Building Inclusive Schools

The aim of the Building Inclusive Schools (BIS) strategy since it commenced in 2002 has been to raise awareness across all levels of the education system of changing societal expectations in relation to the education of students with disabilities and the legal imperatives that now impact on schools.

The BIS Strategy is a professional learning program that promotes and supports the cultural shift of inclusive educational practices in all public schools.

Overview

Creating and sustaining inclusive learning environments requires educators to rethink, review and restructure policies, processes, practices and provisions for the delivery of educational services to all students experiencing difficulty with learning. The BIS Strategy is a professional learning program developed to assist school leadership teams to build on their local capacity to provide flexible and inclusive school communities to improve the learning outcomes of all students.

A professional learning package has been developed to facilitate district and school awareness-raising in relation to the education of students with disabilities and learning difficulties.

Five modules are based on current research in the area of inclusive education and reflect current terminology. The modules incorporate structured group activities and are based on the principles of adult and cooperative group learning.

Background

BIS is one of the key strategies emanating from the disabilities review and the associated Ten Point Action Plan 2007/2010.

The major outcomes of BIS (Stage 2) provides school leaders with increased awareness of crucial educational imperatives, trends and strategies. They include:

• legislative requirements that impact on the educational practice within our schools.
• current Department of Education and Training policies and strategies that work to address the educational needs of a diverse range of learners.
• impact of the trend towards more inclusive educational practices on all schools.
• essential factors that enhance inclusive practice.
• collaborative problem solving processes that reflect shared responsibility.
• identification of needs to inform future planning for professional learning.
• principles of effective teaching and learning.

Outcomes

• The major concepts of inclusive practices are communicated to all students, employees, parents, caregivers and school community members.
• Legal obligations with regard to all students, including those requiring significant teaching and learning adjustments attending WA public schools are clarified.
• Inclusive education practices are incorporated into all elements of the school community.
• The capacity of school leaders to act as mentors in schools in relation to inclusive practices is developed.
• Positive workplace relationships between teachers and other department employees are supported.
• Awareness of attitudes and values about diversity, difference and inclusive practices is developed.

Budget

Treasury has allocated $39.9million over four years to improve learning outcomes of students with disabilities and learning difficulties.