Introduction
The Victorian Government Students with Disability Policy was written by the Australian Government Department of Education, as it aims to implement inclusive education at the state level and in all school environments. The policy suggests that students with disabilities may experience little to no problems on this ground, as a comprehensive system of policies can address all inequalities, from difficulties in the classroom and with peers to issues of transition to high school and then to higher education. This paper will discuss The Victorian Government Students with Disability Policy and its practical implementation.
Policy Definition
The policy establishes requirements and proposes norms that will regulate the inclusion of students with disabilities and additional needs in the daytime educational process in public schools. The policy is formally set, and schools have a legal obligation to comply with it under the Equal Opportunities Act 2010, the Disability Discrimination Act 1992, and the Disability Education Standards 2005 (“Students with disability,” n.d.). The legal commitment ensures that schools can make changes at the state level and that reform will affect all students with disabilities.
Rationale
The policy is long overdue because Victorians must have access to quality education, regardless of economic, social status, or the type of school they attend. Inclusive education aims to involve all students in the joint learning and school process so that they have equal access to quality education. One important aspect is the ability to engage all students who participate directly in common school practices and thrive in school life.
Principles and Values
Inclusive education ensures that students with disabilities will participate in education on a common basis with their peers and will not be discriminated against. Equally important, inclusive education recognizes and responds to diverse needs, and pays attention to the personal strengths of all students. As part of the policy of inclusive education, students with disabilities and additional needs experience respect from teachers and have an influence on decision-making regarding the process of their education (“School operations,” n.d.). The policy aims to benefit students of all abilities in the classroom and to promote positive cultural change in terms of beliefs and attitudes in the school environment. Finally, inclusive policies are aimed at creating positive learning conditions, guaranteeing the well-being and engagement of students.
Objectives, Goals, and Limitations
Objectives of the policy are determined by the school environment and aimed at a transformation of the schooling processes. The central topic of interest in objectives is how the teachers and school administration will implement the policy. For this, the Department of Education provides additional resource materials that guide the teachers on aspects of the policy. For instance, it is recommended that the school activity stakeholders have guidelines on working with families and ensuring involvement, supporting students with additional needs, and following the program for students with disabilities.
The goals are more detailed aims of the policy, such as ensuring students meet their communication needs and learning needs, are respected, and can have choices for educational opportunities. Of course, the implementation of the policy may face some limitations, so the policy has developed a system of improvements (“Understanding communication needs,” n.d.). The Academy offers Victorian school teachers and leaders professional training that will broaden their professional horizons and enrich their knowledge with new factual and theoretical data (“Teaching Excellence Program,” n.d.). The benefit of introducing the policy is the creation of a society where each member is involved in the community and has relatively equal opportunities.
Key Strategies
The main strategies for the implementation of the policy are based on the legal obligations of educational institutions, the possibility of making reasonable adjustments to legal obligations, the conceptual framework for the creation of student support groups by stakeholders, and individual study plans. Equally important, strategies involve the involvement of families and caregivers of children (“Policy and practice,” n.d.). Monitoring of policy implementation relies on the nationally agreed annual data collection of Australian school children. Importantly, The Victorian Government Students with Disability Policy proposes a phased introduction of a tiered funding model (“Disability Inclusion: increased support,” n.d.). Implementation of the policy is planned for 2021, and within the first year, it is planned to involve schools from the regions of Bayside Peninsula (SE-M), Barwon (SW-R), and Loddon Campaspe (NW-R), and five supported inclusion schools, which support more students with disabilities than mainstream schools. During the second year, the plan is to involve Outer East Melbourne (NE-M), Central Highlands (SW-R), Mallee (NW-R), and two supported inclusive schools.
In the third year, the policy proposes to involve Inner Gippsland (SE-R), Ovens Murray (NE-R), West Melbourne (SW-M), and three supported inclusive schools. Then, by the fourth year, Northeast Melbourne (NW-M), South Melbourne (SE-M), Brimbank Melton (SW-M), and Goulburn (NE-R) will be included, and until 2024 the school process here will remain unchanged. Finally, during the fifth year, Hume Moreland (NW-M), Outer Gippsland (SE-R), Wimmera, Southwest (SW-R), and Inner East Melbourne (NE-M) will be included. Such a phased implementation is due to the need for direct cooperation of employees of the Department of Education with school administrations. Equally important, it allows gradual monitoring and adjustment of policies.
Outcomes of the Policy
As a result of the policy, the school system will receive an investment to ensure that every student succeeds in school and life. The investment will amount to up to 1.6 billion dollars, and the State of Victoria will introduce an Inclusion policy in public schools between 2021 and 2025 (“Disability Inclusion: increased support,” n.d.). Measures that will be implemented in schools are the outcomes of the policy. First, the measures involve investments in the formation of skills and knowledge by schoolchildren in the system of inclusive education. This means that initiatives will be carried out in schools to develop knowledge and skills of inclusive education throughout the school system. Another event is the creation of the Diverse Learners Hub, where the topics of professional learning in inclusive classes, master’s programs in inclusive education, the Graduate Certificate in Education Program (learning disabilities), inclusive coaching, and an analysis of the work of the Victorian Institute of the Deaf will be discussed.
Such discussions will lead to better understanding and increased access to specialist expertise, coaching, professional training, guidance, and evidence-based resources. It is also planned to allocate scholarships for school employees, as the implementation of the policy will require additional effort and overtime work from them. The policy provides for the development and implementation of an inclusive profile. An inclusive profile is a process that helps families understand a student’s needs and strengths that need development. The profile defines the key stakeholders of the changes – students, their families, school employees, and other employees if necessary. As a result, the school will take on the role of facilitator of change and will work with schools to implement the new approach.
Conclusion
Thus, The Victorian Government Students with Disability Policy and its practical implementation were discussed. The policy will be implemented in stages, and school systems will receive significant investments from the state, which will be used to pay schoolteachers and administrators and fund new programs. Within five years, an inclusive system will be rolled out in all geographic regions of Victoria. The creation of inclusive education will contribute to the creation of a fairer society where every student can succeed in school and life.
References
Disability Inclusion: increased support for students with disabilities (n.d.). Education. Vic. Web.
Policy and practice (n.d.). Education. Vic. Web.
Students with disability (n.d.). Education. Vic. Web.
School operations (n.d.). Education. Vic. Web.
Teaching Excellence Program (n.d.). Victorian Academy. Web.
Understanding communication needs and getting support (n.d.). Vic.gov. Web.