Justification for Closing the Separate Unit
I am writing today to advocate for the closure of our separate unit for students with physical, sensory, intellectual, developmental, and socioemotional impairments. This position is rooted in the case of a new family enrolling their children—Eliana in Year 6, and twins Georgio and Luca in Year 3—where Luca's Autism Spectrum Disorder (ASD) would otherwise result in segregation from his sibling. Such practices undermine inclusive education principles, and closing the unit aligns with human rights, social justice, and relevant Australian and Victorian policies.
Human Rights Perspective:
Article 24 of the UN CRPD mandates Australia to ensure an inclusive education system at all levels, rejecting segregated settings as incompatible with non-discriminatory education rights.
Segregated units perpetuate exclusion, denying students with disabilities equal participation and social integration opportunities.
General Comment No. 4 calls for systemic transformation to eliminate barriers, emphasizing the need to phase out segregated units to uphold learner dignity and rights.
Social Justice Principles:
Segregation is inherently unequal and discriminatory, reinforcing societal stigma and limiting equitable opportunities.
The social model of disability attributes barriers to environmental failures, not individual impairments, aligning with equity and inclusion ideals.
Separate units suggest students with disabilities do not belong in mainstream settings, increasing isolation and hindering positive community attitudes toward diversity.
Inclusive education fosters empathy, reduces prejudice, and promotes social cohesion, normalizing disability as human variation for the benefit of all students.
Policy and Framework Support:
The Disability Discrimination Act 1992 (Cth) and Disability Standards for Education 2005 (Cth) mandate reasonable adjustments for students to participate "on the same basis" as peers, discouraging unjustified segregation.
Victoria’s Students with Disability Policy commits to inclusion, emphasizing non-discrimination, respect for diversity, and high expectations, aligning with DDA and DSE.
The Disability Inclusion program, fully implemented by 2025 with $1.6 billion and an additional $237.3 million in 2025–26, introduces strengths-based Disability Inclusion Profiles and SHARE principles (Support, High expectations, Accountability, Respect for diversity, Evidence-based practice).
These reforms replace segregated models like the Program for Students with Disabilities, enabling tailored supports within mainstream schools.
Closing the unit would redirect resources to enhance mainstream capacity, such as teacher training and assistive technologies, leading to improved academic, social, and employment outcomes for students with disabilities. Evidence from the 2023 Royal Commission underscores that segregation perpetuates lifelong disadvantage, urging reforms for full CRPD compliance. By embracing inclusion, our school can model equity, ensuring every student, like Luca, thrives alongside peers. I urge colleagues to support this transition for a just, rights-based education system.