Footnotes

Chapter 1 - Overview

[1]        Submission No. 201, Disability Action, p. 8

[2]        Submission No. 5, Southwest Advocacy Association, p. 4

[3]        Jenkinson, J., Special Education: A Matter of Choice, Australian Education Review No. 46, Australian Council Education R, p. 97

[4]        Submission No. 240, Professor Parmenter, p. 7

[5]        Dr John Enchelmaier, Vice President, Australian Federation of Special Education Administrators, Hansard, Brisbane, 6 September 2002, p. 437

[6]        Jenkinson, J., Special Education: A Matter of Choice, Australian Education Review No. 46, ACER, 2000, p. 111

[7]        ibid., p. 112

[8]        Ms Yulia Onsman, Media Liaison Officer Tasmanian Council of State School Parents and Friends Association, Hansard, Hobart, 3 September 2002, p. 326

[9]        Submission No. 89, South Pacific Educators in Vision Impairment (SPEVI) Qld, p. 12

[10]      Submission No. 178, Department of Education, Science and Training, p. 21–22

[11]      Submission No. 124, National Centre for Vocational Education Research, p. 2

[12]      Australian Vocational Education and training Statistics, 2000, Students with a Disability in Vocational Education and Training, National Centre for Vocational Education Research, p. 4

[13]      Submission No. 178, op cit, p17; submission 191, Australian National Training Authority, p. 15

[14]      Submission No. 124, NCVER, p. 2

[15]      Data is not provided for those categories not recognised by a state.

[16]      In South Australia many students that are classified as having a communication–language disorder would be classified as having an intellectual disability in other states.

Chapter 2 - Defining disability and levels of need

[1]        Sawyer, M. et al, ‘Use of Medication by Young People with Attention-Deficit/Hyperactivity Disorder’, Medical Journal of Australia, Vol. 177, 1 July 2002, p. 23

[2]        Disability Discrimination Act 1992, section 4

[3]        Keeffe-Martin, M. ‘Legislation, Case Law and Current Issues in Inclusion: an Analysis of Trends in the United States and Australia’, Australia & New Zealand Journal of Law & Education, Vol. 6, 2001, p. 33

[4]        Submission No. 178, Department of Education, Science and Training, p. 8

[5]        ibid., Submission No. 178, Department of Education, Science and Training, pp. 12

[6]        Commonwealth Programs for Schools Quadrennial Administrative Guidelines 2001–2004, Department of Education Science and Training, p. 106

[7]        States Grant (Primary and Secondary Education Assistance) Act 2000, section 4

[8]        Submission No. 118, Association of Independent Schools, Western Australia, p. 5

[9]        Prosser, B., Reid, R. et al, ‘Attention Deficit Hyperactivity Disorder: Special Education Policy and Practice in Australia’, Australia Journal of Education, Vol. 46, No. 1, 2002, p. 66

[10]      Mr Adrian Ford, Chief Executive Officer, Autism Association of NSW, Hansard, Sydney, 3 July 2002, p. 128

[11]      Review of Educational Services for Students with Disabilities in Government Schools, Department of Education Discussion Paper, December 2001, p. 3

[12]      NSW Department of Education, Answer answer to qQuestion on nNotice,  taken Sydney, 3 July 2002

[13]      Submission No. 213, Education Queensland, p. 3

[14]      Program for Students with Disabilities 2003 Handbook, July 2002, Department of Education and Training, pp. 11–15

[15]      Submission No. 184, Tasmanian Department of Education, p. 88

[16]      Submission No. 244, Department of Education Western Australia, p. 9

[17]      Submission No. 238, South Australian Government, p. 6

[18]      Submission No. 222, Department of Employment, Education and Training (Northern Territory), p. 3

[19]      Jenkinson, J. Special Education: A Matter of Choice, Australian Education Review No. 46, ACER, 2001, p. 51

[20]      Ms Alison Jacob, Deputy Secretary, Department of Education, Tasmania, Hansard, Hobart, 3 September 2002, p. 386

[21]      Submission No. 198, Australian Education Union, p. 6

[22]      Submission No. 200, Australian Federation of Speld SPELD Associations (AUSPELD), p. 2

[23]      See Randell v Consolidated Bearing Company (SA) Pty Ltd [2002] FMCA 44, 3 April 2002

[24]      Submission No. 135, Attorney-Generals Department, p. 2

[25]      Submission No. 205 , Ms Sue Johnston, p. 1

[26]      Submission No. 60, Tasmanian Tertiary Education Disability Advisory Committee, p. 3

[27]      Mr Mike Spurr, President, Australian Learning Disability Association, Hansard, Hobart, 3 September 2002, p. 334

[28]      Program for Students with Disabilities 2003, Booklet 2, Department of Education and Training, p. 8.

