​​​​​​​​​​Educational settings for children and young people with disability

This chapter describes the various educational settings for children and young people with disability, and funding arrangements. It then discusses the provision of teachers and support staff, including initial teacher education, training, and professional development opportunities.

Children and young people with a disability in educational settings

This section discusses students with disability in educational settings as they progress through prior to school settings, to schooling, and transition to post school settings. Educational settings include early childhood education and care, school, vocational education and training (including TAFE) and university. Where available, evidence is provided on student numbers, government funding, and targeted programs and resources for students with disability.

This report does not prescribe a specific definition for disability. The objective of the report is to offer a more comprehensive insight into the issue at hand, rather than to preclude any group from contributing to the inquiry. For reference, a set of definitions can be found in the 2017 report on Education of students with a disability or special needs in New South Wales and the Disability Discrimination Act 1992 (Cth).

Definitions of disability in educational contexts

As described in Chapter 3, the Disability Discrimination Act 1992 (Cth) (the DDA) and the subordinate instrument, the Disability Standards for Education 2005^{[footnote 1.]} (disability education standards), provide the definitions of disability used in educational settings.

In particular, since 2015, the DDA definitions have been used to collect and report national data on students with disability in schools.^{[footnote 2.]} This dataset, the Nationally Consistent Collection of Data on School Students with Disability (the NCCD) is used to determine levels of targeted government funding for students with disability enrolled in schools.^{[footnote 3.]}

The NCCD reports on the number of students with disability across four broad categories which align with the definitions in the DDA:

• physical
• cognitive
• sensory
• social/emotional.^{[footnote 4.]}

It is important to note that students with disability are only counted in the NCCD where the student has been provided with an educational adjustment to 'address the functional impact of a disability'.^{[footnote 5.]} The four levels of adjustment are:

• 'Support provided within quality differentiated teaching practice', where students do not require additional resources beyond the classroom teacher providing differentiated instruction.
• 'Supplementary' adjustments for particular activities, which may require adjustments and specialised support including specialised technology, support to enable participation in school activities, or building and facility modification.
• 'Substantial' adjustments which occur for most of the time on most days and require considerable adult support.
• 'Extensive' adjustments, where students have very high support needs and are provided with targeted and sustained levels of support at all times.^{[footnote 6.]}

Additional government funding is provided for students who receive the three highest levels of educational adjustment – supplementary, substantial and extensive. This is discussed further in this chapter.

The submission from the NSW Government indicates that its criteria for including students in its count for the NCCD does not require a formal medical diagnosis. Disability can be imputed where the school believes there is an undiagnosed disability having an impact on the student's ability to access and participate in education.^{[footnote 7.]}

The 2017 Legislative Council inquiry Recommendation 7 recommended 'that the NSW Government review the NSW Department of Education Disability Criteria to ensure it is in keeping with contemporary understandings of disability'.^{[footnote 8.]}

The department advised that diagnoses are required for Integration Funding Support (for students with high needs), which has a narrower disability criteria than in legislation, as the program targets students with high level needs. The department is looking to move this to a functional assessment to determine student need, rather than requiring continuous diagnoses, as is currently the case.^{[footnote 9.]} It is understood that the disability criteria referred to in the department's evidence to this inquiry are the Disability Criteria referenced in the 2017 inquiry.

Early childhood education and care

Early childhood education and care (ECEC) is provided in a range of settings by a variety of providers and is often funded based on the mode of delivery.^{[footnote 10.]} There was no evidence put before the committee concerning the number of children with disability in these settings.

The Australian Government delivers means tested Child Care Subsidies to users of Long Day Care, Outside School Hours Care and Family Day Care. The Australian Government also provides funds to state and territory governments to provide 600 hours of pre-school education to children in the year prior to schooling. In addition, the NSW Department of Education operates 101 public pre-schools.^{[footnote 11.]}

All of these settings are accessed by young children, a number of which will have additional needs due to disability.

Early intervention programs

There are a number of programs which support children with disability in early childhood settings and the early years of school including:

• The NSW Government-funded Disability and Inclusion Program for children with additional needs in not-for profit community preschools which also receive Start Strong funding.^{[footnote 12.]}
The Identify and Include Children with Additional Needs program, targeted at early childhood educators to support and identify children who may need additional support.^{[footnote 13.]}
• Integration Funding Support for eligible children^{[footnote 14.]} to help fund additional teachers and learning support staff.^{[footnote 15.]}

New South Wales public schools also employ Early Intervention Teachers to support the transition to school for children with disability.^{[footnote 16.]}

Another NSW Government early intervention program is Brighter Beginnings, a collaboration between eight government agencies, with the aim of increasing access to education, health, community and government services, targeted at families at risk of disadvantage, including those with children with disability.^{[footnote 17.]}

In addition, the Australian Government provides funding to children with disability in the ECEC sector through the Inclusion Support Program and the Inclusion Development Fund. These programs provide support to children with additional needs to participate in early childhood settings alongside their typically developing peers. Support can include:

• access to specialist equipment such as ramps, hoists and seating aids
• additional educators employed in the service
• other solutions tailored to the needs of the children participating in the ECEC service.^{[footnote 18.]}

The In Home Care (IHC) Program is also provided by the Australian Government for care in the child's home for families who cannot access other types of approved care, including those families with 'complex and challenging needs'.^{[footnote 19.]}

School-aged children

The Education Act 1990 provides for education for school-aged children in New South Wales in government or non-government schools or in registered home schooling. The Act provides the right for children with a disability to enrol in their local school.^{[footnote 20.]}

As mentioned in Chapter 3, all schools must meet registration requirements outlined in the Act, with registration requirements overseen by the NSW Education Standards Authority (NESA).

Students with disability broadly have three options for education in a school setting:

• Schooling in a mainstream classroom with appropriate support and adjustments to meet their learning needs.
• Schooling in a support class for students with a disability, within a mainstream school. Some schooling may occur outside the support unit.
• Special schools which only enrol students with disability. Special schools will variously focus on meeting differing sets of needs of students with disability.

Alternatively, students with disability can be homeschooled, or access the curriculum through distance education.

The following sections provide information on these different settings for students with disability, including in public, Catholic and independent schools, home schooling and distance education.

