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DISABILITY FRAMEWORK FOR ACTION 2005-2010

Annual Report to the

Premier’s Disability Advisory Council (PDAC)

September 2013

Department of Education

Disability Framework for Action 2005-2010Department of EducationAnnual Report to PDAC

Brief message from the Secretary

I am pleased to present the Department of Education Annual Report on the Disability Framework for Action 2005-2010 to the Premier’s Disability Advisory Council (PDAC).

This report highlights the progress made in the period July 2012 to June 2013 with implementation of the Department of Education Disability Action Plan strategies and initiatives.

In prioritising our strategies and initiatives in 2013, we have considered the feedback provided by PDAC in the Report on Agency Implementation of the Disability Framework for Action (2012), particularly in terms of implementing the recommendations of the review of the Disability Standards for Education and the More Support for Students with Disability National Partnership Agreement.

This report reflects the Department’s strong focus on service provision and program delivery and the firm efforts we are making to improve access and support for people with a disability.

The initiatives detailed in the report demonstrate the Department’s commitment to providing high quality services for learners at every stage of development and throughout their lives with a focus on ensuring that all members of the community have equal access to these services.

The Minister for Education and Skills recently released a proposed model to increase assistance for students with learning support needs and their families. The proposed model ‘Respectful Schools – Supporting Student Need’ has been developed as a transitional model for 2014 in a move towards national consistency for disability funding in education in 2015.

I look forward to our continuing collaborative relationship with PDAC as we work toward continuing to delivery equal access, improved services and opportunities for people with a disability.

Colin PettitSecretary

1. Access to Services and Programs

Actions/initiatives1(a) More Support for Students with Disability National Partnership Agreement

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1(b) Disability Standards for Education, 20051(c) Launching into Learning (Lil)1(d) Child and Family Centres (CFCs)1(e) The Tasmanian Adult Literacy Action Plan 2010 - 2015

1(a) More Support for Students with Disability National Partnership AgreementFunding was made available from the Federal 2011/12 budget to all school sectors (state government, catholic and independent) to support programs for students with disability.

The funding available to the state government system in Tasmania totalled $3.8m commencing March 2012 has been extended to include 2014.

The funding was delivered through a National Partnership Agreement to ensure schools and teachers are better able to support students with disabilities, contributing to improved student learning experiences, educational outcomes and transitions to further education or work.

The funding must be used to meet outputs devised at the Federal level within the advised time line, therefore consideration of sustainability is important and is addressed by focussing on building professional expertise, skills and knowledge through professional learning using train the trainer and cascade models.

Components within the plan were developed in consultation with a range of key stakeholders including TPA, Special and Additional Needs Principal’s Reference Group, Managers School Support, support staff and peak parent associations and disability groups.

The most significant change

Within DoE schools in Tasmania the project funding is focussing on achieving the following outputs: Training for teachers to build their skills in special education. Training for all school staff to improve understanding of their obligations under the Disability

Standards for Education (DSE), 2005 and how to meet those obligations. Assistive technology to support the teaching and participation of students with disability. Training for teachers to strengthen their skills in the use of assistive technology within the

classroom. Additional support for students with disabilities to transition effectively between the stages of

schooling and /or from schooling into further education, training or employment.

Why significant?The above programs and strategies support the achievement of Tasmanian schools becoming more inclusive of students with disabilities through better understanding of the provisions within the Disability Standards for Education (DSE); teachers having greater capacity to identify and address the educational needs of students with disabilities and tailor learning programs to meet their individual needs; and ensuring greater access to and engagement with the curriculum for students with disability through assistive technology.

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Evidence of the change

a) Provision of professional learning for teachers and teacher aides in disability A license has been purchased that allows all staff within DoE to access a range of online

professional learning modules across a range of disability areas. Twenty-three staff including specialist support staff and class teachers have been trained as

facilitators to support the use of online disability modules within schools. Allocations for teacher and teacher aide relief have been made to schools to support staff in

accessing the online learning programs. Completed modules are outlined below with staff numbers included:

Module StaffingMotor Co-ordination Difficulties 62Managing Behaviour Difficulties 194Dyslexia 111Speech and Language Communication 82Autism Spectrum Disorder 196Vision and hearing Loss 8Total 653968 total places672 individuals enrolled with a 83.3% completion rate

Modules have been exceptionally well received both for the flexible format provided for access to professional learning and the quality of the content.

