Legislative Council Fifty-First Parliament, Third Session (51-3) 51 3 Parliament of South Australia Legislative Council published Answers to Questions Discrimination DISCRIMINATION The Hon. S.G. WADE Legislative Council DISCRIMINATION In reply to the Hon. S.G. WADE (29 April 2009). The Hon. G.E. GAGO Legislative Council Minister for State/Local Government Relations, Minister for the Status of Women, Minister for Consumer Affairs, Minister for Government Enterprises, Minister Assisting the Minister for Transport, Infrastructure and Energy DISCRIMINATION The Hon. G.E. GAGO (Minister for State/Local Government Relations, Minister for the Status of Women, Minister for Consumer Affairs, Minister for Government Enterprises, Minister Assisting the Minister for Transport, Infrastructure and Energy): The Minister for Education has advised: The Disability Discrimination Act 1992 provides the legislative framework within which DECS operates. After the Disability Standards for Education were introduced in 2005, DECS developed the resource On the Same Basis to provide support and direction for education staff in the provision of non-discriminatory education practices for children and students with disabilities. DECS through its state office and regional staff, in conjunction with key disability agencies will continue to work with and support schools to provide for the learning needs of their students in accordance with the Disability Discrimination Act 1992. DECS has a range of options for students with disabilities that range from placement in a mainstream class with additional support, a special class, disability unit or special school dependent on the needs and interests of the students and their families. The educational needs and safety of all students, are paramount. The needs of students with disabilities in particular, can be very complex. Individual education plans are developed for all students with disabilities in consultation with their parents and appropriate agencies. Strategies to meet the learning and safety needs of students with disabilities are developed in consultation with parents and advice is sought from key agencies to ensure the most appropriate support is provided. The strategy for each child is individually negotiated and the involvement and support of parents is a critical aspect of these processes. Fenced areas may be appropriate for students who have a tendency to run away or wander off to ensure all students are safe in our schools. Many schools do not have a fenced perimeter and a fenced area within the school can be essential to meet duty of care for students. These areas are closely supervised and allow students to move in and out according to the strategies have been agreed upon for individual students. They are not secluded areas and are used by other students as part of a supportive and safe environment. School and community play areas are often fenced to enable more appropriate supervision to occur and contribute to the safety of children. DECS will continue to work within the legislative framework to support the educational needs of all students with disabilities through ongoing liaison with key government and non-government disability agencies, the continued development of resources and provision of professional development for staff and the involvement of parents in support planning for their child.