Learning and Engagement Directorate

Key Issue / Key Information / Key Contact/s / Status
LEARNING AND ENGAGEMENT – Wellbeing framework
Specialist Support Centres /
  • During 2014 four specialist support centres will be established in Broken Hill, Dubbo, Tamworth and WaggaWagga. Dubbo and WaggaWagga will be extensions of existing centres. These centres are being established as part of the Rural and Remote Blueprintand more centreswill be established in the following years.
  • A specialist support centre is a group of expert and specialised staff who play a key role in providing quality professional learning and information, timely and coordinated direct advice and support to school staff, and facilitate links for students and families, through schools, to the expertise within the broader health and social welfare service sectors.
  • The services provided by these centres will complement the support and capability development provided by the educational services teams rather than duplicate them.Specialist service centres will focus on those students who need specific intensive support.
  • Local working groups will consider the specific needs of their local educational community and the types of support and services their specialist support centre will provide as they develop their centre.
  • Some communities may need expert support and advice about early childhood education or effective transition to school programs, while other communities may need their specialist support centre to coordinate staff whose area of expertise is working with students with behavioural and/or mental health issues. Over time the specialised services provided by these centres may alter to better meet the communities changing needs.
  • Centres develop expertise based on the needs of their local area. The centres will be networked so that schools in other areas can access that support where it is relevant to a student in their school.
/ Robyn Bale, Director, Student Engagement and Interagency Partnerships
Ph: 9244 5270
/  Current action
Every Student, Every School: Learning and Support Scholarships for staff working in the school counselling service /
  • The Every Student, Every School: Learning and Support Scholarship will provide a total of 50 scholarships for permanent school counsellors and district guidance officers in NSW public schools to undertake postgraduate coursework at masters level in studies related to areas such as leadership, education/psychology, and student engagement.
  • .Applications are invited from permanent staff in the school counselling service currently working in NSW public schools who would like to enhance their understanding of educational psychology and its relationship to meet the learning and support needs of the full range of students in their school.
/ Robyn Bale, Director, Student Engagement and Interagency Partnerships
Ph: 9244 5270
/  Current action
DISABILITY, LEARNING AND SUPPORT
Personalised Learning and Support Signposting Tool (PLASST) /
  • The Department is developing the Personalised Learning and Support Signposting Tool (PLASST), an assessment tool to assist teachers and learning and support teams to better understand and respond to the educational needs of students with additional learning and support needs.
  • The PLASST ‘signposts’ the areas in which a student may benefit from personalised adjustments. It provides teachers with a student profile report that can assist in identifying a student’s specific learning and support needs. It will contribute to the evidence of a student’s personalised learning and support needs and the basis on which adjustments may be planned and provided, in consultation with parents and carers.
  • The development of the PLASST has been a phased process, reflecting the complexity in creating a tool that meets the needs of the full range of students, teachers and schools. The trial of the PLASST in term 3 2013 was an important step in its development, with more than 550 schools in Illawarra and South East, New England and South Western Sydney generating more than 24,000 individual student profiles using the trial tool. The higher than expected level of participation provided valuable information for analysis which will help ensure that the PLASST is valid and useful tool.
  • The student profile report format is currently being finalised and it is planned to make the PLASST available to teachers in all NSW public schools in 2014..
/ Melissa Clements, Director, Disability, Learning and Support
Ph: 9266 8737 M:0422 005 810

Robert Goodman, Assistant Director Disability Learning and Support
Ph: 9244 5445
/  Current action
Nationally consistent collection of data on school students with disability /
  • In 2012 all Australian governments agreed to the phased implementation of a nationally consistent collection of data on school students with disability (NCCD). This data will be used to better understand and plan for the adjusted learning needs of students with disability. Prior to this, there was no consistent national data on students with disability.
  • The NCCD will provide more accurate and complete information about Australian school students with disability and their needs. This information will be used to inform national policy development, as an input for future funding policy and as a tool for planning at a State and Commonwealth level.
  • The NCCD represents a new approach:
  • It collects data about the full range of students with disability, as defined under the DDA, not just about those students receiving targeted support.
  • It relies on teacher professional judgement about the adjusted learning needs of their students based on a range of evidence, not purely medical diagnosis.
  • It focusses on the level of adjustment being provided to support students’ equitable participation in school education.
  • The NCCD is being phased in over three years. In 2013, 411 NSW Public Schools (20%) participated in the data collection in October. In 2014 this will be rolled out on an increased scale (up to 70% of schools) with all schools participating from 2015.
  • From 2016 it is intended that information from the NCCD will be published on MySchool website.
  • The 2013 and 2014 data collected by the NCCD will only be used for quality assurance. The Commonwealth has engaged Ernst & Young to develop a quality assurance framework for the NCCD. The framework will support mechanisms to continuously improve the quality of the data and the processes by which it is collected.
/ Melissa Clements, Director, Disability Learning and Support
Ph: 9266 8737 M:0422 005 810

