NSW Department of Education Disability Inclusion Action Plan CONSULTATION DRAFT

Transcription

1 NSW Department of Education Disability Inclusion Action Plan CONSULTATION DRAFT (10/3/16)

2 Contents 1. Introduction NSW Disability Inclusion Plan and the Department of Education Disability Inclusion Action Plan Guiding principles Our policy and legislative context The NSW Department of Education Consultation, governance and resources Focus areas and key outcomes... 8 Focus Area 1: Developing positive community attitudes and behaviours 8 Focus Area 2: Creating liveable communities 9 Focus Area 3: Supporting access to meaningful employment 9 8. Monitoring, reviewing and reporting Feedback Table Focus Area Table Focus Area Table Focus Area Table Focus Area

3 1. Introduction The NSW Department of Education s Disability Inclusion Action Plan demonstrates our continuing commitment to improving the lives of people with disability and their families and carers through the provision of high quality services that recognise and respond to the diverse needs of our staff, students and their families and other customers. As we increasingly move toward models of service and practices which seek to remove obstacles and enable people to achieve their full potential, the Department must ensure its operations and the services it provides are accessible and designed to enable and maximise participation of people with disability. This plan outlines what we can do to continue to give visibility to disability issues and ensure they are included in the development and implementation of our policies and in our day to day work. A range of legislations as well as state and national policy directions and reforms underpins our obligations toward people with disability. The introduction in 2005 of the Disability Standards for Education under the Commonwealth Disability Discrimination Act 1992 continues to contribute to an increasing focus in our schools on improving education and training for students whose learning is impacted by disability through the provision of adjustments and support that enable students to access and participate in education on the same basis as their peers. In 2008 Australia s ratification of the United Nations Convention on the Rights of Persons with disabilities (UNCRPD) signified a commitment by all levels of government to eradicate obstacles faced by people with disability. This was followed in 2010 by the National Disability Strategy which set out a 10 year national plan for implementing the obligations under the UNCRPD and improving life for Australians with disability, their families and carers.

4 In 2014 the NSW Parliament passed the Disability Inclusion Act (the Act), demonstrating the NSW Government s ongoing commitment to building an inclusive community and mandating the requirement for government departments to undertake disability action planning. The Act provides the legislative framework for the development and implementation of a state plan to drive disability access and inclusion. 2. NSW Disability Inclusion Plan and the Department of Education Disability Inclusion Action Plan The NSW Disability Inclusion Plan provides direction to the NSW Government and provides a framework for ongoing consultation and partnership with people with disability, education stakeholders, key agencies and members of the community. The NSW Disability Inclusion Plan sits alongside and complements the implementation of the National Disability Insurance Scheme (NDIS) by setting out commitments for increasing the accessibility of mainstream services and community facilities in NSW. The Department of Education s Disability Inclusion Action Plan has been developed in line with the NSW Disability Inclusion Plan and the introduction of the NDIS where it intersects with services provided by the department, as well as legal obligations and policy directions of government in the provision of education services. Our plan focuses on four areas for concentrated action identified by people with disability, the NSW Government and community stakeholders through the state disability plan. These areas have been mapped against the National Disability Strategy to ensure consistency between all levels of government.

5 These four areas of focus for action are: developing positive community attitudes and behaviours creating liveable communities supporting access to meaningful employment improving access to mainstream services through better systems and processes. 3. Guiding principles The NSW Department of Education is committed to: Ongoing engagement with people with disability and their families and carers is an essential component of this Disability Inclusion Action Plan. Improving the lives of people with disability, their families and carers, and to providing leadership for supporting positive community understanding, attitudes and behaviours around disability matters. Recognising the different strengths, abilities, contributions, needs, perspectives, interests and diversity of experiences of people with disability. The Department s Disability Inclusion Action Plan : Builds on and extends the Department s achievements under its previous Disability Action Plan Has been aligned with the NSW Disability Inclusion Plan, and developed in accordance with NSW Disability Inclusion Action Planning Guidelines developed by the Department of Family and Community (FACS). Is consistent with the objectives of the Commonwealth Disability Discrimination Act Sets out a framework to monitor and report on the progress of actions under this Plan.

