Macquarie Uni Special Education Centre, Huge range of SLD Briefings.
MACQUARIE UNIVERSITY Special Education Centre (MUSEC)**
Excellent briefings on a huge range of SLD and behavioural topics
**Special thanks to Macquarie Uni for sharing this link with SPELDNSW
Government response to the Review of the Disability Standards for Education, 2005
Review of Disability Standards for Education
The Disability Standards for Education 2005 are subordinate legislation under the Disability Discrimination Act 1992. The Standards are required by legislation to be reviewed every five years to determine whether they are effective and the most efficient mechanism for achieving the objectives of the Disability Discrimination Act 1992.
The Government commenced the Review of the Disability Standards for Education 2005 in December 2010 with the release of the terms of reference. The Review Team were tasked with determining whether the Standards:
Provided clarity and specificity for education and training providers, for students with disability and their families in relation to their rights and requirements under the Disability Discrimination Act 1992;
Assisted people with disability to access and participate in education and training opportunities on the same basis as those without disability;
Assisted in eliminating discrimination (including harassment and victimisation) of people with disability in education and training;
Promoted recognition and acceptance in the community of the principle that people with disability have the same fundamental rights as the rest of the community; and
Are compatible with Australia’s current education and training system.
In February 2011, a discussion paper calling for submissions from interested parties was released. The discussion paper raised several questions on whether the Standards contained sufficient information and guidance about the requirements of each section and how the Standards worked in practice.
The Review Team received 200 submissions from a wide range of stakeholders including education providers and users, advocacy and community organisations, parents, carers and student groups, state and territory governments and unions.
National roundtable discussions were conducted in February and March 2011 with key stakeholders and peak provider organisations. The submissions and outcomes of consultations were then analysed to develop the recommendations and final report.
CLICK HERE TO SEE REPORT, including key findings of the Review and Recommendations
SPELD(SA) Longitudinal Study Interim Report June 2012
SPELD(SA) Longitudinal Study of the Effects on Reading and Spelling of a Synthetic Phonics and Systematic Spelling and Grammar Program 2010-2011
2012 Interim Report Comment:
"This study demonstrates that the program of synthetic phonics, systematic spelling and grammar instruction used to teach these students offers the potential to develop students’ reading and spelling skills during their first two years of school, regardless of the students’ level of ability in skills known to predict reading and spelling achievement at school entry.
Furthermore, the analyses conducted in this study indicate no correlation between literacy achievement and age or number of terms spent in Reception. What does appear to make a difference to reading and spelling achievement is the program that the students are taught and what they learn from it.
The percentage of students with reading and spelling scores below chronological age increased over the two years. It will be important to provide additional instruction and practice both at school and at home to enable these students to develop automaticity in the skills taught in Reception and Year 1 so that the gap between their reading and spelling skills and the level expected for their age and grade does not get wider."
CLICK HERE for the full Report (PDF - 168KB)
**Special thanks to SPELD SA - keep up the great work
Productivity Commission Report into Schools Workforce - Final Report
The final report has now been released. It is pleasing to note that “learning disability” and “learning difficulty” have now been included in the category of disadvantaged students.
CLICK HERE to see the Report
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