Association for Behavior Analysis International

In 2016, the Victorian Government undertook a comprehensive review of its Program for Students with Disabilities (PSD). The review found that, while the PSD delivers substantial funding to support students with disabilities, there are significant weaknesses in its design, implementation and accountability. Specifically, the review found that (a) Victoria lacks a clear inclusive education policy and framework, (b) inclusion of all students requires a sustained investment in the education workforce’s training and professional learning opportunities, (c) there is a lack of accountability and transparency for funding and outcomes for all students with disabilities, and (d) a more effective approach to identify and support students with disabilities is required (www.education.vic.gov.au). As a result of these findings, The Victorian Department of Education and Training is now delivering an inclusive education agenda to give schools extra resources, support and guidance, with a focus on developing the knowledge and skills of school staff, and giving schools clearer guidance and specialist support to better respond to the needs of students with disabilities. In this symposium, we will present the findings from several current projects designed to directly address the issues highlighted by the Victorian Government in the 2016 review.

This research aims to shed light on current disadvantages facing students with disability by applying a human rights analysis to the experiences of children with disability in the Victorian mainstream government school system. It highlights areas in which progress has been achieved, and those in which children with disability continue to experience discrimination and disadvantage. The report offers recommendations which are intended to strengthen the current reform process, and to assist the Department of Education and Training to protect and fulfil the rights of children with disability. Our findings are based on almost 100 interviews with stakeholders, including former students, school staff (including principals, teachers and support staff), and individuals working to support and represent them. The research also draws on detailed analysis of relevant policies and laws, in particular the Charter of Human Rights and Responsibilities Act 2006 (Vic) and state and federal anti-discrimination legislation. Of particular relevance, our research findings highlight the need for additional capacity building supports for classroom teachers, teacher’s aides, and student support service professionals who work directly with children with disability in Victorian schools.

The Government of Victoria has recently launched an inclusive education reform agenda, which has included a considerable boost to funding. As part of this reform agenda, over 300 Victorian government schools have or soon will adopt the School Wide Positive Behaviour Support (SWPBS) framework to promote student engagement and well-being. SWPBS uses a tiered response-to-intervention framework which invests in prevention (Tier I), identifies and provides targeted, individualised, and small group interventions for students not responding to prevention (Tier II), and utilises function-based, individualised, and intensive interventions for students requiring further support (Tier III). Within the Victorian Department of Education, processes and resources are being established to ensure implementation is sustained at the state-level. In light of this, we conducted a systematic literature review to identify the factors that impede or enhance the successful and sustained implementation of SWPBS. Appropriate resourcing and the presence of an effective SWPBS support team were noted to be the most critical factors enabling the implementation of SWPBS, at both the school and state/district level. In this presentation, we will discuss the strengths and limitations of this body of literature, and propose several best practice recommendations for sustained implementation of SWBPS in Victorian schools.