[29]      Ms Marilyn Dann, Secretary, Australian Association of Teachers of the Deaf, Hansard, Melbourne, 13 August 2002, p. 284

[30]      Jenkinson, J. Special Education: A Matter of Choice, Australian Education Review No. 46, ACER, 2001, p. 78.

[31]      Submission No. 151, Queensland Parents for People with a Disability, p. 4

[32]      Submission No. 42, Special Needs Individual Network, p. 1

[33]      Submission No. 106, Australian Guidance and Counselling Association, p. 4

[34]      Submission No. 184, Tasmanian Department of Education, pp. 2–3

[35]      Jenkinson, J., op. cit., p. 49

[36]      van Kraayenoord, C., Elkins, J. et al, Literacy, Numeracy and Students with Disabilities, Vol. 4, 2000, p. 78

[37]      Submission No. 175, National Council of Independent Schools Association, p. 16

[38]      Numeracy, A Priority for All: Challenges for Australian Schools, Department of Education, Training and Youth Affairs, 2000

[39]      Submission No. 127, Australian Blindness Forum, p. 4

[40]      Dr Ken Baker, Chief Executive, ACROD, Hansard, Canberra, 11 September 2002, p. 587

Chapter 3 - Integration and inclusion

[1]        See Wills, D. and Jackson, R., ‘Report Card on Inclusive Education in Australia’, Interaction, vol. 14, 2–3, 2000, p. 5

[2]        ibid.

[3]        Marks, G., Each an Individual: Integration of Children into Regular Schools, Deakin University, 1989, p. 14

[4]        For some insight into this opinion see the report Education for All: UNESCO Report Card on Inclusive Education in Australia, prepared for the National Council on Intellectual Disability by Darrell Wills and Robert Jackson, Inclusion National, January 2001; and see further discussion in the body of this chapter.

[5]        Truen, M., van Kraayenoord, C. and Gallaher, K., ‘Preservice Education and Professional Development to Teach Students with Disabilities’, in van Kraayenoord, Elkins et al, Literacy, Numeracy and Students with Disabilities, Vol. 4, Department of Education Training and Youth Affairs, 2000, p. 8

[6]        ibid.

[7]        ibid., p. 9

[8]        Dempsey, I. and Foreman, P.,  ‘Trends in Educational Placement of Students with Disabilities in New South Wales’, International Journal of Disability, Development and Education, Vol. 44, No. 3, 1997, p. 214

[9]        ibid., p. 215

[10]      Mr Peter Symons, member, Australian Education Union, Hansard, Melbourne, 13 August 2002, p. 243

[11]      Dr John Enchelmaier, Vice-President, Australian Federation of Special Education Administrators, Hansard, Brisbane, 6 September 2002, p. 440

[12]      Submission No. 1, Mr Adam Johnston, pp. 3–4

[13]      Hegarty, S., Polklington K. and Lucas, D., Educating Pupils with Special Needs in the Ordinary School, Nelson, 1981, pp. 13ff

[14]      Mr Michael Walsh, Acting Director, Inclusive Education Branch, Education Queensland, Hansard, Brisbane, 6 September 2002, p. 501

[15]      Submission No. 244, Department of Education, Western Australia, at para 3.3.6.

[16]      Ms Alison Jacob, Deputy Secretary, Department of Education, Tasmania, Hansard, Hobart, 3 September 2002, p. 392

[17]      Submission No. 215, Independent Education Union of Australia, p. 10

[18]      Submission No. 198, Australian Education Union, p. 6

[19]      ibid.

