URGENT UPDATE: A major overhaul of the HSC system has just been announced, granting principals the authority to decide on critical support provisions for students with disabilities. This significant change aims to address the long-standing equity issues between public and private school students as one in six students currently applies for accommodations like extra time and the use of computers during exams.
In a sweeping review led by Urbis, the NSW Education Standards Authority (NESA) has confirmed it will implement eight key recommendations to enhance support for students with disabilities, including those with conditions ranging from ADHD to autism. The reforms respond to the growing demand for fairness in educational assessments, especially as many families have faced prohibitive costs for specialist evaluations.
Effective immediately, principals will now have the power to approve provisions such as using a fan, eye drops, and even wearing a hat during exams. However, for more complex needs like rest breaks for anxiety, NESA plans to consult with educational leaders over the next two years to establish consistent guidelines.
Paul Martin, NESA’s chief executive, emphasized that these changes are driven by necessity, stating, “It’s because more kids need more support, and we have to respond to that.” To ensure equity, the authority will also explore ways to standardize extra time allowances across different schools.
The review highlights the challenges faced by students like Sophie Geeves, who campaigned for a more accessible system after her arduous experience to secure accommodations for her cerebral palsy. “It’s not as simple as writing a report,” she noted, reflecting on the complex documentation required for support.
Students like Lachlan Woodful, a Year 11 student at Bishop Tyrrell, are optimistic about the changes. “This will save families thousands of dollars for specialists,” he said, expressing relief over potentially using a computer during exams, which would significantly ease his testing experience.
Parents are equally supportive. Tina Woodful, Lachlan’s mother, stated, “It makes a lot of sense for the school to have more input into what provisions are appropriate for a child.” Many families have struggled for over a decade to navigate the existing system, which often favors wealthier schools.
As these reforms roll out, educational leaders and families are encouraged to stay informed about the evolving guidelines and to advocate for necessary resources. The implications of this overhaul could reshape how students with disabilities access education, making it more inclusive and equitable.
Stay tuned for further updates on this developing story as the education system adapts to these important changes.
