Legislative Council Fifty-Third Parliament, Second Session (53-2) 53 2 Parliament of South Australia Legislative Council published Answers to Questions Vocational Education and Training Vocational Education and Training The Hon. K.L. VINCENT Legislative Council Vocational Education and Training In reply to the Hon. K.L. VINCENT (12 February 2015). The Hon. I.K. HUNTER Legislative Council Minister for Sustainability, Environment and Conservation, Minister for Water and the River Murray, Minister for Climate Change Vocational Education and Training The Hon. I.K. HUNTER (Minister for Sustainability, Environment and Conservation, Minister for Water and the River Murray, Minister for Climate Change): The Minister for Education and Child Development has received this advice: The SACE Board does not collect indicators to show that a SACE student has a disability. However the SACE Board does have a SACE Modified Subjects Policy. Modified subjects provide a curriculum and assessment option for students with identified intellectual disabilities. They are designed for students who are unable to reach the performance standards in mainstream subjects because of an identified intellectual disability. Modified subjects are designed to allow these students with identified intellectual disabilities to demonstrate their learning in a range of challenging and achievable learning experiences. Modified subjects allow students to develop their capabilities and personal learning goals. Students learn how to identify, develop, and achieve their personal learning goals in the context of the subject undertaken. To do this, students need the support of teachers, parents/carers, and other significant people in their lives. Students with identified intellectual disabilities have significant limitations in both intellectual functioning and in adaptive behaviour (conceptual, social, and practical). Modified subjects are intended for students who are identified with any of the following: severe multiple disabilities (also referred to as students with severe intellectual and physical disabilities) moderate to profound intellectual disability mild intellectual disability (i.e. students who cannot meet the performance standards of a mainstream subject because of their intellectual functioning and adaptive behaviour). These students need to be considered on a case-by-case basis. The following is the 2014 data for students studying modified subjects, based on figures prepared for the SACE Board's annual report. 241 students completed at least one full-year (20 credit) Stage 2 Modified subject in 2014. This represents 1.4% of the total cohort. In 2014 128 students completed the SACE by studying at least one Modified subject at Stage 1 or Stage 2. A distribution of enrolments represented as a percentage of the total enrolments for Stage 2 20 credit Modified subjects, is as follows: English Pathways: Modified		25.3% Health: Modified			21.9% Mathematics Pathways: Modified	20.1% Creative Arts: Modified		8.5% Business and Enterprise: Modified	8.0% Scientific Studies: Modified		6.7% Cross-disciplinary Studies: Modified	4.8% Society and Culture: Modified	4.6% Language and Culture: Modified	0.2% The second more general question is unable to be answered by the SACE Board as this information is not collected.