ABSTRACT
Inclusive education explicitly rejects the medical model, on which the categorical resource-allocation approach is based, as it conceptualises impairment as a deficit within the individual, directs attention to the remediation of a perceived lack, leads to the labelling and stigmatisation of people with disability, and neglects the social, economic, political, cultural and structural barriers that disable people with impairments. Students with disability are entitled to reasonable adjustments under the Disability Discrimination Act 1992 and the Disability Standards for Education 2005 regardless of their eligibility for individually targeted funding. Multiple government inquiries and reviews of education for students with disability across all Australian states and sectors have highlighted the funding of disability support as a barrier to the effective implementation of inclusive education. The Nationally Consistent Collection of Data on School Students with Disability (NCCD) draws on and reinforces the ‘Planning for Personalised Learning and Support’ policy for students with disability.
