Special Schools Guidelines

Areas for consideration:

Student enrolment in and access to special schools
Relationship with Learning Services and clusters of schools
Staffing
Resourcing
School community
Curriculum
Transport
Review and appeal process

1. Student enrolment in and access to a special school

1.1 Enrolment will be considered:

On parental request, and
For students with a significant, identifiable disability which includes a moderate to profound intellectual disability. These students will all be eligible for placement on the with Severe Disabilities Register on the basis of intellectual disability (apart from specific exceptions as outlined in 1.2 and 1.3 below). The student’s intellectual disability may or may not be accompanied by severe physical disability, severe health impairment, or moderate to severe autism, and
If it is educationally appropriate (same age peers, provides access to appropriate curriculum options etc), and
For students who live within the identified Learning Services area boundary/ies, and
With hours of attendance being age appropriate and consistent with enrolment in regular schools, and
Recognising the opportunity for a range of flexible enrolment options including full/part-time enrolment, dual enrolment and access to the services provided by the special school while maintaining enrolment in the regular school.

It is also desirable to consider the opinion of the involved student, if appropriate.

1.2 Access to a special school on a temporary, non-enrolled basis

Access to a special school on a full or part-time basis while maintaining their enrolment in their neighbourhood school is an option for some students who are not on the of Severe Disabilities Register .
Students may access special school programs and facilities including short-term intervention and specialist programs, as appropriate.
When access to a special school is proposed during a school year, this arrangement will be negotiated by the principal of the school in which the student is currently enrolled, the special school and the parents or guardians.
Students accessing the special school, who are not on the of Severe Disabilities Register, will be resourced by the cluster of schools.
Access to special school programs will be short term, for up to one year, and cannot continue into a new school year.
Enrolment in a special school is required when continuation full-time into a new school year is sought.
Access to special school programs on a part-time basis will be negotiated between the placement committee and Learning Services and will be resourced by the cluster of schools.

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1.3 Enrolment of students who are not on the Severe Disabilities Register

Enrolments for students who are not on the Severe Disabilities Register will be considered at the end of the year for the following year.
Request for enrolment must be considered by the Placement Committee.
If the Placement Committee determines that enrolment in the special school is appropriate, resourcing will be provided from cluster funding at least at the same level as for other students enrolled in the special school.
Should the Placement Committee determine that enrolment in the special school full time is inappropriate, the student will remain in the school in which they are enrolled and/or return to part-time access.

1.4 Special schools and Early Learning Childhood Intervention Services

Parents of some children who have completed a pre-kindergarten year in an Early Childhool Intervention Services Centre may prefer enrolment in a special school rather than a kindergarten for their child.
Attendance will be on a pro-rata basis, equivalent to kindergarten in neighbourhood schools.
The same eligibility criteria and process for enrolment will apply as for other students.
The principal (or other designated leader) of the special school will contact the Early Childhood Intervention Service when a parental enquiry is made.
The in Officer in Charge of the Early Childhood Intervention Service will liaise with parents and the relevant school principal to progress the formal parental enquiry.
Early Childhood Intervention Service staff will participate in the team meeting.
The student’s nomination to the special school will be considered by the Placement Committee, which will include the Manager, Disability Standards (see section on Placement Committee membership).
Students will be nominated for the Severe Disabilities Register during the moderation round in their first year enrolled at the special school.
Dual enrolment in special schools and neighbourhood schools is not an option in the year equivalent to kindergarten. When a dual enrolment is proposed after that year, a transition program will be implemented towards the end of the year.

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1.5 The process for enrolment will be:

Consultative;
Respectful of parents’ choices;
Problem solving in approach, based on each student’s individual need;
Inclusive of all available options and possible support;
In accordance with relevant published Department of Education information, policies and guidelines;
Supported by appropriate and relevant documentation including Individual Education Plans (IEPs) for previous years; and
Reviewed as determined by the Placement Committee.

1.6 The process for enrolment will include the following steps:

A formal parental enquiry re enrolment, directed through the appropriate principal/nominee or Early Childhood Intervention Service Officer in Charge in the first instance;
School visit/s;
A team meeting including parents (and advocate if desired), principal or nominee from the special school, relevant cluster staff, principal or nominee from the current educational placement if appropriate;
Consideration of the student’s nomination for enrolment in the special school by the appropriate Placement Committee.
In the case of interstate enrolments these steps should be matched as closely as possible, with teleconference facilities used to assist the process where possible.

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1.7 Placement Committees

A Placement Committee will be established for each Special School and will include the following core educational professionals:

General Manager Learning Services or nominee;
Principal or nominee/s;
Special school principal (or other designated leader);

In addition to:

Parents/carers or nominee, with advocate/s if desired.

For the purpose of moderating the enrolments of students who are not on the Register of Students with Severe Disabilities, the Manager, Disability Standards will attend Placement Committee meetings at which enrolment of a student not on the Register has been proposed.

For some students, other people (e.g. guidance officer, teacher etc) may be invited as appropriate. The Placement Committee will be convened by the relevant special school principal in response to a request for enrolment. The appropriate person to chair the committee will be determined at the Learning Services level by the relevant General Manager.

Enquiries for enrolment from interstate will be forwarded to the appropriate co-ordinating principal or General Manager Learning Services (or their nominee).