Modules currently take between 12 and 25 hours for completion depending on the topics. Vision and Deaf modules have been rolled out during term 2, 2013. The outcome for this activity has been to build the skills, knowledge and expertise of staff

working with students with disability.

b) Provision of professional learning for principals and school leaders Through the Professional Learning Institute a four day spaced program titled Empowering

Diversity in our Schools was offered in 2012 and again in 2013. This has focused on current research and practice that builds inclusive school cultures linked

to the school improvement agenda; the implementation of the Disability Standards for Education, 2005; the use of the tool The Index for Inclusion; and work relating to the effective use of support staff and paraprofessionals in inclusive schools.

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c) Purchase of assistive technologies The provision of current technologies supports students with disability in both special and

mainstream schools to access and engage in the broader curriculum but especially in literacy learning and augmented communication.

To date 658 iPads, covers, and iTunes support has been purchased and allocated for individual student use.14 interactive whiteboards were allocated to special schools and a range of assistive technologies for students in mainstream schools with vision impairment including Braille display devices, portable magnification devices and upgraded JAWs and Duxbury licenses.

d) Understanding the Disability Standards for Education (DSE) Access to an online interactive learning module on the DSE, outlining responsibilities and

implications for school practice has been developed in collaboration with other state jurisdictions and University of Canberra. This module has been used through principal networks and with school staff. Further information about this e-learning is available at 1(b) below.

e) Professional learning in the use of assistive technologies Professional learning has been provided for Inclusive Learning Leaders, teachers and teacher

aides in the use of assistive technologies for communication and literacy development for students with disability.

iPads in Education courses have been run in each Learning Service in term 1 with follow up sessions in term 3.

The term 3 sessions saw 37 teachers in the South, 30 in the North and 38 in the North West participate to further their skills.

A Network of staff in each Learning Service have continued to support classroom teachers in the rollout of iPad technologies through the provision of training sessions in schools and across Learning Services.

Specialist training has been undertaken by all Vision resource teachers in the state to enhance the knowledge and skills of this group in the use of the technologies.

All teachers of the Deaf have attended a two day workshop to support their understandings of the use of iPads in support of students with hearing impairment.

Specialist communication apps have been provided to 93 students across the state. 68 speech and Language Pathologist have undertaken training that has been offered in the

use of communication apps with non-verbal students.

f) Transition support To reduce problems and stress during transition for students with disability and their families,

a set of materials and resources for use by schools and families is under development in collaboration with TASCARE to support effective transition between stages of schooling.

Professional learning sessions in each Learning Service for school leaders, including principals, support school managers, inclusive learning leaders, support teachers and community leaders have been well received. The focus of these was to explore effective partnerships and processes between families, schools and agencies for the benefit of students with disability.

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A series of forums for parents and community members have been developed and conducted throughout March 2013. These forums are for parents and family members of children/young people with disability

of any stage of education or care with the purpose of supporting and equipping parents to participate in the successful transition of their child through the education system.

The forums were facilitated by ‘ImagineBetter’ a parent organisation in New Zealand in conjunction with the Transition Project officer and parents sharing their experiences and insights.

Class teachers, support services staff and families (where possible) worked collaboratively to develop transition plans for students with disability.

Allocations were made to 74 schools (primary and secondary schools, colleges and special schools) totalling $168 723 in support of transition processes at the beginning of November 2012.

A further $160 000 will be allocated from July 1st, 2013 in support of transition processes for students with disability moving 2013/14.

Allocations for 2014 will be made through Learning Services. An app for use on smart phones and tablets is currently being devolved in collaboration with

TASCARE to assist families with the transfer of information about students at key transition point.

Emerging issues/challenges?The funding agreement will cease at the end of 2013. We are currently awaiting further information relating to the proposed model ‘Respectful Schools – Supporting Student Need’ as recently released by the Minister for Education and Skills (see attached Fact Sheet).

1(b) Disability Standards for Education, 2005An e-learning resource is being developed collaboratively by the University of Canberra and education jurisdictions (including DoE) to improve participants’ capacity to enact their obligations under the Disability Discrimination Act and the Disability Standards for Education (“the Standards”) 2005.

Different states and territories are collaboratively funding the research and development of different elements of the resource. Once developed, these elements will be amalgamated and made available to all funders.Already mentioned

Why significant?

