During this the second and final year of the project, the focus has continued to be upon gathering information about practical ways in which the access, participation and achievement for students with disabilities can be maximised. As in the first stage of the project, the work which is showcased here comes from real contexts in Tasmanian schools where the educators were willing to share their practice with project leaders and be involved in action research to improve upon this practice.
Collaborative processes and how these can benefit teaching and learning for all students has been an emphasis. This theme is developed in various ways in these stories:
Norwood Primary - team organisation as a key element in a supportive school community
Forth Primary - collaborative planning (enhancing learning opportunities)
Meander Valley cluster - benefits of a support team working together
High schools have been the main focus for phase two. Six high schools from around the state have participated and in many cases teams of people have been involved. For this, we thank staff from:
| Kings Meadows High |
Taroona High |
| Wynyard High |
Devonport High |
| Rosetta High |
Queechy High |
They have committed their time, energy and learning to this project.
The work from these schools encompassed several main themes— as identified in the diagram below. We invite you to explore the links to uncover practical ideas that will be helpful to schools, teachers and students.
High School Case Study 1's journey can also be read as a separate story.[Word 630KB]
Inclusive education
Getting Started: A guide for teachers of students with disabilities in regular schools 
Transition to high school
Communication
Relationships with families
Educating the student's peers
Individual Education Planning
Teaching and learning
Voices of educators
Case study 1