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Privacy and Personal Information Protection Act  protecting personal information about individuals held by government Agencies (Note also new Health Records and Information Privacy Act) 3.Disability Discrimination Act  ensuring people with disabilities are treated no less favourably than those without disabilitiesE" Z" ZZ;ZZ?2R* dAnother worthy ActEducation Act to ensure all parents enrol their children in school (or provide home schooling). To ensure all students have a right to enrol in their local school@$Acts pulling in different directions%%(OHS ActEmployer must ensure the health, safety and welfare at work of all the employees and others at work place Must: Ensure premises safe and without risk to health Provide information and training to ensure safety Consult with employees, including sharing relevant informationrpZZp f$ ff8 OHS ProsecutionsWestport Technology HS Two students in a special unit attacking teachers repeatedly. Teacher favoured use of  Choice Theory Reality Therapy Model . Expert advice was against this. Department was held to have failed because it did not direct teacher to follow expert advice Kurrambee SSP Teachers aide attacked by violent students on day of a teachers strike Dover Heights HS Currently before the courts  one of the hosts of the conference is prosecuting the other. PPPGPP[PPG[ Discrimination Actsdisability means: (a)total or partial loss of a person s bodily or mental functions or of a part of a person s body, or (b)the presence in a person s body of organisms causing or capable of causing disease or illness, or (c)the malfunction, malformation or disfigurement of a part of a person s body, or (d)a disorder or malfunction that results in a person learning differently from a person without the disorder or malfunction, or (e)a disorder, illness or disease that affects a person s thought processes, perception of reality, emotions or judgment or that results in disturbed behaviour.$]P S Disability discriminationmPurvis case Student with severe brain damage unable to control violent impulses School made strenuous efforts to accommodate him, but eventually expelled him High Court held that he was not treated less favourably on the grounds of his disability than a student in similar circumstance Start with the circumstances, then ask whether the treatment is less favourable0 ZbZh `Disability discrimination  changes since Purvis*1*((Disability Standards for Education  commenced in August 2005 New right to be enrolled  on the same basis as person without disability New obligations to Take reasonable steps to ensure students with disability enrolled, participate etc on  the same basis as those without Consult with person Make adjustments in light of the consultationz>]>fE f   Privacy Acts ,PPIP Act and HRIP Act Personal information  any information from which a person can be identified Obligations re: Collection Use Security disclosure 8s#s# " Let out clauses^Privacy Privacy Codes of practice Required, allowed or reasonably contemplated by another Act OHS Not reasonably practicable to comply, or Due to causes over which person had no control Disability Unjustifiable hardship (now extended beyond enrolment) Prescribed Act Education Act  eligibility to enrolZVZZXZ ZFZZZVX F    Scenario 1 A 14 year old student has cerebral palsy including some difficulties with mobility, a history of seizures and some signs of Attention Deficit-Hyperactivity Disorder (ADHD) seeks to enrol in his local high school. Must the school enrol the student? Can the school request further detailed information about the student s disability? If the student fails to provide the information can/should the school decline the enrolment? Can/must the school share the information with staff? 2P P  Questions for Scenario 1 What is the disability? Several disabilities? Is there any detriment to others or other unjustifiable hardship? Are there any safety issues? What information does the school require as to safety? What information does school require to aid student s disability? Symptoms of ADHD Diagnostic Criteria Either (1) or (2): six (or more) of the following symptoms of inattention have persisted for at least 6 months to a degree that is maladaptive and inconsistent with developmental level: often fails to give close attention to details or makes careless mistakes in schoolwork, work, or other activities often has difficulty sustaining attention in tasks or play activities often does not seem to listen when spoken to directly often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (not due to oppositional behavior or failure to understand instructions) often has difficulty organizing tasks and activities often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (such as schoolwork or homework) often loses things necessary for tasks or activities (e.g., toys, school assignments, pencils, books, or tools) is often easily distracted by extraneous stimuli is often forgetful in daily activities six (or more) of the following symptoms of hyperactivity-impulsivity have persisted for at least 6 months to a degree that is maladaptive and inconsistent with developmental level: Hyperactivity often fidgets with hands or feet or squirms in seat often leaves seat in classroom or in other situations in which remaining seated is expected often runs about or climbs excessively in situations in which it is inappropriate (in adolescents or adults, may be limited to subjective feelings of restlessness) often has difficulty playing or engaging in leisure activities quietly is often "on the go" or often acts as if "driven by a motor" often talks excessively Impulsivity often blurts out answers before questions have been completed often has difficulty awaiting turn often interrupts or intrudes on others (e.g., butts into conversations or games) Some hyperactive-impulsive or inattentive symptoms that caused impairment were present before age 7 years. Some impairment from the symptoms is present in two or more settings (e.g., at school [or work] and at home). There must be clear evidence of clinically significant impairment in social, academic, or occupational functioning. The symptoms do not occur exclusively during the course of a Pervasive Developmental Disorder, Schizophrenia, or other Psychotic Disorder and are not better accounted for by another mental disorder (e.g., Mood Disorder, Anxiety Disorder, Dissociative Disorder, or a Personality Disorder). (PP0PPP PPsP  +  r 0+  q          s Ly Scenario 2 A 13 year old student is enrolled in a local high school. She is bored with all her subjects but shows exceptional talent in Music  both in performing and composing. In other lessons she is extremely disruptive and at times violent, and has difficulty making friends. She has had several suspensions in the last year due to violent and disruptive behaviour. The school counsellor, though not seeing her as a client, suggests she may have Asperger s syndrome. Following an unprovoked attack on a teacher in which she had to be pulled off the teacher by other staff, the principal decides to expel her from the school.lZl Scenario 2 questionsCan the principal validly expel her from the school? Must the principal do so? Is there a disability discrimination issue? Should the school refer the student to a psychiatrist? Should the school make some adjustment? 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