This e-learning is targeted to meet the different learning needs of key client groups (i.e. school teachers and administrative staff, educational leaders, and parents and caregivers) with a common core of content material and is designed to develop the learner’s practical skills and strategies in regard to meeting the Disability Standards for Education through interactive, experiential learning, such as scenario-based problem solving.

The resource is designed so that learning can be delivered at several levels to meet the needs of individual participants, schools and system authorities:

The Most Significant ChangeIn each course participants will proceed through a series of compliance lessons, and then work through the remaining material within the course to achieve desired learning outcomes.

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All learning material, including compliance lessons, will be presented in the following courses to reflect the learner’s specific context:

1. Early Childhood – Prior to Full-time School 5. Senior Secondary

2. Early Childhood - School 6. Educational Leaders

3. Primary 7. Parents and Community

4. Junior Secondary 8. Education Assistants

The research and development phase also involves a needs assessment through a client survey of potential learners, in addition to an assessment of the immediate effects of completing the compliance lessons. This data will not only guide the development of the resource, but the information can be used by the client as an evidence basis for policy development.

The final critical stage of product development is an impact assessment consisting of a baseline and long term survey to determine the influence of the e-learning resource and to inform future directions for policy and product redevelopment.

Course DesignMost courses have eight on-line lessons specific to the target audience and contain:

conceptual material to present relevant core concepts; scenario-based learning using a guided experiential instructional approach to introduce concepts, procedures, and processes;

on-line assessment exercises and quizzes; further readings and resources; and provision for feedback to inform future development.

Compliance Training (3 lessons to be rolled-out in early 2013) Within the resource there will be a Core Content Module of 3 lessons (involving conceptual

lessons, some scenarios and on-line assessment) that will take approximately 2 hours to complete.

Taken alone, the Core Content Module will be sufficient for basic compliance training.

Self-paced professional learning (full 8 lessons to be rolled-out in the second half of 2013) The full suite of lessons in each course will provide a minimum of 10 hours of individualised

professional learning (including the core content module) and on-line assessment that could be recognised by teacher registration authorities as self-paced professional learning.

Applied and interactive professional learning The resource will be designed to support applied and interactive learning over a sustained

period when used within a Learning Management System (LMS) such as Moodle. Learning would be delivered through a collaborative and communicative facility that promotes

the deepening of knowledge, skills and understandings over time. The e-learning resource would be used by tutors and mentors to support applications,

reflections and conversations within professional communities of practice, both face-to-face and on-line.

This approach would enable participants to apply their learning in the workplace and would promote sustainable long-term learning around the Standards.

This learning could potentially lead to advanced standing in a postgraduate program of study such as a Graduate Certificate of Masters Degree.

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Evidence of the change

The roll out commenced late May 2013 starting with the Educational Leaders course.

To date 1888 DoE staff have enrolled in the Educational Leaders online modules with 1350 completed lesson 1-3. (70% completion rate).

The senior Secondary course has been released and 273 staff have enrolled with 19% of these having completed units 1-3 at this point in time.

1(c) Launching into Learning (Lil)Launching into Learning began as a project in 2006 to support parents with children aged from Birth to four years as their child’s first, ongoing and often most influential teacher. This project is recurrently funded.

The Most Significant ChangeFunding has been provided to all schools since 2012.

Why significant?LiL aims to provide support and intervention in the early years in recognition that this will be more effective in achieving a wider range of successful outcomes for students than interventions later in life.

The focus is on working with parents, partnerships with other services, and working with families with young children who find it hardest to access services. This offers a very early entry point to families with children with a disability. It is often the first contact with services providing opportunity for referral to other services and assessment.

Evidence of the changeIn 2009, a longitudinal study was commenced to measure the effects of LiL on student outcomes. This study looks at the performance of students at government schools as measured by the Kindergarten Development Check (KDC), Performance Indicators in Primary Schools (PIPS) and (in the future) Year 3 National Assessment Program – Literacy and Numeracy (NAPLAN) results over the period from 2008 onwards.

Analysis through this Study of 2012 data has produced the following findings:

In relation to PIPS the LiL group had an improvement of 9.6 percentage points in reading and 6.4 percentage points in numeracy.

In relation to KDC the LiL group achieved an increase of 9.8 percentage points in the number of children who achieved all KDC performance indicators when compared to the non-LiL group (from 66.7% for non-LiL students to 76.5% for LiL).