Inclusive curriculum

NESA is responsible for developing curriculum and regulates the delivery of NESA syllabuses in all New South Wales schools.^{[footnote 21.]}

For students with an intellectual disability, or imputed intellectual disability, there are appropriate courses for the stages of schooling, including the Years 7 – 10 Life Skills outcome and content, the Years 11-12 Life Skills courses and K- Year 6 access content.^{[footnote 22.]}

NESA also provides advice on curriculum pathways and options for students with disability, helping teachers plan a suitable curriculum that includes parents and carers in determining options and adjustments.^{[footnote 23.]}

NESA requires schools to 'maintain and implement policies and procedures for identifying and providing support for students with disability and learning needs'.^{[footnote 24.]}

Funding for students with disability

The NSW Government and the Australian Government fund government and non-government schools, with funding levels based on the Schooling Resource Standard (the SRS). The SRS is an estimate of 'how much total public funding a school needs to meet its students' educational needs'.^{[footnote 25.]} It is made up of a base amount and up to six needs-based loading.^{[footnote 26.]}

The SRS provided to each school includes a base amount, calculated based on the number of students multiplied by the SRS funding amount, and a loading amount. For 2024 the SRS funding amount is $13,557 per primary student and $17,036 per secondary student. Many non-government schools have their base amount discounted by their 'Capacity to Contribute', which is a measure of parents' ability to contribute to the operating costs of the school.^{[footnote 27.]}

Students with disability identified as requiring the three highest levels of support in the NCCD (Supplementary, Substantial and Extensive) attract a disability loading under the SRS in addition to the base amount. This loading ranges from nearly $6,000 (from combined federal and state sources) per primary student requiring supplementary support, up to over $42,000 extra per primary and secondary student requiring extensive support.^{[footnote 28.]}

​​Government schools

In 2023 there were approximately 206,000 students with disability enrolled in NSW Government schools, or approximately 1 in 4 students.^{[footnote 29.]} The NSW Government advised that in January 2024:

• approximately 24,750 students, or 11 per cent of students with disability, were enrolled in 3,445 support classes in mainstream schools^{[footnote 30.]}
• approximately 6,050 students, or 3 per cent of student with disability, were enrolled in 1,075 support classes in 117 schools for specific purposes (SSPs)^{[footnote 31.]}
• the remainder of these students (86 per cent) were enrolled in mainstream classes.^{[footnote 32.]}

The NSW Government advised that it is moving away from providing services based on a medical assessment and towards providing support and funding based on a functional assessment. For example, low level adjustments for disability identified in the NCCD do not require a medical diagnosis.^{[footnote 33.]}

In terms of funding, the NSW Government distributes funds to government schools using the Resource Allocation Model (RAM). This model provides base funds to all schools plus loadings based on the 'unique context of each school and levels of student need'.^{[footnote 34.]} The RAM includes a Low Level Adjustment for Disability Loading (LLAD) for schools with students with disability in mainstream classes:

• The LLAD is based on 'needs of students with disability and school efforts to meet those needs, using data from the NCCD, the Student Learning Needs Index and school enrolments'.^{[footnote 35.]}
• In 2024, this program provided $357 million to schools for over 1,975 learning and support teachers.^{[footnote 36.]}

Likewise, the Integration Funding Support (IFS) Program is also available via an Access Request^{[footnote 37.]} in mainstream schools for students with moderate to high support needs:

• Currently, there are approximately 17,800 students receiving funding of $410 million via this program.^{[footnote 38.]}
• Students must be diagnosed with a disability recognised by the department's criteria.^{[footnote 39.]}
• The department is considering moving criteria for this program towards a needs' based rather than diagnostic approach.[footnote 40.]

With respect to both these funding sources the school principal decides how the resources are used to meet students' additional learning needs. This can include additional teacher time, professional learning for teachers, and school learning support officer time.^{[footnote 41.]}

The department uses Access Requests to help determine appropriate supports for students with disability. Access Requests are considered by a panel of experts and school principals, and are used to determine eligibility for distance education, support class placement, integration funding, or itinerant support teacher assistance.^{[footnote 42.]}

In addition to support in mainstream classrooms, students with disability can access specialist settings, either within support classes in mainstream schools or in schools for specific purposes (SSPs):

• Support classes in mainstream schools can allow students with disability to participate in mainstream classes and engage with mainstream peers.
• SSPs are designed for students with complex needs requiring intensive support.^{[footnote 43.]}

Furthermore, specialist support staff are available in government schools, including:

• School learning and support teams and school counsellors who assist teachers to 'identify, assess and respond to the individual needs of students'.
• School based specialist staff who work across a number of schools with children with disability.^{[footnote 44.]}

Government schools can also use their budget to access the Specialist Allied Health and Behaviour Support team. Services available from prequalified providers include occupational therapy, speech pathology, physiotherapy, exercise physiology and specialist behaviour support.^{[footnote 45.]}

The department has also developed the Inclusive Assessment Program to create tools to help teachers assess and understand the skills of students with disability with complex learning needs (including students with cognitive disability and those who are non-verbal). This recognises that mainstream assessments for literacy and numeracy, including NAPLAN and the National Literacy and Numeracy Learning Progressions, are generally not suitable for these students.^{[footnote 46.]}

In addition, the department's 28 'Team Around a School' groups of school and non-school based staff each support three to five principal networks. These teams have the skills and expertise to help staff working directly with students with additional support needs, including students with disability.^{[footnote 47.]}

The department also supports teachers to ensure that students with disability access 'the same curriculum and syllabus outcomes as their peers in developmentally appropriate ways'.^{[footnote 48.]} The support includes a range of professional learning opportunities for teachers.^{[footnote 49.]}

For example, the professional learning 'Curriculum planning for every student in every classroom' includes modules for students with disability, and helps teachers and school learning and support teams utilise Universal Design for Learning principles for their students.^{[footnote 50.]}

Non-government schools

As discussed in Chapter 3, non-government schools must be registered and accredited with NESA and meet requirements for students with disability enrolled in their schools. They are funded by the state and Australian governments in accordance with the Schools Resourcing Standard, as previously described. Catholic schools and other non-government schools (independent schools) are discussed separately below.

Catholic schools

Catholic schools are either operated by a diocese (systemic Catholic schools) or are independent.^{[footnote 51.]} In New South Wales, there are 592 Catholic schools^{[footnote 52.]} of which fourteen are special schools.^{[footnote 53.]} Four are systemic Catholic schools.^{[footnote 54.]}

Catholic Schools NSW advised that there were 56,366 students with disability enrolled in Catholic schools in New South Wales in 2023, as per the definitions in the NCCD. This comprises 21.1 per cent of all students enrolled in Catholic schools in New South Wales.^{[footnote 55.]} Ninety-eight per cent of students with disability were in 'mainstream settings'.^{[footnote 56.]}

In addition to the support provided via the mechanism of the SRS, the NSW Government provides support to Catholic schools through the Special Needs Support funding program, the School Drive Subsidy and the Assisted School Travel Program.^{[footnote 57.]}

Catholic Schools NSW advised that the Catholic sector incorporates a number of different programs to support students with disabilities in Catholic schools, including:

• Personalised Planning Tool which is a collaborative planning process to address the needs of each student and help them reach their full potential.
• The OLT Australia Online Training professional learning courses to support teachers of students with disability.
• Specialist support classes with smaller student–teacher ratios and purpose built facilities.^{[footnote 58.]}

