Responsibility: State and territory governments
Response:
ACT, QLD: Accept
NSW, SA, TAS, VIC, WA, NT: Accept in principle
Australian Capital Territory
Response: Accept
Status: In progress
What has been achieved to date
The First Action Plan 2024-2026 of the Inclusive Education: A Disability Inclusion Strategy for ACT Public Schools 2024-2034 is 12 months into implementation with work underway to establish specialist school partnerships with local schools.
ACT government response July 2024
The Inclusive Education: A Disability Inclusion Strategy for ACT Public Schools 2024-2034 and First Action Plan 2024-2026 commit to establishing formal partnerships between the ACT’s four specialist schools and surrounding local schools to increase participation in local (mainstream) settings, school communities and events. An Inclusive Education Infrastructure Working Group has also been established to ensure an inclusion lens is applied to all infrastructure projects.
New South Wales
Response: Accept in part
Status: In progress
What has been achieved to date
As part of broader specialist settings reform, work is underway to improve support class distribution and availability based on student needs.
A centralised model has been developed to guide decisions on new support classes and existing resources.
Design standards for Schools for Specific Purposes (SSPs) have been finalised for integration into Educational Facilities Standards and Guidelines.
A Service Planning Discussion Paper outlining current SSP settings, integration possibilities, strategic implications, and infrastructure priorities is underway.
The Department has also begun work to identify existing programs that support students in mainstream schools in participating in activities with their peers in non-mainstream schools. This includes mapping current programs and evaluating opportunities to enhance or expand them. Consultation has commenced with stakeholders to identify further opportunities and inform next steps.
NSW government response July 2024
The NSW Government supports the need to embed inclusive practices in all educational settings.
The NSW Government recognises the value of forging partnerships between mainstream and non-mainstream schools to create opportunities for students from diverse backgrounds to interact and learn from one another, contributing to a more inclusive and diverse educational environment that benefits all.
Further consideration, which will include undertaking a process of funding prioritisation, is required for infrastructure decisions such as co-location or relocation of non-mainstream schools within NSW. This reflects the complexity of and need for careful evaluation of factors such as land availability. Any co-location plans must prioritise meaningful integration and seamless operation.
Northern Territory
Response: Accept in principle
Status: In progress
What has been achieved to date
The Northern Territory Government is currently undertaking initial planning for additional education infrastructure for secondary students with disability in Palmerston. It is proposed that the school will be co-located with an existing secondary school and will include opportunities for all students to participate inclusively.
NT government response July 2024
The Department of Education and Training recognises that co-location or partnerships between closely located mainstream and special schools provide invaluable opportunities for all students, with and without disability, to learn and interact together.
Queensland
Response: Accept
Status: In progress
What has been achieved to date
The Queensland Department of Education (DoE) already has a number of special schools that are physically located alongside mainstream schools. In implementing DoE’s New School Site Selection Guidelines, priority is given to close proximity with mainstream schools when selecting sites for future special schools.
DoE has also commenced planning on how to facilitate greater participation of students enrolled in special schools in educational, cultural, sporting, recreational and celebratory activities with their peers in mainstream schools. DoE looks forward to engaging with stakeholders, including from the disability sector, on this work and creating a strong framework to enhance participation as part of a broader strengthening of inclusive education practices.
QLD government response July 2024
The Queensland Government will strengthen current procedures and policies. This work will be informed by consultation and consideration of required resources.
South Australia
Response: Accept in principle
Status: In progress
What has been achieved to date
The South Australian Government has committed $28.8 million to fund access to an Autism Inclusion Teacher (AIT) in every public primary school (commenced in 2023). In 2024, an Autism Inclusion in Secondary Schools trial commenced in 9 mainstream secondary schools with autistic students transitioning to their sites in 2025 (this is also related to recommendation 7.08: Workforce capabilities, expertise and development).
A recent reform of the Inclusive Education Support Program has made it easier for South Australian government schools to apply for funding with more guidance and transparency on how to use it (this also relates to recommendation 7.12: Improving funding).
