Responsibility: State and territory governments
Response:
ACT, NSW, TAS, VIC: Accept
WA, SA, NT: Accept in principle
QLD: Subject to further consideration
Australian Capital Territory
Response: Accept
Status: Complete
What has been achieved to date
This recommendation is complete for the ACT.
ACT government response July 2024
The ACT Education Directorate has an Inclusive Education Team that works closely with the Aboriginal and Torres Strait Islander Education Unit. Both teams work collaboratively together within the same area of the ACT Education Directorate. The ACT Government also provided additional resourcing under the Inclusive Education: A Disability Inclusion Strategy for ACT Public Schools 2024-2034 and First Action Plan 2024-2026 to establish a new team to support ACT public schools to implement this Strategy, develop school action plans and establish accountability measures. All work will be guided by Aboriginal and Torres Strait Islander expertise, including through community engagement and partnerships with Aboriginal Community Controlled Organisations where appropriate.
New South Wales
Response: Accept
Status: Completed
What has been achieved to date
The NSW Department of Education has an existing Disability Inclusion unit that performs all the functions set out in this recommendation, including providing advice as well as universal resources and professional learning to support inclusive practice across NSW public schools.
The Disability Inclusion unit includes an Aboriginal identified position. Work has commenced to build capability of team members to ensure the needs of Aboriginal and Torres Strait Islander students in resources and professional learning development. This plan to build capability was developed in collaboration with the department’s Aboriginal Education and Communities unit.
The unit provides ongoing support to schools, including guidance and assistance about implementing inclusive education.
NSW government response July 2024
The NSW Government supports the establishment of inclusive education units within relevant departments. The NSW Department of Education has an existing inclusive education unit, performing education support functions that include advising educational authorities, educational institutions and principals on inclusive education issues and policies, and on funding priorities. The department’s Inclusive Education unit also provides extensive resources and advice to schools and teachers about implementing inclusive education.
Taking into account the current NSW Auditor-General’s Review of ‘Supporting students with a disability in NSW Public schools’, and the NSW Parliamentary Inquiry examining ‘Children and young people with disability in NSW educational settings’, the department intends to consult with partners and stakeholders in 2024/2025 about actions to continue delivering resources and advice to schools and teachers about implementing inclusive education. This will include close consideration of the procedures and practices of applying reasonable adjustments in the classroom.
The NSW Government is committed to improving the educational outcomes and wellbeing of First Nations students so that they excel and achieve in every aspect of their education, as set out in our Aboriginal Education Policy and our Innovate Reconciliation Action Plan. The department is committed to ensuring that First Nations students have access to an education and training system that values their cultural heritage. We will measure our progress through a number of ways in schools. This includes the School Improvement Plan and reporting through the Annual School Report.
The NSW Education Standards Authority (NESA) similarly operates an inclusive education unit, aligning with the educational support functions of the recommendation.
Northern Territory
Response: Accept in principle
Status: In progress
What has been achieved to date
The Northern Territory has a strategic commitment to strengthen inclusion support across all schools, including a dedicated focus on supporting Aboriginal students and their families. Achievements include:
- a funding reform program to strengthen resourcing for students with disability,
- regionally responsive multi-disciplinary teams, with professional practice and cultural oversight that ensures consistent and quality practice,
- multi-tiered system of supports embedded through whole school approaches and teacher professional development delivered each term.
NT government response July 2024
The Northern Territory Government recognises that culturally responsive environments support identity, promote safety and belonging, and ensure learning is more relevant and engaging for all students. Work to improve children and young people’s engagement in learning is guided by the Education Engagement Strategy 2022-2031 (the Engagement Strategy). The Department of Education and Training, through the Engagement Strategy, is committed to delivering differentiated support to reform inclusion services and improve engagement and access to learning for all children, students and communities across all education sectors in the Northern Territory, with a dedicated focus on supporting Aboriginal students and their families.
Queensland
Response: Subject to further consideration
Status: Subject to further consideration
What has been achieved to date
The Queensland Department of Education (DoE) has a dedicated Disability team that provides policy advice, support and resources to schools around inclusive education and supporting students with disability. The Disability team works closely with DoE’s First Nations Strategy and Partnerships Division to access First Nations expertise to improve access to inclusive and culturally appropriate education for First Nations students with disability. DoE has also recently established new governance structures to facilitate collaborative oversight and decision-making from all relevant areas of the department on future work focussed on inclusion and supporting children and students with disability.
