These reform directions are addressed individually below.<\/p>\n

What was found<\/h2>\n

The Review identified 2 areas within the Standards that require amendment to support \u201cthe effectiveness of the Standards in achieving their objects\u201d; 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.\u201d<\/p>\n

Three of the reform directions in more detail<\/h2>\n

First: empowering and supporting students with disability and their families<\/h3>\n

The Review heard that \u201cas students with disability and their parents and carers seek to find their way through the education system, the onus rests on them to understand the system and advocate for reasonable adjustments rather than this being proactively offered by education providers.\u201d<\/p>\n

\u201cAdditionally, the power imbalance between the education provider and the student, parents and carers made people reluctant to raise issues for fear of negative consequences.\u201d<\/p>\n

The Review proposes that this will be addressed by \u201cimproved navigation of the education system for students with disability and their families by proposing accessible information products\u2026\u201d<\/p>\n

Second: strengthening the knowledge and capability of educators and providers<\/h3>\n

The Review heard that many educators are unaware of their obligations under the Standards or lack the resources to implement them, and those who are aware struggle to find guidance and clarification on how to implement them.\u201d Therefore:<\/p>\n

The review recommendations \u201cseek to strengthen information, resources and training for educators and education providers.\u201d<\/p>\n

Third: embedding accountability for the Standards throughout the education system<\/h3>\n

The Review \u201cheard that accountability for the implementation of the Standards is lacking and does not drive changes to the education system. Participants felt that the current complaints-based mechanism used for compliance under the DDA [Disability Discrimination Act 1992] has the effect of redressing individual situations but does not readily support or drive systemic change.\u201d Thus, the \u201creview recommendations seek national alignment of education policies and regulations to the Standards.\u201d<\/p>\n

It also \u201crecommends states and territories commission development of nationally consistent principles and practices on collection and public reporting of data on school students with disability [And] it further recommends education authorities publish accessible and user-friendly information for parents on their websites about the services and supports their schools provide for students with disability.\u201d<\/p>\n

Building awareness and capability in the early childhood education and care [ECEC] sector<\/h3>\n

Finally, \u201cthe Review heard strong support for ensuring national alignment of ECEC policies and regulations to the DDA. This body of work would set a strong foundation of awareness and capability ahead of proposed consultations in 2023 on draft amendments to the Standards in relation to the ECEC sector.<\/p>\n

COVID 19 did not help anyone, but in terms of disability, the consequences were most significant for those of Aboriginal and Torres strait Islander background.<\/p>\n