Independent schools

Independent schools are non-government schools registered in accordance with the requirements of the Education Act 1990, monitored by NESA. Most of the schools are independently established and governed; some schools may operate across multiple campuses.^{[footnote 59.]}

In 2023 there were approximately 46,900 students with disability enrolled in independent schools, or approximately 22 per cent of independent school students. Ninety per cent of these students attended a mainstream school.^{[footnote 60.]}

There are 426 independent schools in New South Wales,^{[footnote 61.]} of which 63 are 'special' and 'special assistance' schools.^{[footnote 62.]}

In New South Wales, the Association of Independent Schools NSW (AISNSW) is the peak body representing this sector. The AISNSW supports schools who enrol disabled students through providing professional learning courses and 'tailored consultancy support'.^{[footnote 63.]}

The AISNSW has also established networks for teachers in independent schools, focusing on specific interests. With regards to students with disability, the AISNSW has established teacher networks for learning support teachers, wellbeing support, and counsellors, with each group having membership in excess of 100 teachers.^{[footnote 64.]}

The case study below outlines the approach taken in the independent Aspect schools, which are designed to support students with autism.

Home schooling and distance education

The Education Act 1990 also allows for school-aged children to be educated at home by their carers in registered home schooling.^{[footnote 66.]} Parents are responsible for sourcing and accessing relevant support services for their child.^{[footnote 67.]} The only government funding available for home schooling is the Australian Government Assistance for Isolated Children grant.^{[footnote 68.]}

NESA reports that there were 12,114 children registered for home schooling in 2023, with 20.4 per cent of applications listing 'special learning needs' as a reason for home schooling.^{[footnote 69.]}

The Home Education Association notes that NCCD data is not collected for students with disability in home education.^{[footnote 70.]}

The Royal Commission into Violence, Abuse, Neglect and Exploitation of People with Disability recommended that state and territory registration authorities collect standardised information on children with disability registered for homeschooling.^{[footnote 71.]}

Students with medical conditions and additional learning and support needs are eligible for enrolment in Department of Education distance education provisions.^{[footnote 72.]} Eligibility for enrolment in the department's distance education program for students is determined through an Access Request process.^{[footnote 73.]}

Non-government schools are able to register with NESA to provide distance education.^{[footnote 74.]}

Children not engaged in compulsory education

The Department of Education advised that the Home School Liaison program has a role in identifying children who are not enrolled in a school or registered for home schooling. The department also advised that a student who moves from public schooling to home schooling will be tracked until they are registered with NESA as being homeschooled. The department also relies on notifications from agencies such as the Department of Communities and Justice concerning children who may not be enrolled in a school.^{[footnote 75.]}

At present there is no system in place that would enable government departments to identify children who are not enrolled in any form of schooling, including home schooling. However, the Department of Education is working with the Australian Government to enable use of the Unique Student Identifier to address this issue.^{[footnote 76.]}

Vocational education and training, TAFE and university

In New South Wales, schooling is compulsory for children until the age of 17 years, unless they are in full-time education or training or, if above the age of 15 years, they are in paid work or a combination of work and education or training.^{[footnote 77.]}

Transitions from school

The Department of Education provides training to careers advisers, transitions advisers and learning support teams to help them support students with disability as they move from schooling.^{[footnote 78.]}

For the post-compulsory sector, the NSW Government reports that:

• There were 252,100 students with a disability enrolled in the vocational education and training sector in New South Wales in 2022.
• TAFE NSW enrols over 400,000 students per year with around 12 per cent having a disability.
• Adult and Community Education (ACE) providers funded by the NSW Government enrol more than 33,000 students, with approximately 20 per cent of students having a disability.^{[footnote 79.]}

Students can also study vocational education and training as part of their HSC.^{[footnote 80.]} Online training on disability awareness and inclusion is offered to all TAFE NSW staff.^{[footnote 81.]}

Other support offered by the NSW Government targeted at young people with disability to help them transition to further education or work include:

• A target of 5 per cent of NSW Public Sector Apprenticeship and Traineeship Program roles being filled by people with disability
• Careers NSW, which provides support for those wishing to enter the workforce, change careers or develop new skills. Support is provided through individual career guidance and information. People with disability are one of the key equity groups which are targeted by this service, with approximately 2 per cent of users indicating they have a disability.

Vocational education and training and TAFE NSW

In accordance with the National Skills Agreement, students with disability are able to access fee-free TAFE places.^{[footnote 82.]}

TAFE NSW employs Disability Teacher Consultants who are responsible for establishing and coordinating specialist teaching and non-teaching support services for students with disability. Their tasks include:

• coordinating the appropriate design and modification of teaching programs, including provision of assistive teaching technologies and specialised equipment
• supporting TAFE NSW teachers of students with disability with their teaching methodologies and appropriate modifications to meet student needs
• liaising with Disability Employment Services for students with disability as they finish their studies and transition to employment.^{[footnote 83.]}

Under its Disability and Access Services program, TAFE NSW also provides students with disability with a range of services such as:

• assistive technology and equipment
• negotiation, review and implementation of reasonable adjustment plans.^{[footnote 84.]}

Students with disability training through the Smart and Skilled program will also attract funding for their training providers to ensure there are reasonable adjustments and support in place. There were 13,620 students with disability participating in the Smart and Skilled program in 2022–23.^{[footnote 85.]}

University education

Both the Disability Discrimination Act 1992 (Cth) and the Anti-Discrimination Act 1977 apply to all educational settings, including universities.

The ten New South Wales public universities and their governing bodies are established by New South Wales legislation.^{[footnote 87.]} However, funding, regulation and quality assurance is a function of the Australian Government Tertiary Education Quality and Standards Agency.^{[footnote 88.]}

The Higher Education Disability Support Program 'provides funding to eligible higher education providers, to assist with supporting students with disability to access, participate and succeed in higher education'.^{[footnote 89.]}

The Program includes the following features:

• funding is allocated based on the number of students enrolled
• funding is also available for students where equipment and educational supports are required for those students with 'high cost needs'
• funding can be used for staff training, student support, and to modify course content.^{[footnote 90.]}

Teachers and support staff

This section sets out the training requirements to teach or work with children with disability in educational settings. It also outlines the options for professional development available to teachers in the public and non-government schools sector, and those seeking to study through the vocational education and training sector, such as School Learning Support Officers.