The biggest performance gains occurred in the children from more disadvantaged socioeconomic backgrounds (the same occurred for the previous LiL cohort.

On average, children from all socioeconomic backgrounds obtained an increase in performance through participating in LiL.

On average, the LiL children attended 2 days more in Prep than the non-LiL group.

Anecdotal information continues to indicate that very young children with a disability and developmental delay are being identified earlier and are being supported in a family friendly environment alongside other families within their local community through a range of LiL programs and initiatives.

1(d) Child and Family Centres (CFCs)

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CFCs provide a range of integrated services that support families with the health and wellbeing, learning and development of children from birth to school age, preparing them for a healthy life and success at school.

The Most Significant Change

Nine state government funded CFCs have been open since April 2013. A total of 10 are funded by the state. The Tasmanian Planning Commission approved the

development of the George Town Child and Family Centre as part of a HUB development on July 26th 2013. Submissions have now been prepared for the Parliamentary Standing Committee on Public Works for the final approval.

Two Indigenous CFCs have been funded by the Commonwealth (Bridgewater and Geeveston).

The Aboriginal CFC operates at Risdon Cove (The state contributed $1m to the building of this centre.)

Local Enabling Groups (LEGs) were formed to guide the service and development of each CFC. In some communities these are transitioning to Advisory Groups to support the ongoing development of the Centres and implementation of integrated service delivery.

Centres Leaders and Community Inclusion Workers are employed in all CFCs.

To support the change, the Tasmanian Early Years Foundation (TEYF) granted funds to support an Action Research project and a Learning and Development Strategy for CFCs until June 2013.

As a part of the Learning and Development Strategy, each CFC community, through its Local Enabling Group, has the opportunity to work in a facilitated process focusing on a number of key concepts. These include:

the factors required in the learning and development approach; planning and researching; identifying the focus of the program; and determining the approach to be taken.

The CFC Statewide Outcomes Framework identifies broad outcomes, objectives, strategies and activities of CFCs and how progress towards these outcomes may be monitored.

The outcomes framework provides a common point of reference to guide consistent planning, review and monitoring across all CFCs and is intended to provide direction and a consistent message regarding the statewide vision and goals of CFCs. In each community this Outcomes Framework provides a back drop to facilitate discussions to enable service providers and community members to design a local vision and outcomes statement.

The project plan for the Evaluation and data collection strategy for Child and Family Centres is progressing well. The objective of the project is to develop and implement a sustainable evaluation and data collection methodology for the Child and Family Centres (CFC). This will support the evaluation of the CFCs against the State-wide Outcomes Framework and assist the CFCs in their service delivery to achieve the Department of Education CFC Strategic Plan.

Some of this work will be carried out in partnership (MoU to be developed) with the Telethon Institute for Child Health Research (TICHR).

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Why significant?The aim of CFCs is to improve the health, well-being, education and care outcomes of children from birth to age 5 by supporting and empowering families in their parenting role and enhancing accessibility to services within the local community. The CFCs aim to strengthen local communities and to also offer pathways to training and employment. In order to achieve these aims, the centres require services and staff to work in a collaborative and integrated way.

The initiative strives to develop and provide collaborative and integrated service delivery models by working in partnership with families and other government, non-government and community service providers.

The CFC initiative supports research evidence which confirms learning and development in early childhood particularly during the first three or four years is crucial to establishing success throughout life.

The establishment of CFCs provides more opportunities to support families with children with a disability and developmental delay in inclusive environments within their local community.

Evidence of the changeEarly Childhood Intervention Services (ECIS) and a small number of childrens’ therapy services are using an outreach model to support children with a disability and their families in their local community at the CFCs. In Burnie the CFC and the ECIS are co-located and aim to work closely to provide an integrated service model.

Additional information relating to the CFCs and LiL: Professional Learning Initiatives

A number of quality evidence based approaches continue to be implemented across CFC, LiL and Early Childhood Intervention Services. These include Family Partnership Training (FPT) and Empowering Parents Empowering Communities (EPEC).

FPT courses continue to be facilitated across the State this year and participants from CFC and LiL communities have trained together. A significant number of service providers across agencies are now trained in Family Partnership and it is accepted as core professional learning for staff working with parents and young children. There is evidence that the Family Partnership Framework is being actively used and supporting the development of common approach to work in partnership.

