Garner, P., Forbes, F., Fergusson, A., Aspland, T. and Datta, P. (2012) Curriculum, assessment and reporting in special educational needs and disability: A thematic overview of recent literature. Sydney, NSW: Australian Curriculum, Assessment and Reporting Authority.
Garner, P., Forbes, F., Fergusson, A., Aspland, T. and Datta, P.
This report is an explicit recognition of a commitment to apply the principles of the Melbourne Declaration on Educational Goals for Young People (2008) to all students. It represents an opportunity for Australia to develop curriculum, assessment and reporting (CAR) provisions for students with Special Educational Needs (SEN) and Disability which benefit from international efforts to formulate inclusive approaches in education and to construct a world-class response to their educational needs. Australia is a signatory to key international agreements which affect students with SEN and Disabilities in all of its educational settings. The UN Convention on the Rights of the Child (1989) and Convention on the Rights of Persons with Disabilities (2008) are pivotal pieces that influence this commitment for appropriate provision for students with SEN and Disability. Add to this Australia’s status as a signatory on the Salamanca Agreement (1994) and this demonstrates a commitment to inclusive educational practices by government. The call for an inclusive curriculum is universal in Australia. It does not emanate solely from the special education sector which has co-authored this report. Commitment to educational inclusion for all is also apparent in other mainstream peak associations. It is thus supported across all sectors of the education system.