Addressing the Needs of Students with Disabilities
In response to an increasing number of children with disabilities being diagnosed, Western Australia (WA) is taking steps to better equip teachers to support these students. A recent report highlighted that public schools need to improve their approach, prompting the state government to allocate $16 million over four years for a professional learning hub. This initiative aims to provide essential training for special needs education assistants and include disability modules for graduate teachers.
Education Minister Sabine Winton emphasized the growing number of children with complex needs, stating that more students are entering the system with a disability diagnosis. She noted that ensuring the workforce is well-supported and skilled is crucial for meeting the evolving demands of the education system.
At Ocean Reef Senior High School, Principal James Kent shared that approximately one in five students has specific needs, a figure he described as having “soared” over the past decade. He highlighted the importance of having access to quality-assured resources and professional learning opportunities through the new hub.
Challenges in Current Support Systems
Despite these efforts, some experts and advocates argue that the focus on “practical” supports falls short of what is needed. A review of the laws governing public education last year recommended a “universal right to enrol” for students with disabilities, along with increased funding, enhanced teacher training, upgraded infrastructure, and improved policies.
WA is the only state in the nation with a provision allowing principals to deny enrollment if a school does not have an “appropriate educational program.” This policy has been identified as a potential barrier for students with disabilities trying to enroll at their local schools.
Symone Wheatley-Hey, who has advocated for families through the support group Square Peg Round Whole, shared her experiences with the impact of the education system on her children and others. While her younger son is thriving in a local public school, she noted that denials of enrollment can take an emotional toll on families. She stressed that such situations can affect the mental health and self-image of young people.
Dr. Kent emphasized that his school’s policy is to enroll all local students, including those with disabilities. However, Ms. Wheatley-Hey believes that changing the law would ensure this standard is applied across all schools.
The Path Forward
Ms. Winton expressed openness to amending the law but acknowledged the need to understand how changes would align with other anti-discrimination laws. She expects advice on this matter within the next six to 12 months, hoping that additional training will help principals feel more equipped to enroll students with disabilities.
Opposition education spokesperson Liam Staltari did not fully endorse changing the legislation but called for clarity on when reforms would be introduced. He pointed out that families cannot afford to wait for extended periods without tangible progress.
For many families, the need for immediate support and clear timelines for change is critical. As the education system continues to evolve, the focus remains on ensuring that all students, regardless of their needs, have access to the support they require.
