenrolmentis: Table2:CurrentenrolmentbySector Sector LowestEnrolment HighestEnrolment AverageEnrolment PublicSchools 15students 1275students 485students CatholicSystemicSchools 167students 750students 379students IndependentSchools 32students 1700students 1162students QuestionThree:Thepercentageofstudentswhohavecomplexneedsand challengingbehaviorinmyschoolwouldbeabout: Table3:ProportionofstudentswithcomplexneedsandchallengingbehaviourbySector Sector Lowest% Highest% Average% PublicSchools 1% 100% 15% CatholicSystemicSchools 2% 30% 10% IndependentSchools 1% 20% 7% PAGE|267 QuestionFour:Thepercentageofstudentswithcomplexneedsand challengingbehaviorinmyschoolis: Table4:Trendinnumbersofstudentswithcomplexneedsandchallengingbehaviour Sector Decreasing Notchanging Increasing Don’tKnow Total PublicSchools 3(5%) 18(27%) 41(63%) 3(5%) 65(100%) CatholicSystemic Schools 0(0%) 3(15%) 17(85%) 0(0%) 20(100%) Independent Schools 0(0%) 2(20%) 7(70%) 1(10%) 10(100%) Total 3(3%) 23(24%) 65(69%) 4(4%) 95(100%) QuestionFive:Onethingthatwouldassistmyschooltoimprovetheway weteachandmanagestudentswithcomplexneedsandchallenging behaviourswouldbe: Publicschool(mainstream): Accesstospecialisedservicestosupportstudents,parentsandstaff Assessment;Identificationoftheneeds/issuesandthenadvice/supportonbestmethodsto addresstheseneeds,particularlywithviolentbehaviours Fullandcomprehensivetrainingofstaff(beforestudentsarriveifpossible);Extraresources toassiststaffwithouttheneedforendlessapplications;Accessibleandpurposebuilt classrooms/buildingsratherthan‘patch’extensionstocurrentclassroomsthatcanbetoo small;Identifiedandeasilycontactableassistancewithinthesystem Accesstohighquality,relevantinhouse‘wholeofschool’professionallearning;Useamixof deliverymodelandsystemicfollowupwithinschool;Reviewtheminimumleadership structureinprimaryschools,itiscurrentlyinequitableintermsofworkloadforsenior teacherstosupportteachersandchildrenrechallengingbehavior;Fundingthatallows schoolstodevelopaproactiveresponsemodelthatisrelevanttotheparticularneedof students Increasedschoolcounsellortime;Pastoralcare/behaviouralsupportpersonwhoworksin theschool(atleastPT);Stafftraining Anescalationprocesswhenneedsarenotbeingmetdespiteusingdirectorate processes/resources.Thiswouldsupportusinthatitwouldn’tfeellikeyouhavetried everythingandyouarethereforeoutofoptions.Itcanfeellikeyouhaveengaged NSET/disabilityedpartner/behavioursupportsoyouaredone.Itisisolatingandofgreat concern Improvedtrainingforstafftounderstandcomplexneedsanddevelopgreaterempathyfor studentsandfamilies Consistenttimelyapproachtosupportingthechildthroughacasemanagementapproach whereschool,agenciesandfamilyworktogether;Mentalhealthsupportforchildandfamily Greaterunderstandingaboutchildrenwithtrauma;Modelsthatworkwithcomplex behaviours;Innovativewaystosustainpositivepartnerships;Capacitybuildingofprincipals, deputy,allstaff;Moresupportforfamiliestobeabletosupportchildrenathome PAGE|268 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Furthersupportforexecutivestaff,eg:socialworkeroracasemanager Regularcontactwithasocialworkerliketheschoolpsychprogram Peopleresourcing:guidancemorereadilyavailableforemergenciesandproactivewhenwe flagissues TheremustbeapartnershipbetweenACTHealthandETDthatsupportsLSAstaffinschools tocareforchildrenwithcomplexneedswithmedicalneeds;Manyschoolsareovercrowded. Childrenoftenneedspaceorindividuallearningspaces(wedon’tevenhaveofficespacefor allteachers) Professionallearningforallstaff(teachersandLSAs)aroundunderstandingandadopting evidencebasedinterventionstrategiesthatwork;Moveawayfrom punishment/consequencesetc Fundedresourcesfordevelopingsocialskillsandparticipation,eg:schoolpyschs,Connecting Kids,externalmentalhealthservicesavailabletoworkinschool