[20]      McCullough, J.A., ‘Teachers Would Meet Halfway On Inclusion’, Courier-Mail, 2 March 2001

[21]      Mr Roy Martin, Federal Research Officer, Australian Education Union, Hansard, Melbourne, 13 August 2002, p. 242

[22]      Inclusion in Education: the Participation of Disabled Learners, Thematic Studies, World Education Forum, Education for All Assessment, UNESCO, Dakar, Senegal, 26–28 April 2000

[23]      Mr Michael Walsh, op cit., p. 483

[24]      Submission No. 151, Queensland Parents of People with Disabilities, p. 4

[25]      Dr John Enchelmaier, op. cit., p. 437

[26]      Mr Michael Walsh, op. cit., p. 492

[27]      ibid., pp. 482–83

[28]      Inclusion in Education: the Participation of Disabled Learners, 2000, pp. 8; 22; 33

31      Inclusive Education at Work: Students with Disabilities in Mainstream Schools, OECD, 1999, p. 55

[30]      A League Table of Educational Disadvantage in Rich Countries, Innocenti Report Card, Issue 4, November 2002, http:www.unicef.com.au/media_details.asp, (access. 28 November 2002)

[31]      Mr Peter Davis, Secretary, Australian Federation of Special Education Administrators, Hansard, Brisbane, 6 September 2002, p. 437

[32]      ibid. p. 439

[33]      Submission No. 27, Mr Robert Morrison, pp. 2–3

[34]      Submission No. 83, Australian Association of the Deaf, p. 2

[35]      Ms Yulia Onsman, Media Liaison Officer, Tasmanian Council of State School Parents and Friends Association , Hansard, Hobart, 3 September 2002, p. 328

[36]      Mrs Lorraine Taylor-Neumann, Convener, Special Needs Education Network, Hansard, Adelaide, 9 September 2002, p. 512

[37]      Mrs Cynthia Betterman, Member, Special Needs Education Network, Hansard, Adelaide, 9 September 2002, p. 513

[38]      Education for All: UNESCO Report Card on Inclusive Education in Australia, 2001, p. 58

[39]      Mr Peter Symons, op. cit., p. 248

[40]      ibid., p. 254

Chapter 4 - Dealing with disabilities

[1]        Professor Anthony Shaddock, Hansard, Canberra, 11 September 2002, p. 583–84

[2]        Mrs Marguerite Clark, Hansard, Hobart, 3 September 2002, p. 347

[3]        ibid., p. 346

[4]        Submission No. 198, Australian Education Union, p. 7

[5]        Ms Susan Tait, General Manager, Students and Community, Department of Education and Training, Victoria, Hansard, Melbourne, 13 August 2002, p. 304

[6]        Mrs Karen de Mar, Australian Federation of SPELD Associations, Hansard, Sydney, 2 July 2002, p. 64

[7]        Dr Paul Whiting, Australian Federation of SPELD Associations, Hansard, Sydney, 2 July 2002, p. 64

[8]        Mrs Lyn Booth, Australian Guidance and Counselling Association (NSW), Hansard, Sydney, 3 July 2002, p. 100

[9]        Submission No. 147, Action for Autism, p. 2

[10]      ibid.

[11]      Mrs Marilyn Dan, Australian Association of Teachers of the Deaf (Vic), Hansard, Melbourne, 13 August 2002, p. 294

[12]      Submission No.110, Australian Association of Teachers of the Deaf (Victoria), p. 5

[13]      ibid., p. 5

[14]      Submission No. 37, Deafness Forum of Australia (ACT), p. 9

[15]      Mr Brian Smyth King, Director, Disability Programs, NSW Department of Education and Training, Hansard, Sydney, 3 July 2002, p. 191

[16]      Submission No. 37, op cit., p. 12

[17]      ibid., p. 11

[18]      Ms Lyn Booth, President, Hansard, Sydney, 3 July 2002, p. 93

[19]      ibid., p. 103

[20]      Submission No. 137, North Queensland Attention Deficit Disorder Support Group, p. 2

[21]      ibid.

[22]      Submission No. 147, Action for Autism, p. 1

[23]      Submission No. 166, Autism Association of NSW, p. 2

[24]      Mr Robert Buckley, Action for Autism, Hansard, Canberra, 11 September 2002, p. 618

[25]      ibid.

[26]      Dr Jaqueline Roberts, Autism Association of NSW, Hansard, Sydney, 3 July 2002, p. 135

[27]      Mr Robert Buckley, op cit., p. 617

[28]      Dr Jacqueline Roberts, op cit., p. 140

[29]      Submission No. 73, Mrs Suzanne Harrison, Traralgon Deaf Facility, pp. 2–3

[30]      Submission No. 83, Australian Association of the Deaf, p. 3

[31]      Submission No. 91, Mrs Lorraine Morton, p. 1

[32]      ibid.

