Education for All - building a world class system

Inclusive education in Tasmania’s government schools was the focus of a major program of reform in 2005. The changes brought schools in local areas together into clusters, and gave each cluster increased autonomy and flexibility to better meet the learning needs of not only students with high needs, but of all students.

The reforms stem from the government’s acceptance of Essential Learnings for All: Report of the review of services for students with special and/or additional educational needs in July 2004.

The review acknowledged that Tasmania is at the forefront of inclusive educational practices nationally. The report stressed the importance of the values base of the new Essential Learnings curriculum and the community orientation of Tasmanian public education. It made recommendations intended to translate the department’s inclusion policies into greater practical effect in schools and classrooms.

A major organisational feature of the changes was the establishment of 27 new school clusters. Each has a board consisting of all principals of schools within that cluster. The boards worked together to develop new strategies to provide programs that specifically suit the needs of all students.

Each cluster has a specialist support team of guidance officers, speech and language pathologists, social workers and support teachers who work to support teachers and students within the cluster of schools.

The former six education districts were replaced by three school operational branches based on the three major geographic areas of the state (south, north and north-west). Each branch manages accountability processes, provides management support to clusters and schools and has a small team who work with clusters in planning and managing services for high needs students in the specialised areas of physical impairment, inclusive practice and autism.

An extensive process of communication and consultation around the recommendations preceded implementation of most of the new arrangements from January, with further developments occurring progressively during 2005.

A significant focus for work during 2005 was the development of strategies to build capacity within schools to meet the needs of all students including those with high and additional needs. A key initiative was the formation, in partnership with the University of Tasmania, of the Institute for Inclusive Learning Communities. The institute will work to deliver professional learning opportunities for staff, enabling them to provide for the needs of students with a range of learning needs.

The implementation of Essential Learnings for All has provided principals, schools and communities with improved opportunities to collaborate to deliver improved, inclusive classroom practice and a more inclusive approach to management and leadership practices in Tasmania’s schools.