New policy addresses current special education landscape
Federation has updated its special education policy with a nine-page document that encompasses our vision for an inclusive public education system, where all individuals belong and thrive.
Federation Deputy President, Natasha Watt told Annual Conference delegates: “We understand inclusion in a different way now.”
“Inclusion was used as a way to say, that if you’re not interested in all kids in the mainstream classroom, then you are not interested in including children with a disability in education,” she said.
“It was used as a moral pressure but actually what was going on at the time was that the state government was trying to cut money out of the public education, because specialist settings cost more than students going unsupported in mainstream classrooms.”
Ms Watt explained that all sorts of specialist roles were lost at the time, under the banner of, what was then described as, inclusion.
“There’s a whole lot of things that are missing from our system that used to be there, which is why the intensification of teaching, in part, has occurred.”
New features
The definition of ‘inclusion’ has been updated.
“Federation notes that there has been past and current use of the term of ‘inclusion’ that refers to all students being educated in the general education classroom with age-appropriate peers and without support. This is not Federation’s interpretation of the term,” the policy asserts.
“Quality public education for every student is contingent on resources that are needs-based. The pursuit of equality and excellence in learning and social outcomes for young people with disability requires a range of specialist teachers employed in positions that are industrially protectable.”
Federation also calls on:
- the NSW Department of Education, to make special education qualifications a mandatory requirement for all positions within special education, providing fully funded pathways for training and retraining to meet system demand
- the Department and TAFE NSW, to provide adequate support and structures for teachers with a disability to engage in their work to the fullest.
TAFE NSW, to:
- increase the number of disability teacher consultants, to better meet the needs of students enrolled in courses
- ensure appropriate support and processes are available to students with disability, to successfully enrol, engage in and complete courses while learning in an inclusive, safe environment.
- review and fund suitable professional learning for all staff, to meet the diverse needs of learners in their classrooms.
Funding support systems
The policy states: “Federation rejects prevalence-based funding models that allow government to abrogate responsibility to all schools. There is no substitute for increased government investment that responds to the needs of students within the system. It is the legislative responsibility of government.”
Support classes in mainstream settings
The NSW Department of Education’s centralisation of the student placement processes and the increase in provision of support classes across the state, with more than 280 classes added into the system in 2026, is welcomed in the policy. However, the policy also states: “there is much more to be done to support the students and staff in these settings to best meet individual student need.”
Support classes in schools for specific purposes
Federation seeks the expansion of fit-for-purpose built schools for specific purposes across NSW, to meet needs in all locations and contexts.
Universal early intervention and public preschool provision
The union calls on:
- the State Government, to provide funding to students with disability in regular NSW Department of Education public preschool classes, to enable appropriate support systems for positive engagement, necessary inclusive practice implementation and timely access to early intervention services
- Federal and State governments, to significantly increase the number of early intervention support classes within co-located public preschools and to increase the number of early intervention teachers, commensurate with student need and in line with existing staffing formulae
- the NSW Government, to provide public preschools and schools with timely access to comprehensive supports for early identification and guaranteed access to high-quality government services and health roles (such as speech therapists, occupational therapists and registered nurses) provided and regulated by relevant government departments, including for the support of language development delays and other preventable disorders
- the NSW Government and relevant departments, to resource the coordination of multi-disciplinary teams, in conjunction with health professionals, to identify the needs of children with disability, facilitating early referral to appropriate services.
Inclusion programs with appropriate inclusive syllabuses and curriculum
“NSW Department of Education needs to provide a greater suite of resources and supports to allow teachers to better understand and engage learners of all abilities,” the policy states, “to ensure that inclusive practices are being suitably implemented across all settings.”
Address unmet need with action
Ms Watt said if there is unmet need in your school, then you can have an action around that. Some schools are doing this and winning on those actions.
Giving an example of a recent case, in the South Coast region, where there were no support classes in a primary school, Ms Watt said: “They had an action…and they’ve won a little bit of resourcing.”
Peace is — and always will be — union business
“Far right extremism as well as a sharp spike in aggressive war mongering politics are contributing to widening inequality, deepening refugee crises and the erosion of human rights,” warned Federation’s Multicultural Officer Mandy Wells in her address at Annual Conference today.
“War and ongoing conflict continue to cause untold suffering as well as test global political resolve. This, in turn, has resulted in the greatest increase to population displacement the world has ever seen ¾ and the impacts on children and civilians are just so devastating.
“These broad but powerful contexts form the basis for Federation advocacy ¾ and never before have we needed our voices to be louder in the pursuit of peace, equity and social justice.
“Every child deserves peace, safety, shelter, love and access to education. Your location and circumstances should not see those basic rights taken away. This is why peace is — and always will be — union business.
“With more bombs dropped, more children killed, more people rendered amputees and more people displaced on earth than ever before in history, we have to act for change!”
The increase in wars and conflict around the globe has caused millions of people to either struggle to survive in their home countries or move away to escape possible further harm — including to Australia.
Ms Wells informed delegates of how the current global tragedies is affecting teachers’ work lives: “Because our schools and TAFE colleges are microcosms of their communities, teachers in public schools and TAFE, play a vital role in supporting all students ¾ regardless of their background, trauma and capacity to engage in stage-appropriate learning.
“Students from a language background other than English have continued to increase, reaching 40.0 per cent of all public school enrolments in 2025. The contrast between national population trends and NSW government school data highlights the significantly higher levels of diversity within the state’s public education system. This diversity is increasingly mirrored in TAFE settings ¾ and translates into increasing need for additional teacher support,” she said.
Ms Wells continued, speaking on the financial role that the government will play: “The Federal Budget has continued its support for specialised employment programs and has increased funding and fee-free places for TAFE, as well as fee reimbursement processes for a range of visa holders in public schools. This will allow more students to continue to have access to pathways in public education, compared to the decade prior.”
To ensure that all Australians feel welcomed and accepted within our society, Ms Wells expounded on Federation’s continued endeavours to help eliminate racism.
“After Federation’s very successful Anti-Racism Conference in 2025, and in line with Federation’s February council decision, a partnership has been established to progress collaborative actions aimed at addressing racism within the NSW Department of Education’s workplaces,” she said.
“The objectives of the partnership will be to cast an anti-racism lens over all Department policies and procedures, with the intent of securing alignment with the recommendations of the National Anti-Racism Framework and to commence the implementation of any necessary changes that are identified.”
To further assist in the anti-racism space, Federation has recently launched an anti-racism special interest group, to offer a safe space for any members wanting to discuss, share and organise in the creation of inclusive and culturally safe classrooms and workplaces.
“Fundamental human rights protections and the right to peace and safety must always be a focus for any country wanting to promote fairness and inclusion,” Ms Wells said.
“Unity starts with respect for all ¾ regardless of how you identify.
“Add your voice, join APHEDA and collectively act for what is right and just — so we make our classrooms safer — and our world a better place.”
Ms Wells’ passion for peace and for the success of a multicultural Australia was evident in her closing words: “We must continue to campaign, grow strength and grow our union. In holding a place of privilege ¾ we must use our voice to call for the change we need to see.
“For every child, for our public education communities and for our profession.”
Annual Conference 2026, Day One
Annual Conference 2026, Day Two