[33]      ibid., p. 2

[34]      The programs are: the Western Australian Conductive Hearing Loss/Otitis Media Strategy and the National Indigenous English Literacy and Numeracy Strategy for Conductive Hearing Loss. See Submission no. 244, WA Government, p. 17

[35]      Submission No. 222, Northern Territory Department of Employment, Education and Training p. 7

[36]      Submission No. 20, Mr Trent Wheeley, p. 1

[37]      Submission No. 37, op. cit.,

[38]      Submission No. 238, South Australian Government, p. 11 

[39]      Submission No. 101, Royal Blind Society, p. 3

[40]      Submission No. 99, Royal Institute for Deaf and Blind Children, p. 7

[41]      Mr John Berryman, Chief Executive, Royal Institute for Deaf and Blind Children, Hansard, Sydney, 2 July 2002, p. 26

[42]      Palmer, C., in Literacy, Numeracy and Students with Disabilities, Department of Education, Training and Youth Affairs (DETYA) Discussion Paper, 2001, p. 47

[43]      ibid., pp. 50–55

[44]      Submission No. 101, Royal Blind Society, p. 4

[45]      Submission No. 89, South Pacific Educators in Vision Impairment (SPEVI), p. 11

[46]      Submission No. 55, Blind Citizens Australia, p. 6

[47]      Submission No. 89, op. cit., p. 11

[48]      Submission No. 174, National Information Library Service, p. 8

[49]      Submission No. 112, Physical Disabilities Council of Australia, p. 3

[50]      ibid.

[51]      Physical As Anything: Collaborative Support for Students with Physical Disabilities and Medical Conditions, NSW Department of School Education, 1996

[52]      Submission No. 194, Mrs Dorothy Morris, p. 6

[53]      Submission No. 210, ME/Chronic Fatigue Syndrome Association of Australia, p. 1

[54]      Submission No. 82, ME/CFS Society (SA) Inc., p. 3

[55]      ibid., 3

[56]      Submission No. 210, op. cit., pp. 1–2; 10A

[57]      ibid., p. 3

[58]      ibid., pp. 3-4; Submission No. 82, op. cit., pp. 2-3

[59]      Submission No. 200, AUSPELD, p. 2

[60]      Jenkinson, J., Special Education: A Matter of Choice, Australian Education Review No. 46, ACER, 2001, p. 52

[61]      Mr Brian Smyth-King, Hansard, Sydney, 3 July 2002, p. 192

[62]      Ms Susan Tait, Hansard, Melbourne, 13 August 2002, p. 306

[63]      Submission No. 213, Education Queensland, p. 3

[64]      Mr Michael Walsh, Hansard, Brisbane, 6 September 2002, p. 509

[65]      Ms Alison Jacob, Hansard, Hobart, 3 September 2002, p. 388

[66]      ibid., p. 387

[67]      Submission No. 244, Department of Education, Western Australia, p. 12

[68]      Ms Patricia Winter, Disability and Professional Services, SA Department of Education and Children’s Services, Hansard, Adelaide, 3 Hobart 2002, p. 559

[69]      Dr Paul Whiting, Hansard, Sydney, 2 July 2002, p. 53

[70]      ibid., p. 57

[71]      Mr David Pearce, Hansard, Hobart, 3 September, 2002, p. 359

[72]      For a history of the debate see C. van Kraayenoord and J. Elkins ‘Learning Difficulties in Regular Classrooms’, Chapter 5 in A. Ashman and J. Elkins (eds), Educating Children with Special Needs, 3^rd edn, Prentice Hall, 1998. See Mr Michael Spurr, Australian League of Disability Associations, Hansard, 3 September 2002, p. 334 for an advocate’s view.

[73]      Mr Michael Spurr, Hansard, Hobart, 3 September 2002, p. 335

[74]      ibid.

[75]      Dr Christina van Kraayenoord, University of Queensland, Hansard, Brisbane, 6 September 2002, p. 459

[76]      Ms Kerry Mitchell, SPELD NSW, Hansard, Sydney, 2 July 2002, p. 66

[77]      Edelson, M. Centre for Study of Autism, Salem, Oregon, http://www.autism.org/irlen.html, (accessed: 18 November 2002)

[78]      Submission No. 2, Ms Olivia Baczynskyj, p. 2

[79]      Submission No. 137, North Queensland Attention Deficit Disorder Support Group, p. 1

[80]      ibid.

