Cherylee M. Brown

Policies exist to regulate the use of restraint and seclusion so that they are only implemented when necessary and following appropriate standards and procedures. These policies often focus on students with disability. This qualitative study explored school leaders’ understanding, use and perspectives of the Restraint and Seclusion Policy mandated for Victorian government schools, in relation to primary school-aged children with disability. Reflexive thematic analysis was undertaken on interviews conducted with eight leaders from six Victorian government schools. Five themes were developed: (i) Perceptions about behaviours of concern; (ii) Complex policy complicates implementation; (iii) Many factors determine policy implementation; (iv) Reporting is required but stressful; and (v) Support is important and includes, but is not limited to, professional development. Results indicate the Policy was valued but complex. School ethos, educator ideologies and understanding of behaviour, and the physical environment impacted policy implementation. Leaders felt the most effective approach to reducing restraint and seclusion use was preventing challenging behaviour through proactive and holistic approaches. Reporting was necessary but the process often felt arduous and judgmental for educators. The Restraint and Seclusion Policy was valued but needs to be user friendly and supported with professional development about understanding the policy, behaviour and disability.

This study describes the classroom environment that students with visual impairment typically experience in regular Australian early education. Adequacy of the classroom environment (teacher training and experience, teacher support, parent involvement, adult involvement, inclusive attitude, individualization of the curriculum, physical environment, and vision aids) for students with visual impairment in early regular education was assessed at the start and the end of one year. A total of 20 students with visual impairment (age M = 5.4 years) attending regular early education participated. In general, teacher-reported curriculum individualization and the physical environment were adequate. However, support provided for staff, teacher training, adult involvement, access to visual aids, and inclusive attitudes were less than adequate. More than 40% of students experienced fewer than four out of nine adequate environmental features. These results indicate that strategies to improve teacher training, support, attitudes, and access to vision aids are needed.

To describe the self-reported vision, history of eye disease and general health of indigenous Australian participants in the National Indigenous Eye Health Survey. Using a multistage cluster sampling methodology, 30 geographic areas, stratified by remoteness, were selected to provide a representative population of indigenous Australians aged 5-15 years and 40 years and over. Before an eye examination, participants completed a questionnaire about their eye health and eye care facilities consulted, satisfaction with their vision and general health. A total of 1694 indigenous children (49.2% female, mean age 9.5 ± 2.9 years) and 1189 adults (61.0% female, mean age 53.1 ± 9.7 years) participated. Three-quarters of adults (259/342) and 88.4% of children (129/146) wore the right distance glasses. Adults from remote areas were less likely to have refractive error (P = 0.002) as well as males versus females (P = 0.02). Similar results were found for children. Adults wearing appropriate distance glasses were as satisfied with their vision as people with normal vision who did not need glasses (P = 0.6). Both groups were more satisfied with their distance vision than people with poor presenting vision (P = 0.007). Self-report of cataract, diabetic retinopathy, glaucoma and age-related macular degeneration did not match with clinical findings (P < 0.001). Over 37% of adults (417/1187) and 1.3% of children (22/1691) reported having diabetes. The National Indigenous Eye Health Survey provided information to guide future planning of eye health prevention strategies for indigenous Australians. Findings indicate the importance of correcting refractive error to improve quality of life. Prevention messages should be renewed in appropriate sociocultural formats.