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CYDA Education Survey 2016 - National Summary of Results
Total number of surveys completed: 1396
1. IN WHAT CAPACITY ARE YOU COMPLETING THIS SURVEY?Parent - 82%
Other family - 3%
Young person with disability - 6%
Other (teachers, aides, disability services providers, advocates) - 9%
2. WHAT STATE OR TERRITORY DO YOU LIVE IN?
ACT - 1%
NSW - 28%
NT - 2%
QLD - 23%
SA - 7%
TAS - 3%
VIC - 25%
WA - 11%
3. WHAT TYPE OF AREA DO YOU LIVE IN?
Metropolitan - 57%
Regional - 40%
Remote - 3%
4. ARE YOU FROM A NON-ENGLISH SPEAKING BACKGROUND?
Yes - 6%
No - 94%
5. ARE YOU OF ABORIGINAL OR TORRES STRAIT ISLANDER BACKGROUND?
Aboriginal - 3%
Torres Strait Islander - 1%
No - 96%
6. HOW OLD IS THE STUDENT?
≤4 - 3%
5 to 7 - 19%
8 to 10 - 24%
11 to 12 - 15%
13 to 15 - 18%
16 to 18 - 13%
19+ - 7%
Not stated - 1%
Primary school (5-11 years) - 52%
Secondary school (12-17 years) - 34%
Other - 14%
7. WHAT IS THE STUDENT’S GENDER?
Female - 35%
Male - 64%
Other - 1%
8. WHAT TYPE OF SCHOOL DOES THE STUDENT ATTEND?
Government - 67%
Non-government - 23%
Home schooling - 3%
Distance education or e-Learning - 3%
Other (including pre-school, higher education, or not at school) - 4%
9a. WHAT TYPE OF SETTING IS THE STUDENT'S SCHOOL?
Mainstream school - 75%
Special school - 19%
Dual enrolment - 6%
9b. IF IN A MAINSTREAM SCHOOL, WHAT TYPE OF CLASS IS THE STUDENT ENROLLED IN?
Regular class - 84%
Special unit - 9%
Other (including gifted, transition, and life skills programs) - 7%
10. DOES THE STUDENT ATTEND SCHOOL FULL TIME?
Yes - 88%
No - 12%
If no, why not?
- School unable to adequately meet student’s needs - 49%
- Age - 13%
- Home school or distance education - 10%
- Suspended or expelled - 3%
- Requiring frequent hospitalisation - 8%
- Co-enrolled in other program (including TAFE or work experience) - 6%
- Flexible learning program (cited as positive) - 4%
- Other - 7%
Yes - 96%
No - 4%
12. HAS THE STUDENT BEEN REFUSED ENROLMENT?
Yes - 8%
No - 92%
If yes, why?
- No reason specified other than ‘wouldn’t accept student with disability' - 33%
- School stated they had inadequate resources - 25%
- School didn’t formally refuse but put pressure on student not to attend - 13%
- Expulsion or suspension - 5%
- School suggested special school as better option - 3%
- General reason (including not situated in district zone) - 2%
- Child removed because of lack of support - 2%
- Child removed because they experienced abuse - 2%
- School advised they had a quota of students with disability - 2%
- School offered conditional enrolment - 2%
- Other/didn’t say - 11%
Yes - 73%
No - 27%
13b. IF YES, WHAT TYPE OF SUPPORT DOES THE STUDENT RECEIVE?
Curriculum modification - 19%
Individual support worker - 13%
Specific aides and equipment - 12%
Teacher or other school staff have completed professional development - 11%
Supervision - 10%
Social support - 10%
Assistance with personal care - 7%
Behavioural support - 9%
Access to specialist allied health - 7%
Other - 2%
14. IS THE STUDENT ELIGIBLE FOR ADDITIONAL SPECIFIC FUNDING BECAUSE OF A DISABILITY OR LEARNING DIFFERENCE?
Yes - 57%
No - 43%
15a. DO YOU THINK THE LEVEL OF SUPPORT THE STUDENT RECEIVES AT SCHOOL IS ADEQUATE?
Yes - 33%
No - 67%
15b. CAN YOU PLEASE EXPLAIN WHY THIS IS THE CASE?
Inadequate funding and resources available - 49%
Positive response - 20%
School unwilling to make accommodations - 15%
Lack of expertise - 12%
Other - 3%
Lack of consultation with families or care givers - 1%
16a. IS THE STUDENT RECEIVING PAID SUPPORT THROUGH A NATIONAL DISABILITY INSURANCE SCHEME (NDIS) INDIVIDUAL FUNDING PACKAGE?
Yes - 10%
No - 90%
16b. IF YES, ARE THERE ANY SUPPORTS THAT THE NDIS FUNDS FOR THE STUDENT TO ASSIST IN ACCESSING EDUCATION?*
Yes (including access to specialist allied health, transport, classroom support) - 20%
No - 80%
*148 respondents
17. HAS THE STUDENT BEEN EXCLUDED FROM EVENTS OR ACTIVITIES AT SCHOOL?
Yes - 34%
No - 66%
Experiences of exclusion cited:
- Usual curriculum - 34%
- Excursions - 17%
- Excluded as punishment for behaviour (includes suspension or expulsion) - 11%
- Camps - 10%
- School events - 10%
- School yard access - 6%
- Testing - 4%
- Parents had to attend for student to attend - 3%
- School citing funding as excuse for exclusion - 2%
- Excluded by peers - 2%
- Extracurricular activities - 1%
Yes - 52%
No - 48%
Experiences of bullying cited:
- Emotional (including teasing, social exclusion, threats, intimidation, or through social media) - 57%
- Physical - 8%
- Sexual - 1%
- Multiple forms of bullying - 12%
- Not specified - 22%
Yes - 19%
No - 81%
Experiences of restraint cited:
- Physical - 38%
- Psychosocial - 8%
- Mechanical - 7%
- Chemical - 2%
- Multiple forms of restraint - 6%
- Not specified - 6%
- Responses provided examples of seclusion, exclusion, or bullying - 33%
Yes - 19%
No - 81%
21a. DOES THE STUDENT HAVE AN INDIVIDUAL EDUCATION PLAN (IEP) IN PLACE?
Yes - 66%
No - 34%
21b. IF YES, WERE YOU INVOLVED IN THE DEVELOPMENT OF THE IEP?
Yes - 81%
No - 19%
If yes, how?
- Minimal - 50%
- Ongoing meetings and development of IEP - 29%
- IEP is inadequate or not implemented - 12%
- Families had to advocate for an IEP to be in place or reviews to occur - 6%
- Families wrote IEP themselves - 1%
- Other - 2%
Yes - 23%
No - 77%
If yes, what information has been provided to you?
- Written information from school (letter, brochure) - 41%
- Only through external sources (not the school) - 23%
- I have had little to no information about it - 20%
- Have heard about the NCCD but unsure of what it is - 6%
- Satisfactory information from school (extensive information) - 4%
- Parent had to fill out data collection - 1%
- Other - 5%
Yes - 17%
No - 83%
23b. IF YES, WERE YOU CONSULTED AROUND WHAT INFORMATION WAS PROVIDED REGARDING THE STUDENT AND THEIR SUPPORT NEEDS?*
Yes - 36%
No - 64%
*230 respondents