EPEC continues to be offered in Child and Family Centre Communities across the State, approximately another 70 parents will have completed the Being a Parent Course in 2013 and 18 trained as local parent facilitators to enable more courses to be delivered. Two of the trained facilitators have successfully gone onto further study and employment.

Emerging Issues /challenges?Whilst it is acknowledged, and detailed above, that much has occurred throughout the year to support understanding of integration and integrated service delivery this will remain an ongoing challenge as service providers learn about and implement the changes required.

There is anecdotal evidence of two way referrals between Early Childhood Intervention Services and LiL. Whilst a systematic approach to capturing this data has not yet occurred, this will continued to be investigated in collaboration with Educational Performance Services for incorporation into the Longitudinal Study.

This data will allow us to track the pathway of support provided to children with a disability to ensure integrated, cohesive services are provided at local level in the child’s own community.

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1(e) The Tasmanian Adult Literacy Action Plan 2010 - 2015The Adult Literacy Action Plan proposes a number of strategies to address the low levels of literacy within the Tasmanian community.

The Most Significant ChangeAs part of this Plan a network of literacy coordinators has been established throughout the State who are supported by a pool of trained volunteer tutors to drive the Adult Literacy Network. The Action Plan includes the $1m Adult Literacy Investment Fund which includes funding for literacy skills development projects across the LINC network, including projects targeting the needs of a particular community or client groups. Partnerships with community organisations are instrumental in raising public awareness of the importance of literacy skills and are a highly valued component of the literacy program.

The Action Plan includes the $1m Adult Literacy Investment Fund which includes funding for literacy skills development projects across the LINC network, including projects targeting the needs of a particular community or client groups within Tasmania.

A network of literacy coordinators has been established throughout the State and is supported by a pool of trained volunteer tutors to drive the Adult Literacy Network.

LINC services work with disability service providers and community organisations to identify and support those who could benefit from core skills programs.

An example of an innovative partnership is the Launceston LINC team’s work with a disability service provider to build the provider’s capacity to meet the literacy needs of its clients.

This arrangement provides support and resource materials for the ‘First Gear’ program whereby the provider works with clients to learn the road rules prior to coming to LINC Tasmania for testing.

Skills Tasmania administers a grants program, the 26TEN Grants Program. It has two aspects:

The employer stream funds projects where employers pledge to support the development of literacy skills for employees within their organisations by allowing employees to participate in literacy support projects and training during work hours.

The community stream funds projects with community partnerships and innovative approaches for specific target groups, including people with a disability, to improve the core skill levels of Tasmanian community members in order to improve access to further education, training and employment.

Why significant?A report produced for LINC Tasmania to determine Adult Motivations for Learning Core Skills found that people with a disability require greater assistance to access literacy programs and programs need to give greater consideration the needs of these consumers.

Evidence of the changeLINC services work with disability service providers to identify those who could benefit from core skills programs. An example of an innovative partnership is the Launceston LINC team’s work with a disability service provider to build the provider’s capacity to meet the literacy needs of its clients. This arrangement has initially provided support and resource materials for the ‘First Gear’ program whereby the provider works with clients to learn the road rules prior to coming to LINC Tasmania for testing.

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In 2013, through the 26TEN Grants Program, five grants were made to the value of $173,172 listed below. These projects include: delivering English language and literacy training to deaf adults using instruction methods in both English and Auslan, literacy support for people with mental illness at the Eureka Clubhouse, in several supported workplaces, and aboriginal youth in a rural area.

Year Program Project Name Organisation2013 Employer Literacy Support – ADE and Youth Pathways OAK Tasmania2013 Community Literacy Support – Huon Trade Training Centre OAK Tasmania2013 Community Signing Up for Literacy Tasmanian Deaf Society2013 Community Clubhouse Education Program Colony 47

Eureka Clubhouse2013 Community Book Club SelfHelp Workplace

2. Access to Employment Opportunities, Career Development, Retention and Recruitment

The current State Service Vacancy Control Process directly restricts the achievability of the employment target of 10% of employees with a disability.

The Department continues to participate in programs such as DPAC’s ‘Willing and Able Mentoring Program’ providing opportunities for university graduates with a disability to gain experience in an area of their choice.

All DoE recruitment and employment policies and practices are inclusive of people with a disability.

