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The Standards clarify education providers’ responsibilities under the Disability Discrimination Act 1992 so students with disability can access and participate on the same basis as others. The review was conducted throughout 2020 using an online Consultation Hub, webinars, focus groups, questionnaires, and engagement with agencies and reference groups. It identifies amendments on consultation, issues resolution, complaints handling, and inclusion of early childhood education and care, and provides sector-wide reform recommendations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/disability-standards-for-education-2005-2020-review-final-report/582732/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/disability-standards-for-education-2005-2020-review-final-report/582732.png","ImageObject",300,407,{"name":92,"@type":93},"Mia  ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the Disability Standards for Education 2005 and why were they reviewed in 2020?","Question",{"text":112,"@type":113},"The Disability Standards for Education 2005 clarify education providers’ responsibilities under the Disability Discrimination Act 1992 to ensure students with disability can access and participate in education on the same basis as other students. They are required to be reviewed every 5 years, making the 2020 Review the third review since commencement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the 2020 Review conducted and who participated?",{"text":117,"@type":113},"The Department of Education, Skills and Employment undertook the Review throughout 2020. Consultation was informed by national peak disability and education bodies and centered lived experiences of people with disability and their families, including Aboriginal and Torres Strait Islander perspectives, using an online Consultation Hub, webinars, focus groups, questionnaires, and meetings with agencies and sector representatives.",{"name":119,"@type":110,"acceptedAnswer":120},"What main reform directions and amendment areas did the Review identify?",{"text":121,"@type":113},"The Review identified two Standards areas needing amendment: expectations for consultation, issues resolution and complaints handling processes, and inclusion of early childhood education and care within the Standards. It also developed recommendations aligned to three reform directions across education sectors: empowering and supporting students with disability and their families; strengthening educators’ and providers’ knowledge and capability; and embedding accountability.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},582732,1792231561,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687207024478,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Disability Standards for Education 2005  \n2020 Review  \nFinal Report  \nDisability Standards for Education 2005, 2020 Review © Commonwealth of Australia 2020  \nISBN  \n978-1-76114-044-0 [PRINT]  \n978-1-76114-053-2 [PDF]  \n978-1-76114-054-9 [DOCX]  \nWith the exception of the Commonwealth Coat of Arms, the department's logo, any material protected by a trade mark and where otherwise noted, all material presented in this document is provided under a Creative Commons Attribution 4.0 International licence.  \nThe details of the relevant licence conditions are available on the Creative Commons website ( [https://creativecommons.org/licenses/by/4.0/](https://creativecommons.org/licenses/by/4.0/)) as is the full legal code  \n( [https://creativecommons.org/licenses/by/4.0/legalcode](https://creativecommons.org/licenses/by/4.0/legalcode))  \nCopyright requests and enquiries concerning further authorisation should be addressed to: The Department of Education, Skills and Employment  \nGPO Box 9880  \nCanberra ACT 2601  \nWhere a copyright owner, other than the Commonwealth, is identified with respect to this material, please contact that third party copyright owner directly to seek permission.  \nDisclaimer  \nThis document, when attributed, must be titled as Final Report of the 2020 Review of the Disability Standards for Education 2005.  \nContents  \nExecutive summary iv  \nRecommendations vii  \n1. Overview of the Review 10  \n1.1 Introduction 10  \n1.2 The Disability Standards for Education 2005 10  \n1.3 The 2010 and 2015 Reviews 12  \n1.4 Approach taken to the 2020 Review 12  \n2. Consultation perspectives and outcomes 15  \n2.1 Empowering and supporting students with disability and their families 15  \n2.2 Strengthening the knowledge and capability of educators and providers 27  \n2.3 Embedding accountability for the Standards throughout the education system 47  \n2.4 Building awareness and capability in the early childhood education and care sector 55  \nAppendices 63  \nAppendix A – 2015 Review recommendations and actions taken to date 63  \nAppendix B – Review Methodology 73  \nAppendix C – Consultation activities 79  \nAppendix D – Submissions 84  \nAppendix E – References 89  \nAppendix F – List of terms 90  \niii  \nExecutive summary  \nThe Standards  \nThe Disability Standards for Education 2005 (the Standards) are subordinate legislation to the Disability Discrimination Act 1992 (the DDA) . They do not create new obligations, but seek to clarify education providers’ responsibilities under the DDA and ensure that students with disability can access and participate in education on the same basis as students without disability. It is a requirement that the Standards be reviewed every 5 years. This 2020 Review (the Review) is the third since the Standards came into effect.  \nThe 2020 Review  \nThe Department of Education, Skills and Employment (the department) undertook the 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. The intersectional factors that can affect students with disability were acknowledged. The Review had a focus on the experiences of Aboriginal and Torres Strait Islander students and their families. It was also undertaken during the COVID-19 pandemic.  \nParticipants in the Review engaged via a dedicated online Consultation Hub in various formats, with activities such as webinars, focus groups, and questionnaires. All consultation activities were designed to be user-friendly and accessible. In addition to the public consultations, the Review met with key national agencies, regulators, and sector representatives, and was guided by a reference group of state and territory officials across all education sectors. A Young People’s Advisory Group was formed to hear directly from young people with disability.  \nReview findings and reform directions  \nThe Review identified 2 areas","cbCaiogO9ynE10l8","https://ap.wps.com/l/cbCaiogO9ynE10l8","pdf",1301726,92,"English","# Executive summary\n## Recommendations\n# 1. Overview of the Review\n## 1.1 Introduction\n## 1.2 The Disability Standards for Education 2005\n## 1.3 The 2010 and 2015 Reviews\n## 1.4 Approach taken to the 2020 Review\n# 2. Consultation perspectives and outcomes\n## 2.1 Empowering and supporting students with disability and their families\n## 2.2 Strengthening the knowledge and capability of educators and providers\n## 2.3 Embedding accountability for the Standards throughout the education system\n## 2.4 Building awareness and capability in the early childhood education and care sector\n# Appendices","[{\"question\":\"What are the Disability Standards for Education 2005 and why were they reviewed in 2020?\",\"answer\":\"The Disability Standards for Education 2005 clarify education providers’ responsibilities under the Disability Discrimination Act 1992 to ensure students with disability can access and participate in education on the same basis as other students. They are required to be reviewed every 5 years, making the 2020 Review the third review since commencement.\"},{\"question\":\"How was the 2020 Review conducted and who participated?\",\"answer\":\"The Department of Education, Skills and Employment undertook the Review throughout 2020. Consultation was informed by national peak disability and education bodies and centered lived experiences of people with disability and their families, including Aboriginal and Torres Strait Islander perspectives, using an online Consultation Hub, webinars, focus groups, questionnaires, and meetings with agencies and sector representatives.\"},{\"question\":\"What main reform directions and amendment areas did the Review identify?\",\"answer\":\"The Review identified two Standards areas needing amendment: expectations for consultation, issues resolution and complaints handling processes, and inclusion of early childhood education and care within the Standards. It also developed recommendations aligned to three reform directions across education sectors: empowering and supporting students with disability and their families; strengthening educators’ and providers’ knowledge and capability; and embedding accountability.\"}]","Disability Standards for Education 2005 - 2020 Review - Final Report | PDF",1792044314,232]