ProvidetheequivalentofInclusionSupportwhichcouldfundalternativessuchasprimary schoolyouthworkers,socialworkers Trainedpersonneltoassistschoolseg:schoolpsychologist Anexpertteacherorpractitionertrainedwithstrategiesandunderstandingofhowto supportthesestudents,similartoafieldofficer.Theywouldbeonthegroundassisting, workingwithstaffandindividuals Increaseinnumberofdaysacounsellorspendsintheschoolsetting.Thiswouldenable informedassessment,observationandconsultationstobeundertakenforstudentsearlyon intheirschoolingnotlaterwithincreasedneeds Staffeducation;Aligningbeliefsandpracticesaboutpreventingandrespondingtocomplex behaviours;Changingmindsets;UsingRTIapproach Moreassistanceworkingwithfamilies Amajorissueisbeingabletoaccessservicesforyoungchildrenwithmentalhealth.Thereis oftencaseswherefamiliesdon’tfollowuporengage;Earlyinterventionisthekeyina schoollikeoursbutserviceshaveceasedtoexist FullͲtimeYouthSupportWorker;FullͲtime(oratleastincreasedhours)schoolpsychologist; Qualityteacherswithexpertiseindealingwithcomplexneedsandfocusonlearningand engagement Easier/moreaffordableaccessSTA/paraͲprofessionalresources Moreunderstandingandstrategiestodealwiththosewithhighcomplexneeds Wemusthavesomestaffwhoaretrainedandexperiencedwithdealingwithchallenging behavioursand/orcomplexneedsandwhoareprepared/abletoworkshouldertoshoulder withotherstafftoupͲskillthem FullͲtimeschoolpsychologistandYouthSupportWorker;HRsupporttomove underperformingteachersandnothaveteachers‘placed’inschoolswithcomplexneeds; Attractteacherswithadditionalqualificationintrauma,psychology,socialwork,special needs,EALD/TESOL;Asocialworkerorcommunityworkeravailabletosupportfamilieswith attendance,communication,engagementwithschooletc Resourcingforflexibilityandinnovationandbuildingteachercapacity PAGE|269 Greaterclarityaroundhowtomanageextremephysicalviolence(biting,kicking,punching) assuspensionisoftentheanswergiventoschoolsbutstudentswithdisabilitiesdon’t necessarilyfitthecriteriaandparentsappealthesuspensionandtheschoolisleftinan extremelytrickysituation Staffhavemadeallthedifference Mentalhealthprogramsforstudentswithmentalhealth Themanagementofstudentswithcomplexneedsandchallengingbehavioriseffective whereallstudentsareintheirclasses.It’schangedfrompreviousyearswherewehave workedonconsistencyofapproachandincreasedcommunicationamongstaff Morecommunitysupport;Moreaccesstocrossdisciplinaryexpertise(therapists,psychs, mentalhealth),specificallytrauma Increasedschoolcounsellortime;Pastoralcare/behaviouralsupportpersonwhoworksin theschool(atleastPT);Stafftraining SpecificPLrelatingtothecomplexityofandvarietyofidentifiedneedsinschool;Perhapsa principalportalwherewecansharestrategiesthatwork,currentresearchoraccessto specificinfo Accesstoarangeofprofessionalstoworkwithstudentsandfamilies,psychologists,social workers Understandingthecomplexityofstudentsneedsandwhychallengingbehaviourmanifests; Todevelopclassroommanagementstrategiesorawholeschoolapproach ProfessionallearningforteachersbeyondTeamTeach,specificallyaroundtrauma Establishmentof‘fullservice’facilitiesinschools;Openuphowschoolsarestaffedtoallow meritorious,openandcompetitiverecruitmentofalliedhealthprofessionalsaspartofstaff profileofschools Schoolcounsellor/psychologisttomeetthegrowingnumberofstudentswithmentalhealth issues;Resourcingreflectiveofschoolenrolment Fundingequity;Broaderdefinitionofcomplexityconsistentwithotherstarters;Resourcing targetedatfamilies Moreresourcestoallowspecialistprogramstosupportthestudentsthatdon’tfitintothe traditionalmainstreammodel Extrastaffingdollarsforspecialiststaff Moreresourcesontheground,awholeofgovernmentapproachtocasemanagement; Politicalwillandleadership;Breakdowntheexistingstructuresofdeliveringservices;The