The SACE Board's Special Provisions in Curriculum and Assessment Policy provides flexibility for schools and the SACE Board to make reasonable adjustments in curriculum and assessment to enable students with disability to access and participate in SACE programs, and associated assessments, on the same basis as other students.

However, for a small number of students with disability that result in significant impairment in intellectual functioning and/or adaptive behaviours, the learning requirements and performance standards in one or more SACE subjects are a barrier to achievement and SACE completion, even with the reasonable adjustments available under the Special Provisions Policy.

The disabilities of these students are highly complex and require substantial or extensive adjustments in curriculum and assessment.

To meet the learning needs of individual students with significant impairment in intellectual functioning and/or adaptive behaviours associated with their disability, the SACE Board makes available a set of modified subjects. Modified subjects are highly individualised subjects in which curriculum and assessment are designed around development of one or more SACE capabilities and personal learning goals that are appropriate for the student.

Eligible students can complete the certification requirements of the SACE using one or more modified subjects at Stage 1 and Stage 2.

For information about Stage 1 and Stage 2 Modified Subjects, including what resources are available, where to find them, and why they're important, see Teaching Modified Subjects.

Download the CHAT from the above meeting [PDF 88KB]