Final Report of the 2020 Review of the Disability Standards for Education 2005
Author: Australian Government Department of Education, Skills and Employment
Date: 2020-00-00
Type: Reports - Research
Subjects: Foreign Countries,Students with Disabilities,Standards,Federal Legislation,Educational Legislation,Disability Discrimination,Access to Education,Program Implementation,Legal Problems,Grievance Procedures,Early Childhood Education,Elementary Secondary Education,Higher Education,Vocational Education,Student Empowerment,Teacher Education,Accountability,Capacity Building,COVID-19,Pandemics,Family Involvement,Barriers,Accreditation (Institutions),Inclusion,Child Care

The &quot;Disability Standards for Education 2005&quot; (the Standards) are subordinate legislation to the &quot;Disability Discrimination Act 1992&quot; (the DDA). They do not create new obligations, but seek to clarify education providers' responsibilities under the DDA and ensure that students with disability can access and participate in education on the same basis as students without disability. It is a requirement that the Standards be reviewed every 5 years. The Department of Education, Skills and Employment (the department) undertook the Review throughout 2020. Consultation with national peak disability and education bodies informed the approach taken for the Review, which put the lived experiences of people with disability and their families at the centre. The intersectional factors that can affect students with disability were acknowledged. The Review had a focus on the experiences of Aboriginal and Torres Strait Islander students and their families. It was also undertaken during the COVID-19 pandemic. Participants in the Review engaged via a dedicated online Consultation Hub in various formats, with activities such as webinars, focus groups, and questionnaires. All consultation activities were designed to be user-friendly and accessible. In addition to the public consultations, the Review met with key national agencies, regulators, and sector representatives, and was guided by a reference group of state and territory officials across all education sectors. A Young People's Advisory Group was formed to hear directly from young people with disability. The Review identified 2 areas within the Standards that require amendment to support &quot;the effectiveness of the Standards in achieving their objects&quot;; first, clarification of expectations for consultation, issues resolution and complaints handing processes, and, second, inclusion of early childhood education and care (ECEC) within the Standards. However, most findings relate to awareness, understanding and implementation of the Standards. Recommendations reflect the 3 reform directions emerging from consultations which apply across all education sectors (preschool/kindergarten, school, vocational education and training, and higher education), and one specific to the ECEC sector: (1) empowering and supporting students with disability and their families; (2) strengthening the knowledge and capability of educators and providers; (3) embedding accountability for the Standards throughout the education system; and (4) building awareness and capability in the ECEC sector. [For the summary, see ED617746.]