The South Australian Department for Education:
- is developing a digital system to enhance individualised learning plans for students with disability, and associated data collection (this also relates to recommendation 7.03: Improve policies and procedures on the provision of reasonable adjustments to students with disability.
- is developing models of layered support for three-year-olds with disability and/or developmental delay as part of the expansion of preschool to three-year-olds from 2026 (this also relates to recommendation 7.3).
- is running a pilot to optimise school support staff deployment to increase independence for students with disability and improve outcomes (this also relates to recommendation 7.03). This includes a significant parent engagement element, related to recommendation 7.06: Student and parental communication and relationships.
- is trialling an approach to embed the voices of students with disability and their families—particularly those seeking greater inclusion for children in segregated settings such as disability units—by supporting their increased participation in regular curriculum alongside non-disabled peers, also related to recommendation 7.06.
- is trialling an inclusive education framework designed to improve the attendance, participation, progress, and peer belonging of students with disability to learn alongside their peers in their local school.
SA government response July 2024
The South Australian government is committed to ensuring students enrolled in special schools have the opportunity to participate in activities with their mainstream peers and strengthening partnerships between mainstream and non-mainstream schools. In South Australia, 14 out of the 15 government special schools and the 1 stand-alone special preschool are in close proximity to mainstream schools.
Currently, there are several partnerships between mainstream and non-mainstream schools providing opportunities for students with disability to learn alongside their mainstream peers, and there is opportunity to expand these partnerships to other schools. The South Australian government supports facilitating students enrolled in special schools to participate more in activities with their mainstream peers and strengthening of partnerships between mainstream and non-mainstream schools.
Tasmania
Response: Accept in principle
Status: In progress
What has been achieved to date
In Tasmania almost all students with disability can go to their local government school. There are also three Support Schools across the State.
A new campus to replace the North West Support School’s (NWSS) existing Devonport facility will be located alongside Spreyton Primary School.
The Spreyton Primary School community has expressed strong support for co-location of the NWSS and a desire to explore opportunities for collaboration between the schools for the benefit of both student cohorts.
Through the design process, opportunities for some shared facilities and spaces between NWSS and Spreyton Primary School will also be explored.
TAS government response July 2024
The Tasmanian Government accepts this recommendation in principle.
The Tasmanian Government supports the improvement of collaboration between mainstream and non-mainstream schools through school and community connection.
Victoria
Response: Accept in principle
Status: In progress
What has been achieved to date
The Victorian Department of Education has engaged stakeholders and continues to explore ways to further strengthen opportunities for meaningful peer engagement between students with and without disability.
VIC government response July 2024
We accept this recommendation in principle.
We recognise that meaningful engagement between students with and without disability benefits everyone.
We will continue to support mainstream and specialist schools to share education, cultural, sporting, recreational and celebratory activities.
We will continue to build new specialist schools on local school sites where possible.
Western Australia
Response: Accept in principle
Status: In progress
What has been achieved to date
Students with a wide range of disabilities already participate in their local mainstream school and where necessary they and their schools can access specialist-support services and resources. The WA Department of Education provides a range of specialist enrolment options for students with disability, including endorsed education support programs (EESP), specialist programs for students with autism and programs for students with complex behaviour and mental health needs.
WA government response July 2024
The WA Government accepts in principle this recommendation. Since 2007 the WA Government has built endorsed education support programs into mainstream schools, or expanded existing schools to include endorsed education support programs, rather than establishing stand-alone, segregated schools or centres.
What the Disability Royal Commission said in the final report
State and territory school educational authorities should:
- wherever practicable, locate any new non-mainstream schools and, over time, relocate existing non-mainstream schools within or in close proximity to mainstream schools
- facilitate, to the maximum extent feasible, participation by individual students and groups of students enrolled in non-mainstream schools in educational, cultural, sporting, recreational and celebratory activities with their peers (whether with or without disability) enrolled in mainstream schools
- create partnerships between mainstream and non-mainstream schools as a means of encouraging and arranging regular interchange between students enrolled in each setting.
More recommendations
View progress on other recommendations made by the Royal Commission.