Robert Goodman, Assistant Director Disability Learning and Support
Ph: 9244 5445
/  Current action
 Ongoing
Disability Standards for Education - professional learning /
  • The Department, in partnership with other states and territories, worked with the University of Canberra to develop a series of lessons designed to provide principals and teachers with training to gain better knowledge and understanding of their obligations under the Commonwealth Disability Discrimination Act 1992 (DDA) and the associated Disability Standards for Education 2005 (the Standards).
  • The three e-learning lessons are available to all NSW Public schools as a self-paced, professional learning package, accessed online.There is no financial cost to schools to undertake this training.
  • Over 50% of schools have scheduled the training in MyPL@Edu and over 15,400 teachers and support staff have completed the three lesson package to date.
  • In addition to enhancing knowledge and understanding in schools of their obligations under the DDA and the Standards, this training has also provided critical support for schools and teachers participating in the trial of the Personalised Learning and Support Signposting Tool and the first year of the Nationally Consistent Collection of Data on School Students with Disability.
/ Trish Rymer
Coordinator, Adjusted Learning (Online Learning)
Ph: 9266 8331
/  Current action
 Ongoing
Every Student, Every School – Learning and Support Resources /
  • Since Term 3, 2012 every regular NSW public school has been provided with a Learning and Support resource package.
  • This package comprises two elements: an allocation of specialist teacher time adjusted every three years, and an allocation of flexible funding adjusted annually.
  • Both these allocations are determined by the actual total enrolments in the school and each school’s students with additional learning and support needs – determined through 3 years of NAPLAN data.
  • This resourcing is being provided for those students in regular classes with lower level disability and additional learning and support needs and their class teachers, so it can be accessed where and when it is needed in each school.
  • Principals make decisions about how best to use this resourcing to support the needs of their students; this includes pooling positions across schools to provide specialist programs.
  • Schools use these resources to personalise learning and support for students with additional learning and support needs consistent with obligations under the Commonwealth Disability Discrimination Act (1992) and the Disability Standards for Education (2005).
  • Students in NSW public schools with additional learning and support needs, and their teachers are being supported by more than 1,800 specialist teachers and 96 assistant principals, learning and support.
  • For 2014 annual flexible funding of more than $50 million (including on costs) has been allocated directly to all regular public schools to engage additional teachers or school learning support officers to provide adjustments for students with additional learning and support needs; and schools have been advised about their allocations.
  • Differences to a school’s resourcing allocation for learning and support between school years reflects the changing enrolment patterns of the school and the changing learning needs profile of students as determined through longitudinal literacy and numeracy data.
/ Melissa Clements, Director, Disability Learning and Support
Ph: 9266 8737 M:0422 005 810

Greg Noonan
Leader, Specialist Support Services
Ph: 9244 5786
/  Ongoing
Support Provisions for Students with Disability / Integration, Funding Support
  • Funding Support is a targeted program for students in regular classes with moderate to high support needs who have:
  • moderate or severe intellectual disability
  • moderate or severe physical disability
  • mental health disorder
  • autism spectrum disorder
  • hearing and/or visual impairment
  • The student profile, completed by the school learning and support team, provides an objective summary of the student’s educational needs in the domains of: Curriculum; Communication; Participation; Personal Care; and Movement, and determines, in conjunction with the disability, the level of funding for each student.
  • Principals have the responsibility for determining the most appropriate ways of using the school’s annual total funding to meet the identified needs of the targeted students. This may take the form of additional teacher or school learning support officer time; or teacher release for professional learning or coordination.
  • For 2014 more than 6,000 students with complex support needs will be supported in regular classes. ).
Specialist Support Classes
  • The establishment and location of specialist support classes and itinerant positions are part of the annual process of planning to support students with disability
  • Every year the Department conducts an analysis of enrolments in metropolitan and rural areas across the state to determine the demand for, and location of, specialist support provisions as well as consultation with school principals, teachers, parents and relevant school communities.
  • For 2014 more than 19,800 students with disability and complex support needs will be enrolled in more than 2,500 specialist support classes in special schools and some regular schools across the state.
  • Every specialist support class in regular and special schools is staffed with 2 adults; a teacher as well as a school learning support officer.
  • More than 350 specialist teacher positions support students with hearing or vision impairment.
  • Consideration for specialist support provisions is through the Access Request process.
/ Melissa Clements, Director, Disability Learning and Support,
Ph: 9266 8737 M:0422 005 810