6 4. Our policy and legislative context The Department of Education operates within a context of a wide range of legal and policy obligations and these have informed the development of this Plan. These obligations include but are not limited to the following: United Nations Convention on the Rights of Persons with Disabilities 2008 (UNCRPD) National Disability Strategy NSW National Disability Strategy Implementation Plan Disability Inclusion Act 2014 NSW Disability Inclusion Plan 2015 Disability Discrimination Act 1992 (C th) and related Disability Standards for Education (2005) and Access to Premises Buildings (2010) National Disability Insurance Scheme Act 2013 Education Act 1990 (NSW) Education and Care National Law The Department s Disability Inclusion Action Plan also aligns with key government policy priorities and reform commitments in education. 5. The NSW Department of Education The NSW Department of Education is one of the largest organisations in Australia and employs in excess of 84,000 staff. The Department serves the NSW community by providing worldclass education and training, supporting vibrant and inclusive communities, and working to advance the wellbeing of Aboriginal people.

7 NSW Public provide education for students from preschool through to Year 12. In 2015, more than 764,000 students were enrolled in 2,219 public schools. This represents about two-thirds of all NSW school students. The Department of Education has four divisions: School Operations and Performance External Affairs and Regulation Corporate Strategy and Evaluation. 6. Consultation, governance and resources This plan has been developed in consultation with personnel across all divisions of the Department. The Department s Disability Employee Network has contributed to the development of this plan and plays an important role in leading, advising and monitoring its implementation. The Department has utilised ongoing feedback from a wide range of parent, community and education stakeholders about its services in the development of this plan and will continue to respond to feedback to inform adjustments to this Plan as required over time in response to the implementation of the National Disability Insurance Scheme (NDIS), emerging or new priorities of government and external reviews that impact on education service delivery. This includes ongoing consultation with a wide range of individuals and organisations representing the interests of people with disability, their families and carers. Ongoing consultation to inform this Plan includes but is not limited to the following groups: Disability Council of NSW NSW Primary Principals Association NSW Secondary Principals Association

8 Federation of Parents and Citizens Associations of NSW People with Disabilities Australia The non-government disability services sector The early childhood education and care sector. A range of Department of Education resources have informed the development of this plan and support its implementation. These include: The legislation and related policies as outlined above in section 4. Workforce Diversity Policy Workforce Diversity Plan Aboriginal Human Resources Development Plan People with Disabilities Statement of Commitment (Policy) Assisting Students with Learning Difficulties (Policy) National Disability Strategy (NDS) NSW Implementation Plan Public NSW Strategic Directions Creating Futures Together Additional resources will be developed through this Plan, as outlined in the detailed actions that follow below. 7. Focus areas and key outcomes The Department of Education s Disability Inclusion Action Plan is structured in alignment with the four focus areas from NSW Disability Inclusion Action Plan and specific outcomes for each focus area. Outcomes for each focus area are set out below. These outcomes are linked with detailed actions included in the tables on pages 13 to 25. Focus Area 1: Developing positive community attitudes and behaviours

9 Outcomes: 1.1 Disability is promoted at the most senior forums of the organisation and disability interests are linked to key organisation strategies. 1.2 Increased employee awareness and acceptance of the rights of people with disability, and improved inclusive practices. 1.3 Better understanding of rights that underpin inclusion across the NSW public sector and the broader community. 1.4 Increased employee awareness about the Department s adjustment process. 1.5 Increased employee awareness and improved inclusive practices. 1.6 Further refinement and development of workforce related actions 1.7 Staff and stakeholders are informed and understand the role and purpose of on NDIS. Focus Area 2: Creating liveable communities Outcomes: 2.1 Improved employment outcomes for people with disability. 2.2 Department buildings are accessible for people with disability. 2.3 Provide school communities with information and support for students with disability. Focus Area 3: Supporting access to meaningful employment Outcomes: 3.1 Improved recruitment experience for people with disability. 3.2 Increased opportunities for people with disability to enter the workforce 3.3 Improved engagement and support for people with disability in the workforce 3.4 Improved awareness and understanding of disability including mental health 3.5 Managers better understand their responsibilities in relation to managing a diverse workforce

10 3.6 School students with significant disability are supported to plan for transition to post school pathways for employment, further education, training and support. Focus Area 4: Improving access to mainstream services through better systems and processes Outcomes: 4.1 Improved accessibility of services and systems supporting employees with disability 4.2 Improved policy and guidelines that underpin Department s commitments to people with disability. 4.3 Improved range and accessibility of information about Department programs and services supporting people with disability 4.4 Improved teacher knowledge and skills in recognising and responding to the learning and support needs of students whose learning is impacted by disability and making adjustments 4.5 Improved processes for accessing additional specialist support for students with disability 4.6 Increased number of students who have evidenced based personalised learning and support provisions 4.7 Increased number of children with disability in quality preschool programs (these children will primarily be in the year before school or disadvantaged three year olds) 8. Monitoring, reviewing and reporting Department business areas and divisions may wish to incorporate additional information in their working documents and will manage their own monitoring and reviewing processes in relation to outcomes and actions.