Further consideration is required, including through consultation, to determine whether any enhancements are required to DoE’s current organisational structures and processes to facilitate the provision of inclusive and culturally appropriate education for First Nations students with disability in line with the recommendation.
QLD government response July 2024
The Queensland Government acknowledges the importance of inclusive and culturally appropriate education. There is a need for further consideration, supported by consultation and engagement, to understand how advisory mechanisms and supporting resources may be implemented in Queensland.
South Australia
Response: Accept in principle
Status: Further work required
What has been achieved to date
The South Australian Department for Education's Inclusive Teaching and Learning (ITL), Student Support Services, and Aboriginal Education directorates provide advice and resources to schools to support inclusive and culturally appropriate education.
Future work through the ITL directorate is being scoped that would assist schools to better communicate with families of students with disability to navigate school support processes, including for Aboriginal and Torres Strait Islander students.
SA government response July 2024
The South Australian Department for Education through the work of Inclusive Teaching and Learning, Student Support Services, and Aboriginal Education Directorates provides advice and support for schools on inclusive education issues, policies, funding priorities, training, resources and culturally responsive practices. The South Australian government supports undertaking further review and improvement in line with the proposed requirements in the recommendation, noting that the department’s new Strategy for Public Education has a strong focus on supporting Aboriginal learners.
Tasmania
Response: Accept
Status: Further work required
What has been achieved to date
In 2023 the Tasmanian Government released an independent review of the Educational Adjustments Disability Funding Model. As of April 2025, the Educational Adjustments Review Project is continuing to develop and provide inclusive education supports for all students. Strategies to ensure existing services, Aboriginal Education, Disability Services, Support Teachers and Inclusive Practice Coaches are more closely aligned to improve outcomes for students. Ways to access additional First Nations expertise to improve access to culturally appropriate education for First Nations students with disability are being considered.
TAS government response July 2024
The Tasmanian Government accepts this recommendation.
The Tasmanian Government is focusing on inclusive education supports for all students, including seeking First Nation expertise through our Aboriginal Education Services.
Victoria
Response:Accept
Status: In progress
What has been achieved to date
The Victorian Department of Education continues to embed First Nations expertise into improving inclusive education for First Nations students with disability. This includes through Campfire conversations that commenced in September 2024. These discussions bring First Nations and Inclusive Education experts together to have conversations on the experiences of First Nations students with disability and the workforces that support them. First Nations stakeholders are actively involved in departmental meetings to ensure First Nation people have a voice when initiatives and policy is being designed and implemented.
VIC government response July 2024
We accept this recommendation in full.
The Inclusive Education Division and Koorie Outcomes Division are currently in the same Department of Education organisational group.
However, from 1 July 2024, the Koorie Outcomes Division will form its own group, First Nations Strategy, Policy and Programs.
The 2 areas will continue to work together to develop resources and support for Koorie learners with disability.
Western Australia
Response:Accept in principle
Status: In progress
What has been achieved to date
The Department’s Aboriginal Advisory Body provides strategic advice that guides the Department to work in ways that value the knowledge, expertise and experiences of Aboriginal people. The Department continues to support effective leadership and teaching to build culturally responsive schools that create the conditions for Aboriginal students to succeed as Aboriginal people. The Aboriginal Cultural Standards Framework supports this work and guides schools to build and maintain partnerships with Aboriginal students and their families and to draw on the strengths of their local Aboriginal communities to set the directions and priorities for Aboriginal students in the school.
WA government response July 2024
The WA Government accepts in principle this recommendation. The WA Government provides a range of supports to create inclusive and empowering environments for First Nation students and students with a disability.
What the Disability Royal Commission said in the final report
a) State and territory educational authorities should establish inclusive education units within the relevant departments. These units should provide:
- advice to educational authorities, educational institutions and principals on inclusive education issues and policies, and on funding priorities
- resources and advice to schools and teachers about implementing inclusive education.
b) Educational authorities should ensure that inclusive education units contain First Nations expertise to allow them to take actions required to improve access to inclusive and culturally appropriate education for First Nations students with disability.
More recommendations
View progress on other recommendations made by the Royal Commission.