Greg Noonan
Leader, Specialist Support Services
Ph: 9244 5786
/  Ongoing
NSW Centre for Effective Reading /
  • The Centre provides direct assessment and intervention services for primary school aged students with complex reading difficulties living in rural and remote areas of NSW.
/ Neale Waddy
Leader, Learning and Support
Ph: (02) 9244 5860
/  Ongoing
 Current action
Every Student, Every School Scholarships /
  • Applications for a scholarship are invited from permanent teachers and executives working in NSW public schools who would like to enhance their understanding of and ability to meet the learning and support needs of the full range of students in their school.
  • Scholarships are provided for masters level specialist courses. Candidates may choose the university and specialist course that best suits their own circumstances.
/ Neale Waddy
Leader, Learning and Support
Ph: (02) 9244 5860
/  Current action
Online Learning courses (Online Training Australia) - professional learning /
  • There are six courses registered with the NSW Institute of Teachers available to department staff that support participants’ understanding, skills and confidence in special education needs including: autism; managing behaviour; motor coordination difficulties; speech language and communication needs; Dyslexia and significant difficulties in reading; and hearing loss.
  • The courses provide sustained professional learning, each cohort of up to 12 participants takes 8 to 10 weeks to complete.
  • Each course (and delivery model) is registered with the NSW Institute of Teachers for 20 accredited hours. Courses are delivered with three or more tutor led group sessions plus individual self-paced study.
  • Each cohort is led by a tutor who is trained by the department.
  • Around half of the current cohorts are provided at principals’ requests for school based staff training.
  • Across the six courses 19 783 course registrations have been recorded and this totals 13 465 individuals who have done one or more courses
  • There is no cost for the courses.
  • The understanding and managing behaviour course will be relaunched in early 2014 after a significant rewrite led by DEC and involving other states and jurisdictions.
  • A personalised learning and support course is currently being developed and will be launched in 2014.
/ Trish Rymer
Coordinator, Adjusted Learning (Online Learning)
Ph: (02) 9266 8331
/  Ongoing
National Disability Insurance Scheme /
  • On 1 July 2013 the Australian Government launched the National Disability Insurance Scheme (NDIS). The NDIS is being implemented by the National Disability Insurance Agency (NDIA, formerly DisabilityCare Australia).
  • This national scheme is designed to provide personalised packages of support for people aged 0 – 65 with permanent and significant disability to support their full access and social participation. Early intervention support may also be provided where there would be a substantial improvement in functioning (for example, autism, acquired brain injury, cerebral palsy or sensory impairments) and those for whom early intervention will delay or lessen a decline in functioning (for example, multiple sclerosis and Parkinson’s disease).
  • NSW’s launch site is in the Hunter. In 2013, the NSW launch is focussing on the Newcastle LGA. This will expand to include Lake Macquarie LGA in 2014 and Maitland LGA in 2015. Full coverage in NSW will be in place by 2018/19.
  • Disability supports for school aged children and young people that are funded as part of a person’s NDIS package will interface with education, just as they do with current disability services provided by Ageing, Disability and Home Care (ADHC) and a wide range of non-government agencies.
  • Under the NDIS legislation and rules, schools will continue to be responsible for personalising learning and support for the student that relates to their educational attainment (including teaching, learning assistance and aids, school building modifications and transport between school activities).Schools will need to continue to meet their legal obligations under the Disability Standards for Education 2005.
  • The NDIA will fund supports that the child or young person requires which are associated with the functional impact of their disability on their activities of daily living, including personal care and transport to and from school.
  • The Department is working with other NSW government agencies and the Commonwealth on the implementation of the NDIS and its interface with school education as the launch progresses. As part of this process, the Department is developing an NDIS Cluster Transition Plan which will set out the steps that the Department will take during the transition to the full NDIS. This Plan is being overseen by a Working Group chaired by the Deputy Director General Schools and the Deputy Director General Corporate Services.
/ Melissa Clements, Director, Disability Learning and Support
Ph: (02) 9266 8737

Robert Goodman, Assistant Director Disability Learning and Support
Ph: 9244 5445

Sharon Young, Manager Disability and Diversity Policy
Ph: (02) 9244 5348
/  Current action
 Ongoing
Health Care Procedures in Schools - training /
  • School Learning Support Officers (SLSO) who have agreed to perform health care procedures for students are required to undertake certification training in ‘Health Care Procedures in Schools’. The content of the training addresses knowledge and skills which SLSO will require.
  • The Initial Certification Course for health care procedures in school is a whole day course. Accreditation is for 24 months after which SLSO need to update their qualifications with a half day Recertification Course. Recertification is required prior to expiry of the current certificate as SLSO require current certification to perform health care procedures.
  • School principals are responsible for identifying the need for health care procedures training for SLSO to support the delivery of health care procedures in their school and for maintaining systematic recordkeeping to ensure their SLSO retain the currency of their certification.
  • The training for both courses is provided through a specific training package produced by the Department. The courses are delivered by a qualified nurse educator and facilitated by a representative of the department.
  • The courses are currently coordinated by a member/s of the local educational services team. Disability Learning and Support unit provides support for the induction of nurse educators and local staff, the purchase and distribution of associated resources, organising payments related to travel and training and advice and support for student services teams and schools.
  • In addition to certification training, specific training is also required for certain procedures required by a student, provided by a health care professional at the school with the student, and according to the student’s individual Health Care Plan.
  • This specific training is organised at the school level in collaboration with the parents/carer and relevant health care professionals with specific knowledge of the student’s health care needs.
/ Kerrie Halls