All teachers must have active accreditation with NESA to teach in any educational setting. This requires completing a NESA-accredited teaching degree, applying for accreditation, and engaging in ongoing professional development to maintain their accreditation. These procedures ensure that all teachers stay up-to-date with the latest knowledge, skills, and teaching methods.^{[footnote 91.]} NESA mandates that all New South Wales schools maintain records of all teaching staff involved in delivering NESA curriculum, including their accreditation details.^{[footnote 92.]}

Training is available (and in many instances mandatory) for those working with students with disability from early education to school to tertiary education. The following provides an overview of key areas of training available in each sector.

Early childhood education and care

Early childhood teachers work with children aged two to five years, helping them to develop the skills for future learning.^{[footnote 93.]} At a minimum, early childhood teachers must have four years of tertiary study with an accredited teacher education program, such as a Bachelor of Education (Primary) or a Bachelor of Teaching (Early Childhood and Primary). Alternatively, they could hold an undergraduate degree with an accredited graduate entry teaching degree such as a Master of Teaching (Primary).^{[footnote 94.]}

The minimum requirement to work in the Early Childhood Education Care sector is a Certificate III, or recognised equivalent, for work as an early childhood educator or kindergarten assistant. A Diploma in Early Childhood Education and Care may be required to work in higher level positions such as childcare centre manager.^{[footnote 95.]}

The department has provided a range of programs 'to support educators and teachers to include children with disability in quality early childhood education'.^{[footnote 96.]} These include:

• A pilot scholarship program in 2022-2023 for those undertaking a Master of Special and Inclusive Education (specialising in early childhood) or the Graduate Certificate in Early Childhood Disability Childhood Support.^{[footnote 97.]}
• Up to $29 million for the 2023-24 ECEC scholarship program for both current and aspiring teachers and educators seeking to obtain qualifications, including early childhood teaching degrees.^{[footnote 98.]}
• The NSW Identify and Include Children with Additional Needs (IICAN) Program, delivered through TAFE, to help early childhood educators identify children who may need additional support, understand early childhood development and disability, work in a family-centred team approach and consider children when applying universal design principles.^{[footnote 99.]}
• The NSW Disability and Inclusion Program Sector Capacity Building program, which provides free training and support in implementing early intervention practices to all community preschools receiving Start Strong for Community Preschools funding.^{[footnote 100.]}
• The NSW Safety and Quality Practice Program, where interactive webinars focused on inclusion and the delivery of quality educational programs for children with disability and developmental delays 'within ECEC settings, including Out of School Hours Care and Family Day Care'.^{[footnote 101.]}
• The Children's Perspectives in Early Childhood Pedagogy, Policy, and Practice Project, where the department is partnering with early childhood teachers to develop a suite of data-gathering tools that are accessible for all children, including those with disability.^{[footnote 102.]}

Schools

Initial Teacher Education and postgraduate study

School teacher degrees are offered through undergraduate and postgraduate courses at university. NESA requires all New South Wales teaching degrees to include mandatory studies in disability education to equip graduates with 'a foundational understanding' of how to address the learning needs of students with disability.^{[footnote 103.]} 

Qualified teachers wishing to retrain in inclusive or special education can access scholarships through the Department of Education.^{[footnote 104.]} There are three possible pathways to retrain - through a masters degree; a masters with a specialisation in the area of deaf and hard of hearing or blind and low vision; and a graduate diploma.^{[footnote 105.]} The package includes funding of up to $23,000 towards course fees, as well as up to eight days study leave, and for casual and temporary teachers, appointment to a permanent special education teaching position on completion of their studies.^{[footnote 106.]} The department advised that to date, 467 teachers have been awarded an Inclusive Practice in Education Scholarship.^{[footnote 107.]}

The Premier's Inclusive Education Scholarship is also available to support the study of innovative, evidence-based practices around teaching students with disability and well-being needs. The Scholarship, which has now closed, was offered to teachers currently teaching in New South Wales schools or early childhood services. Successful applicants received $15,000 to travel to undertake a formal study or a program of visits to schools and institutions in 2025.^{[footnote 108.]}

During evidence, Mr Martin Graham, Deputy Secretary, Teaching Learning and Student Wellbeing, NSW Department of Education, told the committee that teachers must meet the department's criteria for approval to teach special education, by either having a qualification that accords with the department's guidelines or having recognised and verified experience. The latter consists of a minimum two years' full-time teaching in the previous five years, verified by the principal of a school who could confirm that an applicant's teaching experience was relevant to the job skills required.^{[footnote 109.]}

While keeping up-to-date on evidence-based practices is not mandatory for staff working in special education, Mr Paul Martin, Chief Executive Officer, with NESA explained that the department does mandate training on developments it deems critical to teaching practices, such as the requirements under the Disability Discrimination Act 1992 (Cth).^{[footnote 110.]}

The Institute of Special Educators noted that the Australian Institute of School Leaders (AITSL), have no standards explicitly setting out the desired competencies of specialist teachers as there are for regular classroom teachers and executives.^{[footnote 111.]}

In evidence to the committee, Dr Jennifer Stephenson, Director, Institute of Special Educators, advised that the Institute had developed 'evidence-based competencies required for teachers to be qualified special educators, and evidence-based content standards for postgraduate university programs that prepare special educators'.^{[footnote 112.]} At present, the Institute believed approximately one-third of those employed in special education were qualified.^{[footnote 113.]}

School and early childhood teachers can apply for accreditation as a Highly Accomplished and Lead Teacher (HALT) in the area of students with disability. The certification is voluntary and a rigorous assessment process applies to demonstrate how a teacher meets the criteria, including the completion of modules, referee feedback and observation of the teacher through a site visit.^{[footnote 114.]} NESA oversees the system of accreditation in New South Wales and has advised that currently there are '15 teachers accredited at HALT who have identified students with disability as an area of expertise'.^{[footnote 115.]}

Continuing professional development

Ongoing professional development training and support is available to teachers and support staff in public schools, Catholic schools and independent schools. Regular professional development is mandated for all accredited teachers in New South Wales schools.