Anecdotal evidence suggests that the level of employees identifying as being a person with a disability is not necessarily reflective of the actual number.

Actions/initiativesPartnerships in Teaching Excellence (PiTE) scholarship

The most significant changeIn 2012, the Department introduced a significant employment initiative, as part of the PiTE program. The PiTE program is DoE’s core graduate recruitment program for teaching staff. A scholarship place was identified specifically for a Bachelor of Education or Master of Teaching student with a disability in the 2012 PiTE program. The scholarship was again advertised to eligible UTas students in September 2012 for the 2013 year but no applications were received.

Why significant?This scholarship provides financial support, mentoring and professional development opportunities during the final year of the Bachelor of Education or Master of Teaching as well as guaranteed permanent employment upon successful completion.

Evidence of the changeUnfortunately the scholarship program failed to attract any applicants.

Emerging issues/challenges for this outcome areaThe current PiTE Scholarship program may not continue beyond 2013 as the Department is currently reviewing options for graduate recruitment.

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3. Access to Buildings, Facilities, Venues and Off-Premises Events

Actions/initiativesa. Access requirements under the DDAImproved accessibility for new and redeveloped schools.

b. Minor Works Program 2012-13This program included the provision of ramps and grab rails, upgraded toilet facilities and other minor works associated with improving disabled access for students and community members with a disability.

c. Capital Investment Program (CIP) 2012-13The completion of the Building the Education Revolution (BER) element of the Nation Building Economic Stimulus Plan also provided a range of new facilities and upgrades to existing facilities in many schools, with students, teachers and members of the community (including people with a disability) utilising new and refurbished buildings that are compliant with the current Building Code of Australia and its access provisions.

Works included the redevelopment of internal and external areas to improve access for people with a disability, provision of new accessible toilets and upgrade of existing accessible toilets, provision of accessible change facilities, parking, ramps and other works associated with improving overall access and facilities for people with a disability.

As a follow on from the BER program the provision of new and redeveloped schools together with the closure of older schools with out-dated or no access for people with a disability has continued to be a major thrust in 2012-13.

The CIP, with the assistance of funding from the sale of vacated sites, supported the following initiatives which meet the revised Building Code of Australia standards and provide access for people with a disability.

Capital Program Total cost $’000

Capital Works Programs 29,727

Total 29,727

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List of individual major capital projects completed during 2012–13

Site Project Total cost $’000Bridport Primary School Extension of existing multi-purpose hall 2,000

Campbell Town Child Care Centre

Construction of a new child care centre 1,000

Former Rocherlea Primary School

Demolition of school buildings 274

Former Roseneath Primary School

Demolition of school buildings 445

Local Schools Working Together

Construction of the Sustainability Learning Centre at Mount Nelson

2,980

Port Sorell Primary School Development of a new primary school at Port Sorell

13,000

Post Year 10 Reforms Upgrading of facilities used by the Tasmanian Polytechnic and Tasmanian Academy

7,770

Riverside High School Upgrades to gymnasium floor, refurbishment of a teaching kitchen and minor works to school canteen

224

Skills Tasmania Redevelopment of 26 Bathurst Street Hobart 899

Snug Primary School Construction of new classrooms 615

South Hobart

Primary School

Relocation of transportable classrooms 320

Teacher Residences Bathroom, heating, wiring, plumbing and window upgrades for teacher residences on the West Coast

200

Total 29,727

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List of individual ongoing major capital projects

Site Project Estimatedtotal cost$’000

Estimated cost to complete$’000

Estimatedcompletionyear

Bridgewater and Geeveston Child and Family Centre1

Construction of new child and family centres with a focus on the Aboriginal community at Bridgewater and Geeveston

5,000 741 2013

Bellerive Primary School

Refurbish Administration Block 521 231 2013

Child and Family Centres2

Development of 11 Child and Family Centres: Beaconsfield, Burnie, Chigwell, Clarence Plains, East Devonport, Derwent Valley, George Town; Queenstown, Ravenswood, Risdon Cove, St Helens

34,493 3,300 2014

Community Knowledge Network (CKN) Projects3

Development of new LINC to be located at Queenstown, Scottsdale and George Town4

11,000 3,139 2014

Dodges Ferry Primary School

Construct two additional kindergarten learning areas and support rooms

800 776 2014

Former Claremont High School

Demolition of School Buildings 550 550 2013

High Street Launceston

General refurbishment 700 700 2013

Miandetta Primary School

Develop a dual integrated kindergarten centre and construct an additional general learning area