In relation to each student’s nomination for enrolment in the special school the Placement Committee will:

Consider all the relevant documentation;
Make a determination about the appropriateness of the proposed enrolment;
Recommend a time for review if an enrolment proceeds and review is required.

A recommendation against enrolment in the special school will only be made if all the core professionals on the Placement Committee agree that the proposed enrolment is inappropriate.

In the event of the proposed enrolment not being recommended by the Placement Committee the Chairperson will discuss the reasons for this judgement with the student’s parents/carers.

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2. Relationship with Learning Services Groups and clusters of schools

A special school will be an integral part of the continuum of services provided by Learning Services. The special school will be a member of an identified cluster of schools but will also enrol eligible students and provide services across Learning Services. This will ensure:

Consistency with inclusive practice;
Mutual and reciprocal benefits in relation to sharing professional learning opportunities and information;
Building a better understanding of a broader curriculum for all;
Possible future movement and sharing of staff and expertise; and
A sense of belonging and connectedness to a wider educational community for parents, staff and students of the special school.

3. Staffing

Special school staffing, including senior staff positions, should be determined as part of the Learning Services allocation of special education.
The staff resource will be required to be flexible in order to meet the range of student needs and services provided.
Line management responsibility for the special school will be via the relevant General Manager Learning Services, as appropriate.
Professional development opportunities will be provided at the cluster and Learning Services level to reflect the range of services and expertise required in order for the special school to fulfil its role, and to enable special school staff to return to regular school placements
The expertise of staff will be recognised and used appropriately.

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4. Resourcing

Students on the Severe Disabilities Register enrolled in special schools will be resourced from Central Special Education funds at 0.2 fte teacher and 11 hours per week teacher aide time.
If the Placement Committee determines that enrolment of a student not on the Severe Disabilities Register in the special school is appropriate, resourcing will be provided from the cluster at the same level as for other enrolled students.
Students enrolled in access programs will be funded from cluster funds.
Students on the Severe Disabilities Register enrolled in regular schools attract an additional .14fte special education staffing and a differentiated per capita resource allocation to the cluster.
The special school may also be resourced in part from Learning Services or cluster funds.

5. School community

Parents and carers of students with disabilities require opportunities for involvement in their child’s education. Special schools will need to consider how to involve all parents and care-givers in their child’s schooling, given the particular complexities of supporting the members of a school community that is usually geographically quite diverse.

The document “Enhancing Parent participation” (DoE, August, 2001) lists specific strategies for ensuring that parents and care-givers are encouraged and supported to participate in their child’s school.

The school community will also include diverse agencies and groups such as parent support groups, therapists as well as local residents and businesses. Strategies to enhance relations with these groups will form part of the school’s strategic plan.

Special schools will undertake the School Improvement Review and develop partnership agreements.

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6. Curriculum

In order to maximise educational opportunities for every student attending special schools the following principles will apply.

Students will have access to a rich curriculum consistent with other regular schools of a similar size and designed to meet the needs of all students.
Curriculum provision in special schools will take advantage of, and include opportunities in neighbouring schools and the community and will be consistent with departmental documents, values and purposes.
The philosophy of the ‘least restrictive environment’ and the Tasmanian Curriculum will be reflected in curriculum delivery.
Each student’s individual educational plan (IEP) will be age appropriate and reflective of the student’s interests and abilities.
Each student will have an IEP which will be organised to reflect and consider the Tasmanian Curriculum as well as addressing any additional special needs.
The development of each student’s IEP will be a collaborative process including parents/carers, specialist staff, as well as school based personnel and other relevant people.
IEPs will reflect the importance of transition planning and preparation for the student’s next environment.
IEPs will actively include opportunities for the generalisation of skills.
‘Life Skills’ will be incorporated within the curriculum and reflect particular strengths and needs of individual students.
Activities and programs will be explicitly linked to learning priorities identified in each student's IEP and will be reflective of the Tasmanian Curriculum.
Responsibility for the accountability and monitoring of the IEP for each student attending the special school will be negotiated at the time of enrolment/access and will be consistent with the Department of Education’s Assessment, Monitoring and Reporting Policy.

7. Transport

The Transport Assistance Guidelines will be applied equitably to all students, including those attending special schools.

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8. Review and Appeal Processes

The student and/or the student’s parents or guardian have the right to ask the General Manager Learning Services (or their nominee) for a review of the decision made by the Placement Committee.
Applications for review should be addressed in writing to the General Manager Learning Services. A form letter is available for this purpose.
A student’s placement will not be reviewed more than twice a year. A decision on the review will be provided within 20 school days of when the General Manager Learning Services receives the request for review.
Upon receiving an application for review, the General Manager Learning Services will request relevant information from the Chairperson of the Placement Committee. The General Manager Learning Services may seek additional advice in relation to the review. If appropriate the Placement Committee may be reconvened and the basis of the appeal be considered along with any additional information.
The General Manager Learning Services will advise the student and/or the student’s parents or guardian of the result of the review, in writing, with copies to the relevant principals.
The student and/or the student’s parents or guardian can appeal the decision of the Placement Committee through the Ombudsman. This reinforces the fact that placement decisions must be made on the basis of all available information and the placement process must be congruent with the relevant legislation and Department of Education policies and guidelines.
Placement committees and Department of Education officers should be aware that documentation surrounding a placement decision may be obtained by the student and/or the student’s parents or guardian under the Freedom of Information Act.

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