Teachers are required to complete 100 hours of professional learning over a five-year period, half of which must be endorsed by NESA's panel of experts or provided through the sector.^{[footnote 116.]}  Teachers are free to select which courses they do, though a minimum fifty hours must be chosen from the mandatory priority areas which include student mental health and students with disability.^{[footnote 117.]}

Approximately 530 professional development courses for teachers in the priority area of students with disability have been accredited by authorised providers or NESA since mid-2021.^{[footnote 118.]}

The Certificate IV in Training and Assessment, which is a requirement of all VET teachers in NSW, 'includes content that equips teachers to make learning and assessment adjustments for students with a disability'.^{[footnote 119.]}

Government schools

The Department of Education offers teachers 13 e-learning courses of accredited professional learning within NESA's priority area of students/children with disability, ranging from 15-minute online modules to longer blended learning courses.^{[footnote 120.]}

The Department of Education advised that members of a school's senior leadership team must complete 4.5 hours training related to disability:

The Disability Standards for Education Leaders is mandatory training for staff who are substantive, active or relieving as a Director, Educational Leadership, Principal, Deputy Principal or Assistant Principal or Head Teacher. This training must be completed on commencement and revisited every three years.^{[footnote 121.]}

Professional learning is also available on inclusive curriculum planning from K–12, which considers the diverse needs of students including those with disability. The training provides evidence-based practices that classroom teachers can use with students with disability.^{[footnote 122.]} Additional resources which have been co-designed with 'critical stakeholders such as students with disability, their parents and carers, disability and education experts, NSW public school staff and allied health professionals' are available to teaching staff on the department's Inclusive Practice Hub.^{[footnote 123.]}

As at June 2024, 35,709 teachers had undertaken at least one accredited professional development course in the students with disability prior area since July 2021.^{[footnote 124.]}

In its submission, the NSW Government stated that the Department of Education also provides training and inclusive pathways resources and strategies to teachers and school support staff (including careers advisers, transition advisors, and learning and support teams), to equip them to provide transition support to students with disability.^{[footnote 125.]}

Catholic schools

As mentioned previously, the Catholic school system offers its educators professional learning such as the OLT Australia Online training courses, designed to support educators to better meet the additional needs of students with disability:

Each course provides an understanding of a specific disability, includes case studies, a range of practical assessment approaches and intervention strategies and adjustments which can be put into practice immediately. The course content is written, and updated regularly, by specialists and educational psychologists.^{[footnote 126.]}

Catholic Schools NSW stated it favours a trauma-informed approach to teaching de-escalation skills, and restrictive and non-restrictive interventions.^{[footnote 127.]} However, it also acknowledged that the cost of specialist courses, and releasing teachers from class, meant that not all schools had funding to provide specialised training for staff.^{[footnote 128.]}

Independent Schools

The Association of Independent Schools of New South Wales (AISNSW) explained that as independent schools operate autonomously, support for professional learning may vary. However, it noted that professional learning could include financial support or study time, and apply to classroom teachers pursuing a postgraduate qualification in special education, or to teachers' aides who have been encouraged to undertake undergraduate teaching qualifications in special education. In the latter instances, special education teaching is seen as a 'natural career progression option that values the experience of those working with students with disability'.^{[footnote 129.]}

Within the independent school sector, the provision of professional learning to support students with disability may be provided cyclically, or in response to a class demographic.^{[footnote 130.]} 

The AISNSW advised the committee that it provides tailored professional learning and online modules to independent schools, with topics such as supporting 'students with disabilities and diverse needs, disability legislation, anti-discrimination laws, Disability Standards for Education, effective teaching and learning, as well as strategies for managing challenging student behaviour'.^{[footnote 131.]} The AISNSW also facilitates network groups for school counsellors and teachers that hold roles around wellbeing, with a new group formed this year for learning support teachers.^{[footnote 132.]}

Non-teaching roles

Aside from classroom teachers, there are a range of supports available within schools to assist students with disability, and the teachers who work with these students. In public schools they range from school learning support officers (SLSOs) and school learning support officers student health supports (SLSO SHSs) to various allied health services that may provide specialist expertise to students within the school setting.

TAFE offers a Certificate III and IV in School Based Education Support and a Certificate III and IV in Allied Health Assistance, as well as a Certificate II and Certificate III in Auslan.  The courses are delivered in various modes.^{[footnote 133.]}

School Learning Support Officers (SLSOs)

According to the Department of Education website, SLSOs 'provide support for students with identified diverse learning needs including disability in classrooms and other learning environments under the direction and supervision of a teacher'.^{[footnote 134.]}

SLSOs may be employed by schools and pre-schools, subject to a successful application to the department's Integration Funding Support scheme.

In a special education setting, SLSO tasks can range from administrative duties and assisting with classroom equipment and playground resources, to helping to implement individual education, health care or behaviour plans, to attending to the personal care needs of students. SLSOs may also be employed to provide vision or hearing support (such as braille transcription or sign language interpreting) or, in the case of SLSO Student Health Supports, provide specific medical assistance such as enteral feeding, tracheostomy suctioning, seizure management and ostomy care.^{[footnote 135.]}

SLSOs can elect to complete a TAFE Certificate course in School Based Education Support or a Certificate III and IV in Allied Health Assistance. The courses are delivered in various modes, including self-paced learning through TAFE Digital.^{[footnote 136.]}

While holding a Certificate I, II or III in Education Support is desirable in a SLSO, it is not mandatory. The department provides training for SLSOs, including those employed as Student Health Support Officers, such as in the administration of medication and provision of health support.^{[footnote 137.]}

Health and allied health services

Under the Specialist Allied Health and Behaviour Support Provider Scheme, New South Wales public schools can use their budget to access a range of services including 'occupational therapy, speech pathology, physiotherapy, exercise physiology and specialist behaviour support'.^{[footnote 138.]} To be on the scheme providers must demonstrate they are appropriately qualified and meet specific criteria. Schools are not restricted to engaging only these providers but the scheme helps reduce the administrative burden on schools of finding an appropriate service.^{[footnote 139.]}

The Department of Education advised that, as at May 2024, there are 87 providers on the Specialist Allied Health and Behaviour Support Provider Scheme, 31 of whom offer specialist behaviour support.^{[footnote 140.]} The department noted that '[footnote s.]ince 2020, 106 unique NSW Public schools have engaged providers under the scheme and 5,390 NSW public school students were supported under the scheme'.^{[footnote 141.]}

In its submission, the NSW Government stated that public schools also receive an allocation of counselling services, including telepsychology services for rural and remote schools.^{[footnote 142.]} The counsellors also work with school learning and support teams to 'help teachers identify, assess and respond to the individual needs of students and coordinate a whole school approach to improving the learning outcomes' for students.^{[footnote 143.]}

A Professional Practice Framework sets out the required capabilities and expectations of the various tiers of school counselling staff. At a minimum, school counsellors must have provisional registration with the Psychology Board of Australia, with the understanding that they are working towards general registration as a psychologist.^{[footnote 144.]} Counsellors are required to maintain their registration with the Psychology Board of Australia, but are not required to maintain their teacher accreditation with NESA unless seeking an advanced certification.^{[footnote 145.]}

The committee heard that independent schools, by contrast, do not have the same funded access to school counsellors as other sectors. Ms Lisa Ridings, Association of Independent Schools of New South Wales explained that these schools may instead commit to paying for counselling services for students, or enter into arrangements with private practices.^{[footnote 146.]}

End of Chapter 4.​

​​Continue to Chapter 5 | Return to​ table of contents​​​​

​Chapter 4 Footnotes​

Footnote 1: Disability Standards for Education 2005 (Cth), Part 1.5. Note, the Disability Standards for Education apply to all education providers, including pre-schools, public and private schools, post compulsory education and training providers, and universities. Back to reference

