Road to Employment, is a three-year project and is funded by the Department of Social Services. We use a lifecycle approach, from childhood to adulthood to change work expectations about people living with disability. We work with employers and schools.
The primary focus of the program evaluation was to understand the nature and scope of any changes in attitudes, capacity, practices and/or policies related to inclusive practices in participating schools, and to identify the impact of these changes on staff, students, and other community members.
This is a summary of the interim report on the independent evaluation of the Inclusive School Communities Project by the Research in Inclusive and Specialised Education (RISE) group in the College of Education, Psychology and Social Work at Flinders University.
15 school leaders, teachers, teacher aides, and parents/caregivers from South Australia and Queensland engaged in a rich discussion about remote learning in their region during COVID-19. Participants were encouraged to submit questions beforehand and the discussion was facilitated around a set of questions that the school mentors had prepared (see appendix for the full list). The event was conducted via Zoom. The following is a summary of key points and examples drawn from the verbal conversation and chat during the online forum.
Five individuals attended a focus group on 29 November 2018, coordinated by Purple Orange as part of the Inclusive School Communities Project. Attendees included four people with lived experience of disability. When the responses were reviewed, we found the discussion was clustered around the following topics: • Inclusion and Belonging at School • School Community and Culture • Feeling Welcomed, Included and Valued at School This report is based on data from the focus group.
Two focus group sessions for the Inclusive School Communities Project were held with students at a South Australian secondary school in February 2020. Each session had roughly 15 participants from years 9-12 and some students participated in both sessions. This report, therefore, summarises the responses from each question under three themes and further subthemes: Theme 1: Access; Theme 2: Relationships with Peers; and Theme 3: Relationships with School Staff.
JFA Purple Orange started the new year with a networking event for Inclusive School Communities Project steering group members, schools, and mentors. At the event the Project Leader, Letitia Rose shared some reflections on the humble beginnings of this project to how it has grown and built momentum and what's next for the project.
School is an important time in all of our lives. It’s when we explore what we like to do, learn social skills and begin to develop our identity. But school isn’t all self-discovery and excitement; students face pressure academically and socially. These things are challenging for everyone, but if a school doesn’t support its students to be fully included, it’s even harder.
The Inclusive School Communities Project was featured in CBB's ILC Ready webinar series. The webinar on Monday 5 August featured a Q & A with Letitia Rose, Project Leader. In this webinar, CBB talks about the steps involved in designing, planning and running an ILC project, and applying for a grant. You can watch the webinar on Crowdcast.