moralimperativeislost FullͲtimeschoolcounsellor(psychologist) Teacherswiththeknowledge,skillsandattitudestomakeadifferenceforthesestudents; Resources FullͲtimepsychologisttosupportstaffonaconstantbasis;Targetedstaffingtoprovide systematicandconsistentprogrammingforstudentsstrugglinginmainstream(notan alternativetotheschoolbutadditionalsupport),andspecifictrainingforthosestaff members Pastoralcarepositioninprimaryforearlyfamilysupport;Anexecutiveposition(nonͲ teaching)inbothprimaryandsecondarytoleadsupport PAGE|270 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Qualityprofessionallearningtargetedtothespecificcontextofourschool;Inclass observationsandideasgivenbasedonobservationswithfollowupvisits;Specialised alternativeprogramsforrespiteandtargetedinterventionforthestudentsincreased supportfromcounsellorsandpsychologistsinschoolbutalsowithfamilies Alternativeeducationalsettingforthestudentswithextremebehaviorandmentalhealth issues;Mainstreamschoolsdonot‘fit’somestudentsregardlessofwhatisputinplace Qualityprofessionallearningforteacherswithaconsistentsystemmessage Toemploylearningassistantsinamorerealisticmanner;Somestudentsneedtobe monitoredeveryhouroftheschoolday,andthisresponsibilityfallstoteachers HighschoolhaspastoralcareSLC,weneedthisinprimary FullͲtimepsychologistandparaͲprofessionals(eg:communitynurse,speechtherapist,OT, socialworker,homeschoolliaison)toassistwithconductingspecialisedassessments, providingindividualintensivetargetedsupportsupportingteachersandfamilieswith classroomandhomeinterventions,andconnectionwithexternalfamilies Publicschool(specialist): Coherentliteracyandnumeracyskillsetforallteacherstobuildalllearners;Especially targetthosewithknowngapsinskillset AsupervisedtimeͲoutspaceforcomplexneedsandchallengingbehaviourstodeͲescalate anddecompress Inclassguidancetoshowstaffhowtosupportallstudentsneedsinamainstreamsetting; Buildingcapacityofstafftomeettheneedsofstudentswithbehaviorneedsinanintensive andrestorativemanner Earlyandtargetedintervention;Clearpractices/processesthathelpstreamlinea complicatedreferralprocess Teachers(supportstaff)aretrained;Mostteachersat[specialistschool]areprimarytrained withnospecialedexperience;Ifyouhaven’tgotitinaspecialschool,youhaven’tgotit AhighlyskilledteamwiththeskillsandtimesimilartotheNSETTeamtoworkinmyschool foramuchgreaterperiodoftimeeachweekthantheycurrentlycanspend Teachertrainingreindividualisedlearningandgrowthmindset Publicschool(other): Morehighlyskilledsupportstaffwiththeskillandexpertisetosupportclassrooms;Support forteachersandforstudents Workingwithstafftounpackwhatcomplexneedsare,andprovidingintenseinͲclass supportonhowtoeffectivelyplanforandaddresstheseinamainstreamsettings MoreteachertraininginchildpsychologyandwellͲbeing;Moreaccessforstudentsto therapy Seenanincreasingamountofhighperformingfemalestudentswithanxietyissuesandsee thisreflectedinpushingthemselvesastheyare‘good’studentsthancrashingandburning atmorestressfulpointsintheschoolyear PAGE|271 CatholicSystemic(mainstream): Toputspecialistprofessionalsupportinplaceforstudentswithpsychologicalissues(lowself esteem,poorsocialskills,attentionseekingbehavioursetc) Behaviourspecialists;Professionaldevelopmentforteachersonmanagingstudentswith complexneedsandchallengingbehavior Buildingteacherunderstandingandcapacitytorecognizethecontributingfactorstothe complexneedsandchallengingbehavioursandeffectivelyrespond Accesstoprofessionalsupportandguidance;Accesstoassessmentoflevelofdisability; Adequatestaffingtosupporttheneedsofthechild;Abilitytosaytheschoolisunableto supporttheneedsofthechild;PDforstaff Smallerclasssizes;LSAassignedtoeachclass;Staffingallocationofsupportofficersin school’;MoreschoolcounsellortimefromCatholicCare