800 787 2013

Renewing Our Education System

Capital support for school amalgamations 1,165 1,165 2014

Taroona High and Primary Schools

Traffic management improvements 300 270 2014

Trade Training Centres5

Construction of new trade training centres for the Break O’Day, Bridgewater, Circular Head, Dorset, George Town, Huon Valley, Deloraine, Sorell and Triabunna communities

13,745 123 2013

Waimea Heights Primary School

Construct a double kindergarten facility 950 878 2014

Total 69,024 11,6601. tagara lia (Bridgewater) opened in July 2012 and staged construction on wapraparatee (Geeveston) is continuing and expected to be completed in

July 2013.2. A total of six state government funded Child and Family Centres were open by the end of 2011 – Beaconsfield, Clarence Plains, Ravenswood, East

Devonport, Break O’Day (St Helens) and the West Coast (Queenstown). Other centres in Burnie, Chigwell and the Derwent Valley were completed during 2012–13. The state also contributed $1.067m to the Tasmanian Aboriginal Centre (TAC) Children's Centre at Risdon Cove. A date for the completion of the CFC at George Town is not available at this stage.

3. Now referred to as LINC Tasmania.4. The LINC at Queenstown is part of the West Coast Community Hub which was officially opened in September 2011. Scottsdale LINC was officially

opened in May 2013. A date for the completion of the LINC at George Town is not available at this stage.5. George Town, Dorset, Bridgewater, Break O’Day, Circular Head and Huon Valley centres are completed. Sorell and Triabunna will be completed

during 2013.

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Why significant?The unprecedented scale and rapid construction and refurbishment in the current building program has been significant in remedying many disability access issues. The closure of older sites and the creation of new schools and new and refurbished facilities in existing schools has seen significant improvement in disability access issues.

These changes improve access for students with a disability to participate in all aspects of the school curriculum. They also allow teachers, parents and community members to benefit from improved access and facilities.

Evidence of the changeb. Minor Works Program 2012-13Minor works to provide equitable access were undertaken in 36 projects totalling $269,054.

Details of sites that accessed this program are detailed in the following table:

Albuera Street Primary $5,330TasTAFE – Alanvale Campus $9,674Blackmans Bay Primary $238TasTAFE – Burnie Campus $17,870Bridgewater Middle $508Cooee Primary $13,600Cressy Primary $14,180Deloraine Primary $11,400Gagebrook Primary $370Huonville High $4,478Illawarra Primary $3,170Kings Meadows High $11,900Lansdowne Crescent Primary $14,105Lenah Valley Primary $7,200Lindisfarne Primary $11,950Montague Bay Primary $12,685Mowbray Heights Primary $20,680Mt Stuart Primary $540Newstead College $20,954New Norfolk High $6,280Oatlands Primary $357Ogilvie High $8,500Ravenswood Primary $4,860Reece High $2,850Rosny College $7,125Rocherlea Primary $3,625Ridgley Primary $5,360South Hobart Primary $7,400Sorell Primary $3,200Springfield Gardens Primary $4,985St Helens District High $2,375St Johns Autism Centre $8,000Table Cape Primary $15,325Taroona Primary $3,800Taroona High $3,600Yolla District High $580Total $269,054

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c. Capital Investment Program (CIP) 2012-13Total CIP expenditure for completed projects in 2012-13 was $29,727,000 as detailed in table above.

On- going major works for 2013/14 is $69,024,000 as detailed in above table.

Summary of major capital projects completed during 2012–13

Capital Program Total cost $’000

2012/13 Capital Works Programs 29,727

2013/14 On-going Capital Works Program 69,024

Total 98,751

Many sites gained improved disability access because works were carried out at the standard of the current Building Code of Australia which requires a high level of attention to disability access.

Emerging issues/challenges?With the release of the DDA Disability (Access to Premises – Buildings) Standards 2010 the Department now requires its architectural consultants to design to the new standard.

The new Building Code of Australia (BCA) which came into effect on 1 May 2010 also requires the Department to fully comply with the new code subject to certain defined exemptions and concessions, including situations of unjustifiable hardship.