Footnote 2: Australian Curriculum, Assessment and Reporting Authority, Reporting – National Report on Schools in Australia – School students with disability, https://www.acara.edu.au/reporting/national-report-on-schooling-in-australia/school-students-with-disability. Back to reference

Footnote 3: Department of Parliamentary Services, Research Paper, Children and young people with disability in NSW educational settings, 29 January 2024, pp 10-11. Back to reference

Footnote 4: Department of Parliamentary Services, Research Paper, Children and Young People with disability in NSW educational settings, 29 January 2024, p 5, citing Education Ministers Meeting, Nationally Consistent Collection of Data on School students with Disability: 2023 Guidelines, https://www.nccd.edu.au/sites/default/files/2024-06/2023%20NCCD%20Guidelines.pdf. Back to reference

Footnote 5: Education Ministers Meeting, Nationally Consistent Collection of Data on School students with Disability: 2023 Guidelines, https://www.nccd.edu.au/sites/default/files/2024-06/2023%20NCCD%20Guidelines.pdf, p 13. Back to reference

Footnote 6: Education Ministers Meeting, Nationally Consistent Collection of Data on School students with Disability: 2023 Guidelines, https://www.nccd.edu.au/sites/default/files/2024-06/2023%20NCCD%20Guidelines.pdf, p 33. Back to reference

Footnote 7: Submission 29, NSW Government, p 19. Back to reference

Footnote 8: Portfolio Committee No. 3 - Education, NSW Legislative Council, Education of students with a disability or special needs in New South Walesschools (2017), p xii. Back to reference

Footnote 9: Evidence, Mr Martin Graham, Deputy Secretary, Teaching, Learning and Student Wellbeing, NSW Department of Education, 23 April 2024, p 43. Back to reference

Footnote 10: Submission 29, NSW Government, p 5. Back to reference

Footnote 11: Submission 29, NSW Government, p 5. Back to reference

Footnote 12: Department of Parliamentary Services, Research Paper, Children and young people with disability in NSW educational settings, 29 January 2024, p 9. Back to reference

Footnote 13: Submission 29, NSW Government, p 7. Back to reference

Footnote 14: These children must meet the definitions of the NCCD and require learning and support adjustments to access learning which requires additional resources to those available through the school. Back to reference

Footnote 15: Submission 29, NSW Government, pp 10-11. Back to reference

Footnote 16: Submission 29, NSW Government, p 9. Back to reference

Footnote 17: Submission 29, NSW Government, p 12. Back to reference

Footnote 18: Department of Parliamentary Services, Research Paper, Children and young people with disability in NSW educational settings, 29 January 2024, pp 7-8. Back to reference

Footnote 19: Department of Parliamentary Services, Research Paper, Children and young people with disability in NSW educational settings, 29 January 2024, pp 8-9. Back to reference

Footnote 20: Submission 29, NSW Government, p 17. Back to reference

Footnote 21: Submission 29, NSW Government, pp 31-32. Back to reference

Footnote 22: Submission 29, NSW Government, p 31. Back to reference

Footnote 23: Submission 29, NSW Government, p 31. Back to reference

Footnote 24: Submission 29, NSW Government, p 19. Back to reference

Footnote 25: Department of Parliamentary Services, Research Paper, Children and young people with disability in NSW educational settings, 29 January 2024, p 10, quoting Australian Government Department of Education, Schooling Resource Standard (15 May 2024), https://www.education.gov.au/recurrent-funding-schools/schooling-resource-standard. Back to reference

Footnote 26: Australian Government Department of Education, Schooling Resource Standard (15 May 2024), https://www.education.gov.au/recurrent-funding-schools/schooling-resource-standard. Note, the SRS loadings can include up to 4 student-based and 2 school-based loading. The student-based loadings are the student with disability loading, the Aboriginal and Torres Islander loading, the socio-educational disadvantage loading, and the low-English proficiency loading. The school-based loadings are for school size and school loadings. Back to reference

Footnote 27: Australian Government Department of Education, Schooling Resource Standard (15 May 2024), https://www.education.gov.au/recurrent-funding-schools/schooling-resource-standard Back to reference

Footnote 28: Department of Parliamentary Services, Research Paper, Children and young people with disability in NSW educational settings, 29 January 2024, pp 10-11, citing Australian Government Department of Education, Schooling Resource Standard (15 May 2024), https://www.education.gov.au/recurrent-funding-schools/schooling-resource-standard. Back to reference

Footnote 29: Submission 29, NSW Government, p 19. Back to reference

Footnote 30: Submission 29, NSW Government, pp 19-22. Back to reference

Footnote 31: Submission 29, NSW Government, pp 19-22. Back to reference

Footnote 32: Submission 29, NSW Government, p 19. Back to reference

Footnote 33: Evidence, Mr Graham, 23 April 2024, p 43. Back to reference

Footnote 34: Department of Parliamentary Services, Research Paper, Children and young people with disability in NSW educational settings, 29 January 2024, p 10, quoting NSW Government, Education, Resource Allocation Model (27 May 2024), https://education.nsw.gov.au/about-us/strategies-and-reports/schools-funding/resource-allocation-model. Back to reference

Footnote 35: Submission 29, NSW Government, pp 19-20. Back to reference

Footnote 36: Submission 29, NSW Government, p 20. Back to reference

Footnote 37: Submission 29, NSW Government, p 23. Back to reference

Footnote 38: Submission 29, NSW Government, p 20. Back to reference

Footnote 39: Evidence, Mr Graham, 23 April 2024, p 43. Back to reference

Footnote 40: Submission 29, NSW Government, p 20. Back to reference

Footnote 41: Submission 29, NSW Government, p 20. Back to reference

Footnote 42: Answers to questions on notice, NSW Department of Education, 10 May 2024, p 5. Back to reference

Footnote 43: Submission 29, NSW Government, p 21. Back to reference

Footnote 44: Submission 29, NSW Government, p 27. Back to reference

Footnote 45: Submission 29, NSW Government, p 27. Back to reference

Footnote 46: Submission 29, NSW Government, p 24. Back to reference

Footnote 47: Submission 29, NSW Government, p 27. Back to reference

Footnote 48: Submission 29, NSW Government, p 30. Back to reference

Footnote 49: Submission 29, NSW Government, pp 30-31. Back to reference

Footnote 50: Submission 29, NSW Government, p 30. Back to reference

Footnote 51: Submission 72, Catholic Schools NSW, p 2. Back to reference

Footnote 52: Submission 72, Catholic Schools NSW, p 2. Back to reference

Footnote 53: Australian Bureau of Statistics, Schools 2023, Data cube, Table 35b, Number of all schools by States and Territories, Affiliation and School type, https://www.abs.gov.au/statistics/people/education/schools/2023#data-downloads. Note: the ABS does not disaggregate Catholic schools based on whether they are independent or systemic Catholic schools. This information is available from the registration authority, the NSW Education Standard Authority (NESA). See footnote below. Back to reference