[81]      Submission No. 154, Neurofibromatosis Association of Australia, pp. 2–3

[82]      ibid., pp. 5–6

[83]      Submission No. 192, Australia National Training Authority, p. 9

[84]      Submission No. 240, Professor Trevor Parmenter, p. 3

[85]      Submission No. 207, University of Sydney, p. 2

[86]      Professor Trevor Parmenter, op. cit., p. 3

[87]      ibid., p. 4

[88]      Mrs Sandra Johnston, Royal Blind Society, Hansard, Sydney, 2 July 2002, p. 28

[89]      ibid., p. 31

[90]      Riches, V., ‘A Review of Transition from School to Community for Students with Disabilities in NSW’, Journal of Intellectual and Developmental Disability, 21, 1996, p. 71

Chapter 5 - Teacher training and professional development

[1]        Chapter 8, A Class Act, Senate Employment, Workplace Relations, Small Business and Education References Committee, March 1998

[2]        Mr Peter Symons, member, Australian Education Union, Hansard, Melbourne, 13 August 2002, p. 244

[3]        Associate Professor Greg Leigh, Assistant Chief Executive (Educational Services), Royal Institute for Deaf and Blind Children, Hansard, Sydney, 2 July 2002, p. 16

[4]        Dr Paul Whiting, Treasurer, Australian Federation of SPELD Associations (AUSPELD), Hansard, Sydney, 2 July 2002, p. 57

[5]        Mr Brian Smyth King, op. cit., p. 175

[6]        ibid., p. 190

[7]        Dr Paul Whiting, op. cit., p. 100

[8]        ibid.

[9]        ibid.

[10]      Professor John Elkins, Fred and Eleanor Schonell, Special Education Research Centre, University of Queensland, Hansard, Brisbane, 6 September 2002, p. 463

[11]      Submission No. 244, Department of Education, Western Australia, para. 3.7

[12]      Submission No. 29, Mrs Glenda Parkin, p. 3

[13]      Mr Peter Symons, op. cit., p. 244

[14]      Submission No. 234, Mr Richard Taffe, p. 4

[15]      Jenkinson, J., Special Education: A Matter of Choice, Australian Education Review No. 46, ACER, 2001, p. 106

[16]      Professor John Elkin, op. cit., p. 461

[17]      Mrs Lynn Booth, Hansard, Sydney, 3 July 2002, p. 100

[18]      Truen, M., van Kraayenoord, C. and Gallaher, K., ‘Preservice Education and Professional Development to Teach students with Disabilities’, in van Kraayenoord, Elkins et al, Literacy, Numeracy and Students with Disabilities, vol. 4, Department of Education Training and Youth Affairs 2000, p. 14

[19]      ibid., p. 17

[20]      Submission No. 198, Australian Education Union, p. 12

[21]      ibid.

[22]      Ms Susan Tait, General Manager, Students and Communities, Victorian Department of Education and Training, Hansard, Melbourne, 13 August 2002, p. 318

[23]      Submission No. 184, Tasmanian Department of Education, p. 17

[24]      Submission No. 213, Education Queensland, p. 9

[25]      Ms Patricia Winter, Hansard, Adelaide, 9 September 2002, p. 963

[26]      Submission No. 30, Mater Dei School, p. 6

[27]      Ms Delma Wootherspoon, Victorian Independent Education Union of Australia, Hansard, Melbourne, 13 August 2002, p. 237

[28]      van Kraayenoord, Elkins et al., op. cit., p. 8

[29]      Mr Peter Symons, op. cit., p. 250

[30]      Mr Robert Buckley, Vice President, Action for Autism, Hansard, Canberra, 11 September 2002, p. 617

[31]      Mr Brian Smyth King, op. cit., p. 175

[32]      Associate Professor Greg Leigh, Assistant Chief Executive (Educational Services), Royal Institute for Deaf and Blind Children, Hansard, Sydney, 2 July 2002, p. 16

[33]      ibid.

[34]      Mrs Marilyn Dann, Membership Secretary, Australian Association of Teachers of the Deaf (Victoria), Hansard, Melbourne 13 August 2002, p. 295

[35]      Ms Alison Jacob, Hansard, Hobart, 3 September 2002, p. 392

[36]      ibid.