11 Department business areas and divisions will contribute to regular Department monitoring and reporting on progress against the Disability Inclusion Action Plan. Progress against the Disability Inclusion Action Plan will be reported each year as part of the Department of Education Annual Report. 9. Feedback Feedback on this consultation draft is welcome and can be provided in writing to:

12 9. Table Focus Area 1 Focus Area 1: Developing positive community attitudes and behaviours Outcome Action Targeted Area Timeframe Responsibility 1.1. Disability is promoted at the most senior forums of the organisation and disability interests are linked to key organisation strategies Establish and fill an executive disability champion role for employees. Senior Executives October 2015 People and 1.1. Disability is promoted at the most senior forums of the organisation and disability interests are linked to key organisation strategies 1.2. Increased employee awareness and acceptance of the Promote leadership development for people with disabilities Promote information and opportunities to participate in disability campaigns including Don t DIS my ABILITY, All employees Ongoing All All employees Ongoing People and

13 Focus Area 1: Developing positive community attitudes and behaviours Outcome Action Targeted Area Timeframe Responsibility rights of people with disability, and improved inclusive practices International Day of People with Disability and other activities to employees across the department s business areas Increased employee awareness and acceptance of the rights of people with disability, and improved inclusive practices Increased awareness of obligations to students with disability and their parents and carers under the DDA 1002 and Disability Standards for Education 2005 Ongoing Learning and Wellbeing, Operations and Performance 1.3. Better understanding of rights that underpin inclusion across the NSW public sector and the broader community Promote Human Rights Commission learning and development resource Upholding the Rights of People with Disability in Policy and Project Work to departmental employees who work in policy and project officer roles. Departmental employees who work in policy and project officer roles Dec 2016 People and 1.4. Increased employee awareness about the department s Clarify and promote department processes in relation to reasonable adjustment for employees in the All employees Jun 2016 People and

14 Focus Area 1: Developing positive community attitudes and behaviours Outcome Action Targeted Area Timeframe Responsibility adjustment process workplace Increased employee awareness and improved inclusive practices Promote positive stories through the department s web content and publications about initiatives and employees. All employees Ongoing People and 1.6. Further refinement and development of workforce-related actions Undertake consultation with relevant stakeholders to develop actions related to this focus area. Relevant business units and the DEN December 2016 People and 1.7. Staff and stakeholders are informed and understand the role and purpose of the National Disability Insurance Scheme (NDIS) Establish a website presence and provide tailored information for schools to support their understanding and engagement of the NDIS Ongoing Learning and Wellbeing

15 10. Table Focus Area 2 Focus Area 2: Creating liveable communities Outcomes Action Targeted Area Timeframe Responsibility 2.1. Improved employment outcomes for people with disability Develop partnerships across government agencies, non-government organisations and the private sector on issues, strategies and programs to strengthen employment outcomes for people with disability WMD, FACS, PSC Ongoing People and 2.2. Department buildings are accessible for people with disability 2.3. Provide school communities with information and support for students with disability Build and update school buildings to ensure they are accessible for people with disabilities Strengthen resources that support schools to prevent and respond to bullying to address the needs of students with disability Assets Ongoing People and 2017 Learning and Wellbeing 2.3. Promote and sustain school communities which provide Establish and consolidate the operation of 21 Networked Specialist Centres across NSW to assist public schools in December 2016 Learning and Wellbeing

16 Focus Area 2: Creating liveable communities Outcomes Action Targeted Area Timeframe Responsibility information and support to families and carers of people with disability supporting students with the most complex needs and their families through specialist services available within Education and from external services as required.

17 11. Table Focus Area 3 Focus Area 3: Supporting access to meaningful employment Outcome Action Targeted Area Timeframe Responsibility 3.1. Improved recruitment experience for people with disability Review existing recruitment processes to ensure information and application processes are accessible. Recruitment policy In line with broader recruitment review People and 3.2. Increased opportunities for people with disability to enter the workforce Consider opportunities for targeted recruitment for people with disability. All corporate business units Dec 2017 People and 3.3. Improved engagement and support for people with disability in the workforce Establish and promote a disability employee network. All employees October 2015 People and 3.4. Improved awareness and understanding of disability including mental health Ensure that disability awareness training is part of the employee induction program for corporate employees. All corporate employees December 2016 People and