Footnote 54: NESA, List of registered non-government schools, https://www.nsw.gov.au/education-and-training/nesa/registration-and-compliance/non-government-schools/registered-schools. Note: These schools have been identified based on the downloaded list of registered non-government schools, which identifies schools as 'special schools' (primarily catering for students with disability) and 'special assistance schools' (primarily catering for students with social, emotional or behavioural difficulties). Catholic systemic schools are denoted as part of the NSW Catholic Schools registration system on this list. Back to reference

Footnote 55: Submission 72, Catholic Schools NSW, p 3. Back to reference

Footnote 56: Submission 72, Catholic Schools NSW, p 3. Back to reference

Footnote 57: Submission 72, Catholic Schools NSW, p 10. Back to reference

Footnote 58: Submission 72, Catholic Schools NSW, p 7. Back to reference

Footnote 59: NESA, List of registered non-government schools, https://www.nsw.gov.au/education-and-training/nesa/registration-and-compliance/non-government-schools/registered-schools. Back to reference

Footnote 60: Evidence, Ms Lisa Ridings, Associate Chief Executive of Student Services, Association of Independent Schools NSW, 12 June 2024, p 23. Note that the AISNSW does not advise if these figures are from the NCCD dataset, and whether independent Catholic schools are included in this figure. Back to reference

Footnote 61: Evidence, Ms Ridings, 12 June 2024, p 23. Note that the AISNSW does not advise if these figures are from the NCCD dataset; and whether independent Catholic schools are included in this figure. Back to reference

Footnote 62: NESA, List of registered non-government schools, https://www.nsw.gov.au/education-and-training/nesa/registration-and-compliance/non-government-schools/registered-schools. Note: These schools have been identified based on the downloaded list of registered non-government schools, which identifies schools as 'special schools' and 'special assistance schools'. Schools that are identified as being part of the NSW Catholic Schools registration system are excluded from this count of schools. Back to reference

Footnote 63: Submission 30, Association of Independent Schools NSW, p 5. Back to reference

Footnote 64: Evidence, Ms Ridings, 12 June 2024, p 26. Back to reference

Footnote 65: Submission 31, Autism Spectrum Australia (Aspect), p 16; School site visit summary report, Appendix One of this report of this report, p 151. This case study is based on the content of the submission and the site visit report. Back to reference

Footnote 66: Education Act 1990, Subdivision 5; s 20. Back to reference

Footnote 67: Answers to questions on notice, NSW Department of Education, 10 May 2024, p 11. Back to reference

Footnote 68: Submission 63, Home Education Association, Inc, p 6. Back to reference

Footnote 69: NSW Education Standards Authority, Home Schooling Data Reports relating to 2023, July 2024, https://www.nsw.gov.au/sites/default/files/noindex/2024-07/home-schooling-data-reports-relating-to-2023.pdf, pp 4 and 13. Back to reference

Footnote 70: Submission 63, Home Education Association Inc, p 5. Back to reference

Footnote 71: Department of Parliamentary Services, Research Paper, Children and young people with disability in NSW educational settings, 29 January 2024, p 28. Back to reference

Footnote 72: NSW Government, Education, Distance education, Guidance on the distance education provision in NSW schools (4 June 2024), https://education.nsw.gov.au/teaching-and-learning/curriculum/rural-and-distance-education/distance-education. Back to reference

Footnote 73: Answers to questions on notice, NSW Department of Education, 10 May 2024, p 5. Back to reference

Footnote 74: NSW Government, NSW Education Standards Authority, NSWRegistered and Accredited Individual Non-government Schools Manual, September 2023, https://www.nsw.gov.au/sites/default/files/2023-08/nsw-registered-and-accredited-individual-non-government-schools-manual.pdf, p 65; NSW Government, NSW Education Standards Authority, NSWRegistration Systems and Member Non-government Schools Manual, September 2023, https://www.nsw.gov.au/sites/default/files/2023-09/nsw-registration-systems-and-member-non-government-schools-manual.pdf, p 66. Back to reference

Footnote 75: Evidence, Mr Graham, 23 April 2024, p 51. Back to reference

Footnote 76: Answers to supplementary questions, NSW Department of Education, 10 May 2024, p 1. Back to reference

Footnote 77: Education Act 1990, s 21B. Back to reference

Footnote 78: Submission 29, NSW Government, pp 40-41. Back to reference

Footnote 79: Submission 29, NSW Government, p 39. Back to reference

Footnote 80: Submission 29, NSW Government, p 40. Back to reference

Footnote 81: Submission 29, NSW Government, p 43. Back to reference

Footnote 82: Department of Parliamentary Services, Research Paper, Children and young people with disability in NSW educational settings, 29 January 2024, p 16. Back to reference

Footnote 83: Submission 29, NSW Government, pp 42-43. Back to reference

Footnote 84: Submission 29, NSW Government, p 43. Back to reference

Footnote 85: Submission 29, NSW Government, p 45. Back to reference

Footnote 86: Submission 29, NSW Government, pp 46-47. Back to reference

Footnote 87: NSW Government, Education, Higher education and tertiary policy, https://education.nsw.gov.au/about-us/our-people-and-structure/higher-education-and-tertiary-policy#University2. Back to reference

Footnote 88: Australian Government Tertiary Education Quality and Standards Agency, Our role (21 October 20220, https://www.teqsa.gov.au/about-us/teqsa-overview/our-role. Back to reference

Footnote 89: Australian Government, Department of Education, Higher Education Disability Support Program, https://www.education.gov.au/higher-education-disability-support-program, 13 June 2024. Back to reference

Footnote 90: Australian Government, Department of Education, Higher Education Disability Support Program, https://www.education.gov.au/higher-education-disability-support-program, 13 June 2024. Back to reference

Footnote 91: NSW Education Standards Authority, Teacher accreditation, NSW Government, https://www.nsw.gov.au/education-and-training/nesa/teacher-accreditation. Back to reference

Footnote 92:Submission 29, NSW Government, p 26. Back to reference

Footnote 93: NSW Department of Education, Early childhood teachers, Education, https://education.nsw.gov.au/teach-nsw/explore-teaching/types-of-teachers/early-childhood-teachers#Qualifications2. Back to reference

Footnote 94: NSW Department of Education, Early childhood teachers, Education, https://education.nsw.gov.au/teach-nsw/explore-teaching/types-of-teachers/early-childhood-teachers#Qualifications2.Back to reference