[37]      Mrs Robyn Dagwell, Team Leader, School Aged Services, Royal Blind Society, Hansard, Sydney, 2 July 2002, p. 34

[38]      Mrs Helen Lunn, Manager, Child and Family Services, Royal Blind Society, Hansard, Sydney, 2 July 2002, p. 34

[39]      Mrs Sandra Johnston, Parent Representative, Royal Blind Society, Hansard, Sydney, 2 July 2002, p. 33

[40]      Submission No. 99, Royal Institute for Deaf and Blind Students, p. 13

[41]      ibid.

[42]      Submission No. 229, Mr Greg Lee, p. A8 ff

[43]      Submission No. 235, Mrs Cristina Taffe, p. 2

[44]      ibid.

[45]      Submission No. 234, Mr Richard Taffe, p. 2

[46]      Submission No. 222, Northern Territory Government, p. 6

[47]      See Submission no. 222, Northern Territory Government; No. 37, Deafness Forum of Australia ACT; Submission No. 20, Mr Trent Wheeley.

[48]      Submission No. 20, Mr Trent Wheeley, p. 1

[49]      Submission No. 238, South Australian government, p. 11

[50]      Submission No. 20, op. cit., p. 1

[51]      ibid., p. 1

[52]      Submission No. 244, op. cit., p. 8

[53]      Submission No. 20, op. cit., p. 2

[54]      Submission No. 244, op. cit., p. 9

[55]      Jenkinson, op. cit., p. 108

Chapter 6 - Disabilities and post-secondary education

[1]        Submission No. 178, Department of Education Science and Training, p. 22

[2]        Submission No. 191, Australian National Training Authority, p. 3

[3]        Submission No. 124, National Centre for Vocational Education Research Ltd, pp. 7–8

[4]        Ms Moira Scollay, CEO, ANTA, Hansard, Brisbane, 6 September 2002, p. 445

[5]        Bridging Pathways: A National Strategy from 2000 to 2005, Australian National Training Authority, p. 5

[6]        ibid., p. 5

[7]        ANTA Annual Report, 2001–2002, p. 74

[8]        Australian Vocational Education and Training Statistics 2000: Students with a Disability in Vocational Education and Training, NCVER, p. 10

[9]        Ms Moira Scollay, op. cit., Hansard, p. 444

[10]      Mr Bruce Mackenzie, Deputy Chair, TAFE Directors Australia, Hansard, Canberra, 11 September 2002, p. 628

[11]      ibid., p. 624

[12]      Submission No. 70, University of Newcastle, p. 1

[13]      Students with Disabilities: Code of Practice for Australian Tertiary Institutions,

http://www.qut.edu.au/pubs/disabilities/national_code/code.html (access: 18 November 2002)

[14]      Guidelines Relating to Students with Disabilities, Australian Vice-Chancellors’ Committee, December 1996, http://www.avcc.edu.au/news/public%5Fstatements/publications/gldisab.htm (access: 17 November 2002)

[15]      Register of Disability Discrimination Act Action Plans, Human Rights and Equal Opportunity Commission, http://www.hreoc.gov.au/disability_rights/action_plans/Register/register.html

(access: 18 November 2002)

[16]      Mr Martin Fathers, Chair, Education Working Party, Disability Advisory Council of Victoria, Hansard, Melbourne, 12 August 2002, p. 216

[17]      Miss Rebecca Tomilson, President, Monash Student Association, Hansard, Melbourne, 13 August 2002, p. 255

[18]      Ms Karen Knight, Board Member, Blind Citizens Australia, Hansard, Brisbane, 6 September 2002, p. 475

[19]      Access is the proportion of commencing students that report that they have a disability on their enrolment form.

[20]      Characteristics and Performance Indicators of Australian Higher Education Institutions, 2000

[21]      2000–2002 Triennium Equity Plans, Department of Education, Science and Training, p. 16

[22]      Submission No. 60, Tasmanian Tertiary Education Disability Advisory Council, p. 2

[23]      Submission No. 102, Griffith University, p. 7

[24]      Submission No. 129, Royal Melbourne Institute of Technology, p. 2

[25]      Submission No. 54, National Regional Disability Liaison Officer Initiative, p. 2

[26]      Storm or Sea Change: Meeting the Challenges of Providing Tertiary Materials in Accessible Formats for Students with Print Disabilities, A Discussion Paper, HREOC, May 2002, p. 9

[27]      Storm or Sea Change: Meeting the Challenges of Providing Tertiary Materials in Accessible Formats for Students with Print Disabilities, A Discussion Paper, HREOC, May 2002, p. 9

[28]      Submission No. 116, Central Queensland University, p. 3

[29]      For example, the University of Newcastle

[30]      Leung, P., et al, Assistive Technology: Meeting the Needs of Students with Disabilities in Post-Secondary Education, Department of Education, Training and Youth Affairs, November 1999.

