Unlocking Inclusion: What the DDA, Disability Standards, and Royal Commission Mean for Teachers
- Tracey McAllister
- Aug 3
- 3 min read
Today’s classrooms are vibrant, diverse, and dynamic. Students arrive with a rich mix of strengths, life experiences, and individual learning needs, making inclusion not just important, but essential.
In fact, inclusion is both a moral imperative and a legal responsibility.
As educators, we have a duty to understand our obligations under legislation like the Disability Discrimination Act and to ask ourselves:
How can we bring inclusion to life in practical, meaningful ways?
It starts with awareness, reflection, and a commitment to creating learning environments where every student feels they belong.
This blog explains what the Disability Discrimination Act means for teachers and shares simple, practical ways to support inclusion in your classroom.
What is the DDA?
The Disability Discrimination Act 1992 was introduced to eliminate discrimination and promote equal opportunities and access for people with disabilities - including in education. That means schools and teachers have a legal duty to ensure that students with disabilities are included, support and safe.
The Disability Standards for Education were introduced in 2005 by the Western Australian Government to support educators in understanding and meeting their responsibilities under the Disability Discrimination Act. These Standards are a practical guide to help schools ensure all students have fair access to education—and they promote teaching practices that are inclusive, flexible, and student-centred.
Your Role in Inclusion: Must-Know Requirements for Educators and Schools
The DDA and the Standards outline three key obligations:
1. Consultation
Schools must consult with students and/or their families about their needs.
Ask, listen, and learn. Families are experts in their child’s needs.
Use this information to co-create learning plans and adjustments.
2. Reasonable Adjustments
Schools must make adjustments to allow students with disability to access and participate in learning.
Examples include:
Adjusted assessments
Flexible seating or classroom layouts
Visual timetables or quiet spaces
Use of assistive technologies
Modified instruction styles or task scaffolding
Reflection Prompt:
Have I asked my students what helps them learn best?
Are my lessons adaptable to different learning profiles?
3. Protection from Harassment and Victimisation
Students with disability must be protected from bullying, discrimination, and isolation.
Inclusion isn’t just about access—it’s about belonging.
Build a classroom culture that celebrates difference.
What the Disability Royal Commission Taught Us
In 2019, the Disability Royal Commission began investigating how people with disability are treated across society, including in schools. The Final Report (Sept 2023) outlined 222 recommendations - 15 directly related to education.
Some key takeaways:
Every child has the right to access and thrive in mainstream education.
Teachers need ongoing training and support to deliver inclusive practices.
Governments are reviewing legislation to remove barriers to access.
What does that mean for us? Inclusion is not a trend—it’s a national priority.
How to Put the Disability Standards, DDA, and Inclusion into Practice at School
You don’t need to overhaul everything overnight. Start small, stay consistent, and make inclusion part of your everyday thinking.
Here’s a practical checklist to get started:
✅ Learn the Law
Build your knowledge of the DDA and Disability Standards.
Schedule a staff meeting or PD session to review key points.
✅ Know Your Students
Engage families in meaningful consultation.
Use student voice to shape adjustments.
✅ Reflect and Adjust
Review your planning. Are tasks accessible? Are the instructions clear?
Offer flexibility - time, space, tools, so that every student can succeed.
✅ Use Inclusive Language
Watch your words. How we talk shapes how students feel.
“Support needs” over “problems,” “adjustments” over “allowances.”
✅ Lead with Culture
Foster a classroom environment where difference is normalised, not othered.
Celebrate strengths, highlight student voices, and model respect.
Building Teacher Skills in Inclusion with the Disability Standards and DDA
Use this blog as a team discussion tool.
Try one of the following:
Run a 20-minute PD session using the key headings as talking points.
In staff teams, audit current classroom practices against the checklist.
Assign reflective questions as prompts for your professional learning journal.
Final Thought
True inclusion isn’t paperwork. It’s not a box to tick. It’s a mindset that underpins everything we do.
The DDA and Disability Standards give us the framework, but the impact comes from how we enact them in our classrooms. By collaborating with families, staying curious about what works, and remaining open to change, we can create schools where every student is seen, supported, and celebrated.
Because when inclusion is done well, everyone wins.
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