ASEPA's 12 Key Goals for 2010-2014
The Australian Special Education Principals’ Association (ASEPA) is the national organisation that represents Australia’s State and Territory Special Education Principals’ and leaders’ associations.
ASEPA makes representations with the Commonwealth Government. ASEPA also liaises and consults with the Department of Education and Workplace Relations, Australian Curriculum Assessment and Reporting Authority, the Australian Institute of Teaching and School Leadership and other national groups to raise the profile of schools, leaders and teachers who work with students with special educational needs and disabilities and their families.
Any curriculum that is developed for Australia must be inclusive of all learners including those students with Special Educational Needs and Disabilities.
Research should be conducted to develop appropriate instruments for Assessment for Learning that are aligned with the Australian Curriculum that show progress over time for students with Special Education Needs and Disabilities.
Reporting instruments must be developed that reflect a commitment to Assessment for Learning and show progress over time for students with Special Education Needs and Disabilities.
Universities should design, develop and deliver courses for under graduates and post graduate students in Special Education and Governments should fund post graduate places in Special Education for teachers through Higher Education Contribution Scheme (HECS) or Higher Education Loan Programme (HELP) exemption and scholarships.
Leadership capabilities of current leaders in all schools and aspiring leaders should be enhanced in the area of special education.
All policy development in education should refer specifically to students with Special Education Needs and Disabilities and how these students will be catered for eg – digital revolutions adjustments for students with Special Educational Needs and Disabilities, National Partnerships, etc.
Funding allocated for students with Special Education Needs and Disabilities must be based on the appropriate student to teacher ratio to ensure parity with mainstream funding.
All students with Special Education Needs and Disabilities are funded equitably across all jurisdictions in accordance with the National Definition of Disability.
Governments must adhere to the Disability Discrimination Act when implementing targeted specific programs e.g. National Partnerships, to continue to raise the learning outcomes for students with Special Education Needs and Disabilities.
There should be provision of additional resources to special schools and special education programs to support the learning opportunities for students with Special Education Needs and Disabilities through a direct to schools assistance package.
Governments should facilitate the development of links between schools and pre and post school option providers to ensure that services are appropriate and well developed.
Governments should develop minimum standards that are aligned to the Disability Discrimination Act for therapy and health services for Special Education Needs and Disabilities in schools.
Com a colaboração de: Australian Special Education Principals' Association