18 Focus Area 3: Supporting access to meaningful employment Outcome Action Targeted Area Timeframe Responsibility 3.5. Managers better understand their responsibilities in relation to managing a diverse workforce Ensure that disability awareness training is part of the manager induction program for corporate employees. All corporate managers December 2016 People and 3.6. School students with significant disability are supported to plan for transition to post school employment pathways and support Review and refine processes for supporting transition of students with disability leaving school in collaboration with the NDIA and other agencies December 2016 and ongoing Learning and Wellbeing, Operations and Performance

19 12. Table Focus Area 4 Focus Area 4: Improving access to mainstream services through better systems and processes Outcome Action Targeted Area Timeframe Responsibility 4.1. Improved accessibility of services and systems supporting employees with disability Increase opportunities for feedback and input in relation to accessibility of services and systems for employees. All employees Dec 2016 People and, Corporate 4.2. Improved policy and guidelines that underpin Department s commitments to people with disability Review the People with Disability Statement of Commitment policy to reflect contemporary obligations, expectations and services, Educational and state office June 2017 Learning and Wellbeing, Operations and Performance 4.3. Improved range and accessibility of information about Department programs and services supporting people with disability Ensure the department s website and materials that are developed and made available through the website are accessible and information is available in a range of formats State office Ongoing Corporate

20 Focus Area 4: Improving access to mainstream services through better systems and processes Outcome Action Targeted Area Timeframe Responsibility 4.3. Improved range and accessibility of information about Department programs and services supporting people with disability Improve the Department s website information about support provided in NSW public schools for students whose learning is impacted by disability January 2017 Learning and Wellbeing, Operations and Performance 4.4. Improved teacher knowledge and skills in recognising and responding to the learning and support needs of students whose learning is impacted by disability and making adjustments Further develop professional learning options for teachers in personalising learning and support for students with disability December 2017 Learning and Wellbeing, Operations and Performance 4.4. Improved teacher knowledge and skills in Increase the numbers of teachers participating in training on the Disability December 2016 and ongoing Learning and Wellbeing,

21 Focus Area 4: Improving access to mainstream services through better systems and processes Outcome Action Targeted Area Timeframe Responsibility recognising and responding to the learning and support needs of students whose learning is impacted by disability and making adjustments. Standards for Education Operations and Performance 4.4. Improved teacher knowledge and skills in recognising and responding to the learning and support needs of students whose learning is impacted by disability and making adjustments Work with Australian Government to implement recommendations for school education from the Commonwealth Review of the Disability Standards for Education December 2016 Learning and Wellbeing, Operations and Performance

22 Focus Area 4: Improving access to mainstream services through better systems and processes Outcome Action Targeted Area Timeframe Responsibility 4.4. Improved teacher knowledge and skills in recognising and responding to the learning and support needs of students whose learning is impacted by disability and making adjustments Improved teacher knowledge and skills in recognising and responding to the learning and support needs of students whose learning is impacted by disability and making adjustments Increase the numbers of teachers completing professional learning in personalised learning and support education for students with disability Increase the number of teachers using evidence based tools to support planning for personalised learning and support Annually Learning and Wellbeing, Operations and Performance Annually Learning and Wellbeing, Operations and Performance

23 Focus Area 4: Improving access to mainstream services through better systems and processes Outcome Action Targeted Area Timeframe Responsibility 4.4. Improved teacher knowledge and skills in recognising and responding to the learning and support needs of students whose learning is impacted by disability and making adjustments Principals utilise the new School Excellence Framework, incorporating the wellbeing needs of students and diverse learning and support needs, including disability, to support annual school planning, review and reporting. Annually Operations and Performance 4.5. Improved processes for accessing additional specialist support for students with disability Review and develop improved processes for ensuring timely access to targeted specialist services for students with disability December 2016 Learning and Wellbeing, Operations and Performance 4.6. Increased number of students who have evidenced based personalised learning Strengthen support for school teams for the national data collection to achieve consistency and analysis of data to inform school planning July 2016 Learning and Wellbeing, Operations and

24 Focus Area 4: Improving access to mainstream services through better systems and processes Outcome Action Targeted Area Timeframe Responsibility and support provisions Performance 4.7. Increased number of children with disability in quality preschool programs (these children will primarily be in the year before school or disadvantaged three year olds) Review the current disability programs funded by Early Childhood Education and Care Early Childhood Education and Care December 2016 Early Childhood Education and Care 4.7. Increased number of children with disability in quality preschool programs (these children will primarily be in the year before school or disadvantaged three year olds) Undertake consultation with key early childhood education and care sector including educators, parents and advocacy groups Early Childhood Education and Care July 2016 Early Childhood Education and Care