[31]      ibid., p. 10

[32]      Submission No. 102, Griffith University, p. 18

[33]      ibid., p. 35

[34]      ibid., p. xi

[35]      ibid., p. 26

[36]      Ms Jane Evans, General Manager, National Information and Library Service, Hansard, Melbourne, 13 August 2002, p. 274

[37]      Ms Karen Knight, op. cit., p. 477

[38]      Submission No. 116, Central Queensland University, p. 4

[39]      Submission No. 186, University of Melbourne, p. 7

[40]      Ms Karen Knight, op. cit, p. 475

[41]      Ms Sandra Norris, Counselling and Disability Services, University of Western Sydney, Hansard, Sydney, 3 July 2002, p. 151

[42]      Associate Professor Marsha Durham, Dean of Students, University of Western Sydney, Hansard, Sydney, 3 July 2002, p. 151

[43]      Ms Lin Martin, Vice-Principal and Academic Registrar, University of Melbourne, Hansard, Melbourne, 13 August 2002, p. 261

[44]      Submission No. 70, University of Newcastle, p. 2

Chapter 7 - The disability discrimination ACT and the role of the Commonwealth

[1]        Independent schools are a diverse group of non-government schools serving a range of religious or other communities.

[2]        Submission No. 175, National Council of Independent Schools Association, p. 5

[3]        Submission No. 149, National Catholic Education Commission, p. 1

[4]        Submission No. 175, op.cit., p. 8

[5]        Submission No. 183, Catholic Education Commission, NSW, p. 7

[6]        Finney v Hills Grammar School [2000], EOC 93–087

[7]        ibid.

[8]        ibid., s.7.6

[9]        Submission No. 175, National Council of Independent Schools Association, p. 8

[10]      Banks, R. and Kayes, R., The Disability Discrimination Act: Working Towards Compliance in Education, A discussion paper for Disability Discrimination Act Standards Project, July 1999, p. 9

[11]      Register of Disability Action Plans, Human Rights and Equal Opportunity Commission, http://www.hreoc.gov.au/disability_rights/action_plans/Register/register.html#educ
(access. 12 November 2002)

[12]      Submission No. 186, University of Melbourne, p. 8

[13]      See Disability Discrimination Act 1992, subsection 31 (3)

[14]      Submission No. 212, Victorian Department of Education and Training, p. 33

[15]      Keeffe-Martin, M., ‘Legislation Case Law and Current Issues in Inclusion: An Analysis of Trends in the United States and Australia’, Australia and New Zealand Journal of Law and Education, Vol. 6, 2001, p. 33

[16]      See Disability Discrimination Act 1992, section 132

[17]      The DDA Standards Project was established to coordinate disability sector input into the development of disability standards under the Disability Discrimination Act. The Attorney‑General’s Department funds the Standards Project.

[18]      Mr Tony Greer, Group Manager, Schools Group, Department of Education, Science and Training, Hansard, Canberra, 11 September 2002, p. 651

[19]      Ms Sue Egan, Executive Officer, Hansard, Brisbane, 6 September 2002, p. 469

[20]      Ms Sandra Kalms, Executive Coordinator, Queensland Parents for People with a Disability, Hansard, Brisbane, 6 September 2002, p. 415

[21]      Submission No. 215, Independent Education Union, p. 1

[22]      Submission No. 14, Australian Parents Council, p. 6

[23]      Hansard, Brisbane, 6 September 2002, p. 457

[24]      Ms Michelle O’Flynn, Queensland Parents for People with a Disability, Hansard, Brisbane, 6 September 2002, p. 413

[25]      Keeffe-Martin, M., op. cit, p. 40

[26]      Annual Report for the Human Rights and Equal Opportunity Commission 2000–2001, Part 2

[27]      Submission No. 110, Australian Association of Teachers of the Deaf, p. 1

