Policy 2020

Forming part of Giant Steps Tasmania’s Curriculum and Learning Experiences Manual

Policy Statement

As an independent special school, Giant Steps Tasmania believes it has a great deal to offer
students with ASD in terms of inclusion.

Giant Steps Tasmania views inclusion as being the opportunity for students to be included in
education, recreation and their community in ways that work with and are sensitive to their
sensory processing challenges, their interests and their abilities. It also recognises that some
students with ASD might not be able to flourish and fulfil their potential except at
specialised schools, either in the short-term or longer term.

A copy of this policy is given to parents/ carers at enrolment and is available on the school’s


This policy will:
explain the concept of equity which underpins the work of Giant Steps Tasmania
detail the inclusive practices at Giant Steps Tasmania which promote the successful
participation of all children at Giant Steps Tasmania in the educational, therapeutic ,
recreational and community access programs offered


Giant Steps Tasmania believes, along with the 2013 report on Inclusive Education for
Children with Disability produced by the Australian Research Alliance for Children and Youth
(ARACY), that: “Inclusive education is a contentious term that lacks a tight conceptual

The organisation also shares the view of Berlach and Chambers (2011) in their paper
Inclusivity imperatives and the Australian National Curriculum, published in The
Educational Forum, 75 (1) that there is a distinction between inclusion, which refers to the
process of incorporating a non-dominant group and inclusivity which refers to the
participation of that group. Because, as Armstrong, Armstrong and Spandagou (2011) point
out in their paper, Inclusion: by choice or by chance?’ published in The International Journal
of Inclusive Education, Volume 15 (1) “while social policy is dominated by the rhetoric of
inclusion, the reality for many remains one of exclusion and the panacea on inclusion masks
many sins.”

The definition of inclusion which is at the heart of Giant Steps Tasmania’s ethos can be
found in Miller and Katz’s (2002) work The Inclusion Breakthrough, where they defined
inclusion as: “.. a sense of belonging: feeling respected, valued for who you are; feeling a
level of supportive energy and commitment from others so that you can do your best.”



Admission to Giant Steps Tasmania is dependent upon a student having a diagnosis of ASD.
While Giant Steps specialises in working with students who require substantial or extensive
support, no two students have the same needs. It is Giant Steps Tasmania’s aim to provide
every student with an individualised program which allows her/ him to realise her/ his
potential. (see: Admission Policy)

Curriculum & Assessment

The Curriculum at Giant Steps Tasmania aims to develop students’ academic learning, their
ability to access recreational and community activities as well as to help them manage their
sensory regulated and other challenges associated with ASD. (see: Curriculum & Assessment

Dual Enrolment

Giant Steps Tasmania is pleased to support the Education Act 2016’s provision of flexible
enrolment to support students’ learning outcomes:
Students can be enrolled part-time at Giant Steps Tasmania as part of their home
education program.
As students with disability can be enrolled part-time at a mainstream school and
part-time at a specialist school to support their learning, Giant Steps is pleased to
provide this support and to work closely with mainstream schools.
Key Practices at Giant Steps Tasmania supporting the learning of all students
1. Quality Practitioners
Giant Steps Tasmania is committed to employing the best teachers, aides and therapists,
aware that quality teaching has been identified as a key component of positive outcomes
for students. The skills and qualities that a quality practitioner possesses are.
a focus on student achievement,
a responsiveness to learning processes,
the ability to provide diverse opportunities to learn,
the ability to align goals and resources (including ICT),
the use of scaffolding and feedback,
the promotion of self-regulation and meta-cognitive strategies,
a willingness to jointly engage in setting and assessing goals with students
To assist staff to acquire these skills, Giant Steps Tasmania provides new staff with a
mentored Induction programme and accompanying Workbook and facilitates on-going
2. Inclusive pedagogy
Quality inclusive pedagogy relates to teachers' craft knowledge: what, why and how they do
what they do. Teachers are supported by the school’s management and Board to have the