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Our Beliefs about Education
We know all students with disabilities are important because they are people first, regardless of the type or degree of their disabilities. In order to achieve a valued life in their families and local communities they need to be a part of regular educational services, but may need extra supports and assistance in order to participate fully. We also know students with disabilities are at risk of being labelled, abused, exploited, neglected or rejected. Because of this, educators will often attempt to provide for their needs in specialised places away from other students and with different cultural and social norms. We believe students with disabilities can develop and learn and should be encouraged to lead typical, ordinary lives with possibilities for a decent adulthood. Real lives are more likely to be achieved with children growing up together. We also believe that all students need educators with positive attitudes to counteract society’s prejudices so they are able to achieve their rights and entitlements as students and as valued citizens of Australia. We know that students with disabilities enrich school communities and teach us about the strengths of diversity.
What to look for:
For regular schools:
- How does the school support children with disabilities to be included in school life?
- How would the school modify the curriculum for your son/daughter if necessary?
- Has the school had students with disabilities included before? What strategies have they used for others?
- Have they facilitated peer support amongst students?
- What is the school’s behaviour management plan? How does the school respond to behaviour issues?
- How does the school utilise the services of Teacher Aides and Advisory Visiting Teachers?
- Are children with disabilities removed from the regular classrooms at any time? Why?
- How will the school liaise with you about your child’s progress?
- What educational outcomes could you expect for your son/daughter?
For Special Education Units:
- How does the unit operate? Is it segregated from the rest of the school?
- How much time do students in the unit spend in mainstream classes?
- How is aide time used to support this?
- What perception does the school have of the unit?
- What is the curriculum offered to students?
- What would be the schools expectations of your son/daughter?
- What educational outcomes could you expect for your son/daughter?
- What emphasis is placed on academic education as opposed to social/life skills education?
- How many children are in the unit? Are there children who have challenging behaviours which may impact on your son/daughter?
- How does the unit respond to behaviour issues?
For Special Schools:
- How does the school prepare students for life in the community amongst people without disabilities?
- What sort of skills/behaviour will your child learn from their fellow students?
- What would be the schools expectations of your son/daughter?
- What educational outcomes could you expect for your son/daughter?
- What emphasis is placed on academic education as opposed to social/life skills education?
- What is the schools behaviour management plan? How does the school respond to behaviour issues?
- What is the turnover of teaching staff?
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