Supporting students using assistive technology in an inclusive education framework
Ruth Croser.
The last fifteen years have seen significant changes in the education options for students with disabilities around Australia, with movement from a special education framework to an integration model and now to inclusive education. While across Australia there are still educational options in special schools and integrated annexes within local schools a progressive shift is occurring in all states towards adoption of an inclusive educational model. The Commonwealth Disability Discrimination Act was passed in 1992 and places requirements on State Education Departments not to discriminate against students with disabilities in relation to the provision of educational services. State Governments around Australia have since developed their own Anti-Discrimination Acts and Education Departments have developed various Inclusion Policies. This paper outlines the policies developed by different states and the support mechanisms developed for students in their local schools who utilize (non AAC) assistive technology to facilitate their learning outcomes. The development of a District Support Teacher Technology Network within the Department of Education, Tasmania is discussed as one model that can be utilized to support students in inclusive education settings.