Thread by @PWDAustralia

We begin with Ms McMillan talking about the Deloitte review again.

The executive summary of that review is here: education.qld.gov.au/student/Docume…

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She also refers again to Queensland's #InclusiveEducation policy, which can be found here: education.qld.gov.au/students/inclu…

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She emphasises that inclusion relates to "broad range of disabilities" including children with multiple conditions, despite testimony so far focusing on things like autism.

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Excessive focus on impairment and individual conditions is of course a hazard of the medical model.

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For anyone who's not sure what that means, we have a page on our website explaining the social model of disability and how it differs from the medical model: pwd.org.au/resources/disa…

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Three upcoming witnesses are "HOSES" or Heads of Special Education Services.

Ms MacMillan warns that restrictive practices will not be focused on today as it deserves to be looked at on its own later.

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Chair is asking Ms McMillan to keep in mind that he'd like to hear about the position of the State of QLD on the Commonwealth's role, given education is a State responsibility, not Commonwealth, vs enforcing the #CRPD being a Commonwealth matter.

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They're now swearing in and going through the teaching experience of Catherine Morris, Loren Swancutt, and Jewelann Kauppil, who are all in "special education" or inclusive practices school leadership positions in Queensland.

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Loren Swancutt is describing Purple Orange, which she's involved with.

purpleorange.org.au

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Dr Mellifont asked about "types of disability" at school, Catherine Morris responds by explaining that it can be any condition that has a functional impact on a student's schooling.

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Dr Mellifont is asking how the needs of children with disability are met outside of "special schools".



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We're going through a few examples of adjustments for students with #disability from all the panellists.

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Kauppila talks about building relationships and trust with families, about making sure they know about their right to an advocate, about centring the student and the student's "voice" (including nonverbal communication) in the whole process.

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