FurtherinsͲserviceforteacherssothatwhentheyhavechallengingchildrentheyhavea‘kitͲ bag’ofideas;Essentialpartnershipwithfamiliessothatschoolandhomeworktogether Aclearsenseofpurpose;Givingteacherstime/spacetodealwithmanagementetc Iwouldliketoseeawayofplanningforstudentsthatfitthisdefinition–theplansneedto reflectbehavioursexhibited,impactonothers,strategiestosupportstudentsteachersand supportpeople,andaplanthatcanberesourcedandsupportedbyparents Teachertrainingintheparticulardisability,behavior,need Additionalsupportforthemainstakeholders–child,teacher,parent;Thesupportmusthave expertisewhichisappropriate Easyaccesstoexpertstoworkwithintheschooltosupportstaff Experthelpwithintheschool Teachertraining(onͲgoing)whichincludesnewresearch,workingwithparents,knowledge ofexpertiseandavailability Professionallearningforclassteachers;Smallerclasses Increasedresourcing(funding)toprovidehigherchild:adultratiosinschoolssothat appropriatetimecanbegiventothestudentswiththesespecificneeds Moresupportfromoutsidepeoplecomingintotheschoolandworkingoneonone; Professionallearningforallteachers Tohavealargerstaffingallocation;Haveprofessionallearningaroundmanaging challengingbehavioursforallschoolstaff;Beabletoreferfamiliestexternalservicesandif notaccesseddiscontinueenrolmentuntilaccessed Professionalsupportviacounselingortrainedstaffwhocanstepintosupport/listen/run programs:ieCoolKids Professionalsupportandadviceonhowtobemoreinclusiveofthesestudents;Supportfor theteacherandlearningsupportteamsandleadershipteam;Manyfeelthattheydonot havetheskillsorknowledgeofhowtomanagethesechildren Educatingteachersandsupportstaffonhowtoteachandmanagestudentswithcomplex needsandchallengingbehaviours;Educatingallmembersoftheschoolcommunity. PAGE|272 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE Independent(mainstream): Fundingfollowingthestudent;Additionalprofessionaldevelopmentforstaff Greaterfundingtobeabletoemploymoreteacherassistants Increasedstaffinglevelstoenablemorededicatedworkwithstudentswithcomplex behaviours;MorePDtoequipteacherstorespondmoreeffectivelytotheneeds/behavior, particularlyforclassroomteachers,sothatresponsescanbe‘wholeschool’ratherthan simplytheresponsibilityofspecialiststaff;Guidelines,codes,adviceandstrategiesfor parentstoassistthemtounderstandandworkinpartnershipwithschoolsandteachers Wecurrentlyhavenoprofessionalsupportorassistancetoprovidethespecialist,small groupinterventionprogramsneededbystudentswithattentiondeficits,memoryand informationprocessingissuesandotherconditions;Whileclassteachersuseindividual LearningPlansanddifferentiatedinstructionthisisnotenoughͲweneedafullͲtime LearningSupportAssistant Accesstohighqualityprofessionallearning Morestafftime;Ourlearningassistanceteamisfantastic,butitwouldbegreatifwehada staffmemberavailablefullͲtimeforourverysmallnumberofchallengingstudents Fundingfollowsthestudent Accesstosupportservicesreliablyandinacoordinatedwaywhendesperatelyneeded; Equitablefundingfordisabilityregardlessofschoolsector Supportforschoolstoknowwheretogotogetsupportforstudentswithchallenging behavioursand/orcomplexneeds Fundthestudentssotheirneedscanbemetwithoutimpactingonwholeschool PAGE|273 AppendixG:KeylegislativeobligationsofACTschools Table1:Keylegislativeobligations Legislation EducationAct2004(ACT) Application AllACTschools ETD CE HumanRightsAct2004(ACT) ETD ACTPublicschools Arguablyalso appliesto Independentand CatholicSchools DisabilityDiscriminationAct1992 (Cth)/DisabilityStandards2005 (Cth) AllACTSchools ETD CE DiscriminationAct1991(ACT) AllACTSchools ETD CE Keyobligation Principalsmustdevelopproceduresto encourageattendanceandreferstudents andparent/carerstosupportservicesif theseproceduresarenotworking(s35, 102).SchoolsandETD/CEOmustfollow proceduralrequirementsregarding suspensionsexclusionsandinvoluntary transfersofstudents(s36,s104,s105). Publicauthoritiesmustactinawaythatis compatiblewithprotectedhumanrights, andmustgiveproperconsiderationto relevanthumanrightsindecisionmaking.