From a policy point of view, early and accurate identification of students with special needs in primary education best ensures successful continuous support for their development. This paper argues that education systems should develop strategic policy actions to improve the quality and number of teachers equipped to teach students with special needs.

This summary report provides a high level snapshot of the results of ACECQA’s consultations, which were subsequently provided to governments to inform their deliberations on the 2020 Review of the Disability Standards.

The Federal Department of Education, Skills and Employment undertook this review throughout 2020. Consultation with national peak disability and education bodies informed the approach taken for the review, which put the lived experiences of people with disability and their families at the centre.

This briefing paper examines the impact of Developmental Language Disorder (DLD) in Australia across the health and education policy settings.

Teachers and principals have consistently reported that compliance requirements take precious time away from teaching. Teacher workloads have increased because of this compliance burden. This report addresses this burden and recommends solutions that allow teachers and principals more time to focus on their students.