[28]      Submission No. 118, Association of Independent Schools—WA, p. 5

[29]      Submission No. 2, Ms Olivia Baczynskyj, p. 2

[30]      Submission No. 190, Mr James Bond, p. 5

[31]      Department of Education, Science and Training, answer to question on notice taken Canberra, 11 September 2002

[32]      Department of Education, Science and Training, answer to question on notice taken Canberra 11 September 2002

[33]      Graeme Innes, Deputy Disability Discrimination Commissioner, Presentation to Disability Studies and Research Seminar, 19 July 2002  http://www.hreoc.gov.au/disability_rights/speeches/ris.htm (access. 24 October 2002)

[34]      Ms Kerry McMinn, Department of Education, Hansard, Hobart, 3 September 2002, p. 387

[35]      Ms Stephanie Page, Department of Education and Children’s Services, Hansard, Adelaide, 9 September 2002, p. 553

[36]      Submission No. 238, Department of Education, Training and Employment, South Australia, p. 29

[37]      Submission No. 212, Department of Education and Training, Victoria, p. 32

[38]      ibid., p. 212

[39]      Submission No. 213, Education Queensland, p. 258

[40]      Department of Education, Science and Training, answer to question on notice taken Canberra, 11 September 2002

[41]      Australian Social Trends 2000 Education—Participation in Education: Disability and Schooling, Australian Bureau of Statistics, p. 2

[42]      Department of Education, Science and Training , answer to question on notice taken Canberra, 11 September 2002

[43]      Commonwealth Programs for Schools Quadrennial Administrative Guidelines 2001–2004, Department of Education, Science and Training, p. 70

[44]      Submission No. 215, Independent Education Union, p. 12

[45]      Table compiled from data provided by the Department of Education, Science and Training, answer to question on notice taken Canberra 11 September 2002

[46]      Mr Peter Crimmins, Executive Officer, Australian Associations of Christian Schools, Hansard, Sydney, 3 July 2002, p. 164

[47]      Submission No. 175, National Council of Independent Schools Associations, p. 12

[48]      Submission No. 118, Association of Independent Schools, Western Australia, p. 5

[49]      Submission No. 120, Queensland Catholic Education Commission, p. 3

[50]      Ms Delma Wotherspoon, Victorian Independent Education Union of Australia, Hansard, Melbourne, 13 August 2002, p. 231

[51]      Submission No. 215, Independent Education of Australia, p. 12

[52]      Mr Stephen O’Doherty, Chairman, Australian Associations of Christian Schools, Hansard, Sydney, 3 July 2002, p. 160

[53]      ibid., p. 163

[54]      Submission No. 183, Catholic Education Commission, New South Wales, p. 11

[55]      Information and Research Services, Department of the Parliamentary Library. For methodology please see Appendix 6.

Appendix 5 - State Government funding eligibility criteria

[1] Accessed 25 September 2002,via World Wide Web http://www.det.nsw.edu.au/disabilityaccess/contacts/abbrscho.htm

[2] Jenkinson, Josephine, 2001, Special education: a matter of choice, ACER Press, Melbourne, p. 46

[3] Accessed 24 September 2002, via World Wide Web, http://www.sofweb.vic.edu.au/welfare/pdf/2003PSDHandbook.pdf

[4] Accessed 24 September 2002, via World Wide Web, http://www.education.tas.gov.au/equitystandards/disability/guidelines.htm

[5] South Australian Department of Education, Training and Employment Submission number 238, Appendix 5

[6] ibid.

[7] ibid

[8] ibid.

[9] ibid.

[10] Accessed 18 September 2002,via World Wide Web, http://www.schools.sa.gov.au/schlparents/

[11] Accessed 10 September 2002,via World Wide Web, http://www.eddept.wa.edu.au/SAER/policy/intedis.htm

[12] Accessed 10 September 2002,via World Wide Web, http://www.eddept.wa.edu.au/SAER/policy/phydis.htm

[13] Accessed 10 September 2002,via World Wide Web, http://www.eddept.wa.edu.au/SAER/policy/visimp.htm

[14] Accessed 10 September 2002,via World Wide Web, http://www.eddept.wa.edu.au/SAER/policy/autism.htm

[15] Accessed 10 September 2002,via World Wide Web, http://www.eddept.wa.edu.au/SAER/policy/hearimp.htm