Footnote 95: ACECQA, Qualifications for centre-based services with children pre-school age or under, https://www.acecqa.gov.au/qualifications/requirements/children-preschool-age-or-under. Back to reference

Footnote 96: Submission 29, NSW Government, p 6. Back to reference

Footnote 97: Submission 29, NSW Government, pp 6-7. Back to reference

Footnote 98: Answers to questions on notice, NSW Department of Education, 10 May 2024, p 2. Back to reference

Footnote 99: Submission 29, NSW Government, p 7. Back to reference

Footnote 100: Submission 29, NSW Government, p 6. Back to reference

Footnote 101: Submission 29, NSW Government, p 7. Back to reference

Footnote 102: Submission 29, NSW Government, p 7. Back to reference

Footnote 103: Submission 29, NSW Government, p 26. Back to reference

Footnote 104: Answers to questions on notice, NSW Department of Education, 10 May 2024, p 1. Back to reference

Footnote 105: NSW Government - Education, Inclusive Practice in Education Scholarship, Education, https://education.nsw.gov.au/teach-nsw/enhance-your-career/inclusive-practice-in-education-scholarship. Back to reference

Footnote 106: Answers to questions on notice, NSW Department of Education, 10 May 2024, p 1. Back to reference

Footnote 107: Answers to questions on notice, NSW Department of Education, 10 May 2024, p 1. Back to reference

Footnote 108: NSW Government – Education, Premier's Inclusive Education Scholarship, Education, https://education.nsw.gov.au/teach-nsw/enhance-your-career/nsw-premier-s-teacher-scholarships/premier-s-inclusive-education-scholarship. Back to reference

Footnote 109: Evidence, Mr Graham, 23 April 2024, p 46. Back to reference

Footnote 110: Evidence, Mr Paul Martin, Chief Executive Officer, NSW Education Standards Authority, 12 June 2024, p 14. Back to reference

Footnote 111: Submission 17, Institute of Special Educators, p 7. Back to reference

Footnote 112: Evidence, Dr Jennifer Stephenson, Director, Institute of Special Educators, 23 April 2024, p 2. Back to reference

Footnote 113: Evidence, Dr Stephenson, 23 April 2024, p 3. Back to reference

Footnote 114: NSW Government, Applying for Highly Accomplished or Leader Teacher Accreditation Procedure, NSW Education Standards Authority, https://www.nsw.gov.au/sites/default/files/2022-11/applying-for-halt-accreditation-procedure.pdf, pp 1-20. Back to reference

Footnote 115: Answers to questions on notice, NSW Department of Education, 10 May 2024, p 10. Back to reference

Footnote 116: Evidence, Mr Martin, 12 June 2024, p 14. Back to reference

Footnote 117: NSW Education Standards Authority, Professional Development Requirements, NSW Government, https://www.nsw.gov.au/education-and-training/nesa/teacher-accreditation/maintain-accreditation/professional-development-requirements. Back to reference

Footnote 118: Answers to questions on notice, NSW Department of Education and NSW Education Standards Authority, 25 June 2024, p 2. Back to reference

Footnote 119: Submission 29, NSW Government, p 40. Back to reference

Footnote 120: Answers to supplementary questions, NSW Department of Education, 10 May 2024, p 3. Back to reference

Footnote 121: Answers to supplementary questions, NSW Department of Education, 10 May 2024, pp 2-3. Back to reference

Footnote 122: Submission 29, NSW Government, p 30. Back to reference

Footnote 123: Submission 29, NSW Government, p 22. Back to reference

Footnote 124: Answers to questions on notice, NSW Department of Education and NSW Education Standards Authority, 25 June 2024, p 2. Back to reference

Footnote 125: Submission 29, NSW Government, p 41. Back to reference

Footnote 126: Submission 72, Catholic Schools NSW, p 7. Back to reference

Footnote 127: Submission 72, Catholic Schools NSW, p 11. Back to reference

Footnote 128: Submission 72, Catholic Schools NSW, p 10. Back to reference

Footnote 129: Answers to question on notice, The Association of Independent Schools of New South Wales, 25 June 2024, p 1. Back to reference

Footnote 130: Evidence, Ms Ridings, 12 June 2024, p 25. Back to reference

Footnote 131: Submission 30, The Association of Independent Schools of New South Wales, pp 4-5. Back to reference

Footnote 132: Evidence, Ms Ridings, 12 June 2024, p 26. Back to reference

Footnote 133: Answers to questions on notice, TAFE NSW, 13 May 2024, pp 3-4. Back to reference

Footnote 134: NSW Department of Education, Statement of Duties – School Learning Support Officer, 10 October 2022, Education NSW, https://education.nsw.gov.au/content/dam/main-education/industrial-relations/media/documents/sass-pay-equity-2019/SLSO_statement_of_duties.pdf, p 1.Back to reference

Footnote 135: NSW Department of Education, Statement of Duties – School Learning Support Officer, 10 October 2022, Education NSW, https://education.nsw.gov.au/content/dam/main-education/industrial-relations/media/documents/sass-pay-equity-2019/SLSO_statement_of_duties.pdf, pp 2-3.Back to reference

Footnote 136: Answers to questions on notice, TAFE NSW, 9 May 2024, p 3.Back to reference

Footnote 137: NSW Department of Education, Statement of Duties – School Learning Support Officer, 10 October 2022, Education NSW, https://education.nsw.gov.au/content/dam/main-education/industrial-relations/media/documents/sass-pay-equity-2019/SLSO_statement_of_duties.pdf, pp 4-8 and Statement of Duties – School Learning Support Officer, Student Health Support, 2 September 2019, https://education.nsw.gov.au/content/dam/main-education/industrial-relations/media/documents/sass-pay-equity-2019/slos-shs-sod.pdf, p 3.Back to reference

Footnote 138: Submission 29, NSW Government, p 27. Back to reference

Footnote 139: Submission 29, NSW Government, p 27. Back to reference

Footnote 140: Answers to questions on notice, NSW Department of Education, 10 May 2024, pp 18 and 16. Back to reference

Footnote 141: Answers to questions on notice, NSW Department of Education, 10 May 2024, p 17. Back to reference

Footnote 142: Submission 29, NSW Government, p 35. Back to reference

Footnote 143: Submission 29, NSW Government, p 27. Back to reference

Footnote 144: NSW Department of Education, School counselling service professional practice framework, 10 February 2022, https://education.nsw.gov.au/policy-library/policies/pd-2020-0473, p 8. Back to reference

Footnote 145: NSW Department of Education, NSW Counselling Service Professional Practice Framework, 2022, https://education.nsw.gov.au/content/dam/main-education/policy-library/public/implementation-documents/pd-2020-0473-01.pdf, p 11. Back to reference

Footnote 146: Evidence, Ms Ridings, 12 June 2024, p 25. Back to reference