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Insights into the School Reporting Policies Across Australia for Students with Special Needs

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The reporting policies across Australia are critiqued. In the Australian Capital Territory, the reporting is carried out against the goals and priorities identified in the Individual Learning Plan. Reporting in the Northern Territory is facilitated by providing a reference for communicating the level of student achievement through a standardised judgement. In New South Wales, the reporting structure is standards based emphasizing students’ achievements and to set expectations for the next stage. In Tasmania, the reports for students with special needs are negotiated on an individual basis as part of each child’s Individual Education Programme. In Western Australia, school-based and external assessments are combined in equal proportion for reporting. Queensland reports student progress against clear achievement expectations and standards using a five point scale. The Negotiated Education Plan forms the backbone of reporting in South Australia. The individual learning plan provides an important focus for reporting to parents in Victoria.
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Keywords: Individual Education Programme (IEP); Individual Learning Plan (ILP); National Assessment Programme Literacy and Numeracy (NAPLAN); Negotiated Education Plan (NEP); mandated curriculum; modified outcomes; special educational needs (SEN); students with disabilities

Document Type: Research Article

Publication date: January 1, 2011

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  • Curriculum and Teaching is a bi-annual, refereed, international journal publishing original research. It uses a balanced and comparative perspective to consider curriculum design and development, evaluation, curriculum models, comparative studies in curriculum, innovation and policy, planning, and educational administration.
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