(s 40B) Educationprovidersmustmakereasonable adjustmentsforstudentswithadisability (broadlydefined)toenablethemtobe enrolledandparticipateineducationonthe samebasisasotherstudents,unlessthis wouldcauseunjustifiablehardship.(s.22of theDDA) Educationprovidersmustnotsubject studentswithadisability(broadlydefined) tounfavourabletreatmentinrelationto enrolmentortheprovisionofeducation services.Theymustmakereasonable adjustmentsforstudentswithadisability(s 18).Anexceptionapplies,inrelationtoa decisionnottoenrolastudent,ifthe adjustmentsrequiredwouldcause unjustifiablehardship(s51). Itisalsoadefencewhereanactionis necessarytocomplywithanotherACTlaw (s30). WorkHealthandSafetyAct2011 (ACT) AllACTSchools Personsinchargeofabusinessor undertakinghaveaprimarydutyofcareto ensure,sofarasisreasonablypracticable, thehealthandsafetyofworkers,through eliminatingorminimisingrisk.Theyalso haveadutytoprotectotherpeopleinthe workplace(s19). Theymustalsoconsultworkersonmatters thatdirectlyaffecttheirworkhealthand safety(s47). PAGE|274 EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE InformationPrivacyAct2014(ACT) ACTPublicSchools ETD Personalinformationaboutastudentor familymaynotbecollectedordisclosed withoutconsent,exceptinlimited circumstances.(TPP3and6,s19). HealthRecordsPrivacyandAccess Act(ACT) Apublicsectoragencymustcomplywith TerritoryPrivacyPrinciples(TPP)(s.20) AllACTSchools ETD,CE Anyagencyorindividualholdingpersonal healthinformationaboutapersonmust complywiththePrivacyPrinciples(PP). Personalhealthinformationaboutastudent orfamilymaynotbedisclosedwithout consent,exceptinlimitedcircumstances(PP 9). PAGE|275 AppendixH:LocationofDisabilityEducationUnits ThefollowinginformationwasprovidedbyETDandoutlinesthelocationofspecialistdisability educationunitsacrossACTpublicschoolsforthe2016schoolyear.Thisinformationrelatesto primary,secondary,andcollegeagestudents.Furtherdiscussiononeachtypeofunitcanbe foundinChapter7:SettingsandPlacements. LSC Colleges DicksonCollege MelbaCoplandSecondarySchool TheCanberraCollege TuggeranongCollege HighSchools AlfredDeakinHighSchool 9 9 9 9 9 BelconnenHighSchool 9 9 CampbellHighSchool CanberraHighSchool 9 9 9 9 9 GoldCreekSchool 9 HarrisonSchool KingsfordSmithSchool LynehamHighSchool 9 MelbaCoplandSecondarySchool 9 MelroseHighSchool 9 NamadgiSchool StromloHighSchool UCHSKaleen 9 9 9 9 9 9 9 9 9 9 9 9 BlackMountainSchool TheWodenSchool WanniassaSchool PAGE|276 9 9 CarolineChisholmSchool SeniorSchools LSUA AmarooSchool CalwellHighSchool Specialist 9 LSU EXPERTPANELREPORT|SCHOOLSFORALLCHILDREN&YOUNGPEOPLE LSC PrimarySchools LSUA AmarooSchool 9 BonythonPrimarySchool 9 CarolineChisholmSchool 9 CharlesConderPrimarySchool 9 CurtinPrimarySchool 9 DuffyPrimarySchool 9 9 EvattPrimarySchool 9 9 FaddenPrimarySchool 9 FarrerPrimarySchool 9 GarranPrimarySchool 9 GilmorePrimarySchool 9 GiralangPrimarySchool 9 GordonPrimarySchool 9 GowriePrimarySchool 9 HarrisonSchool HughesPrimarySchool LathamPrimarySchool 9 MacgregorPrimarySchool 9 9 KingsfordSmithSchool 9 9 9 MacquariePrimarySchool 9 MaribyrnongPrimarySchool 9 9 MawsonPrimarySchool 9 MonashPrimarySchool 9 9 NamadgiSchool NevilleBonnerPrimarySchool 9 NgunnawalPrimarySchool LSU 9 9 PAGE|277 NorthAinsliePrimarySchool Specialist PrimarySchools PAGE|278 9 PalmerstonPrimarySchool 9 9 RichardsonPrimarySchool 9 TaylorPrimarySchool 9 TheodorePrimarySchool 9 WanniassaHillsPrimarySchool 9 WeetangeraPrimarySchool 9 YarralumlaPrimarySchool 9 CranleighSchool MalkaraSchool TurnerSchool