Since 1 May 2011 the BCA has mirrored the DDA. From that date building permits have only been issued where the works comply with the upgraded BCA. This applies to new buildings, new work on or extensions to existing buildings (including car parks). It also applies to affected parts of existing buildings undergoing new work, and requires a continuous access path of travel from the principal entrance to the new work.

The costs associated with these additional requirements will continue to have a major impact on the design and budget for all projects.

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4. Access to Information (printed materials, websites, audio & video)

Actions/initiatives

a. LINC Tasmania Information Servicesb. LINC Tasmania Plain English Guide

a. LINC Tasmania Information Services

The most significant changeLINC Tasmania has implemented a range of information access initiatives including audio books, large print books, an accessible online web catalogue and a range of assistive technologies to support clients in LINCs.

LINC Tasmania works consistently to ensure that its website and online services comply with international accessibility standards. In the main, online content is compliant. A new checklist is now in use to guide business units when creating new or editing web content. This must comply with plain English and accessibility standards. With such a large website, this will be an ongoing task to meet accessibility standards and to ensure that online services are made available to as many clients as possible.

LINC Tasmania provides services to both homebound and vision impaired clients.

The Home Library Service (HLS) serves the needs of homebound clients unable to use library services independently for a variety of reasons. Staff select items from a wide range of lending library material (according to a client profile) which are then delivered to the client by a volunteer courier.

The Recorded Book Service (RBS) is provided for people with a disability that prevents them from using the general print collection. Materials are available in a number of formats.

LINC Tasmania is assessing a range of technologies in 2013 for their capacity to improve access to LINC services for people with a disability. Recommendations regarding the use of assistive technologies in LINCs and staff training to ensure that clients are adequately supported are under consideration.

Evidence of the changeLINC Tasmania continues to review and update its services meet the evolving needs of both homebound and vision impaired clients. These clients are currently served by a selection of print, large print, audio and eBooks.

LINC Tasmania is currently trialling the use of generic devices with our range of eBooks and eAudio to assess their suitability for recorded book and home library service clients.

Emerging issues/challenges?The RBS collection of books recorded to audio tape is declining in both condition and size due to suppliers of this format ceasing production. However, the recent implementation of eBooks Plus service provides a valuable opportunity to promote this new technology to current homebound and vision impaired clients. LINC Tasmania has committed to exploring replacement options for the recorded book service and collection through a key action in its 2013/2014 Business Plan.

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b. LINC Tasmania Plain English Guide

The most significant change

LINC Tasmania has developed a Plain English Guide and facilitated staff professional development workshops to raise awareness of the need to write in plain English for all communications with staff and clients. The Plain English Guide covers the following aspects of writing in plain English:

Using reader-friendly language

Appropriate sentence construction

Using the active voice, where appropriate

Restricting or omitting use of bureaucratic words and phrases

LINC Tasmania is also developing a Plain English Training Program to be available in 2013 for businesses or workplaces who wish to make sure that their written communications with the public and with their employees is written in an accessible manner. This is in line with one of the actions in the Tasmania Adult Literacy Action Plan 2010-2015 to: Promote best practice examples of plain language in public documents across the State Service. Government and non-government organisations will be assisted to deliver messages that are clear and simple.

Why significant?

A plain English document uses words economically and at a level the audience can comprehend. Its sentence structure is tight. Its tone is welcoming and direct. Its design is visually appealing. It is easy to read - for all readers.

The use of plain English is mandated in the Tasmanian Government Communications Policy 6.2 Accessibility: Principles: http://www.communications.tas.gov.au. The policy stipulates that:

Government information should be equally accessible to all individuals and groups within the community, including those with diverse communication needs, including low levels of literacy, sensory or cognitive disabilities and people who rely on assistive technology, those from culturally and linguistically diverse communities and those with limited access to technology.

Promoting the use of plain English in workplaces is essential to ensure important information, policies and procedures are easily understood by all employees with varying literacy skill levels. The Plain English Training Program will assist employers to increase awareness and understanding of reading difficulties and their impact on the workplace and to practice the principles of a clear writing style.

Evidence of the changeImplementing a plain language policy requires that the reader be consulted about the success of the communication. LINC Tasmania regularly undertakes ‘usability testing’, particularly for online content, to test whether the intended message has been expressed to the intended audience. Modifications to LINC Online have been made in response to feedback from useability testing.

The Plain English Training Program will allow employers to reflect on their own and their organisation's written communication.

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http://www.communications.tas.gov.au/

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