This report examines the achievements of the ‘Every student, Every School’ (ESES) initiative which was introduced into NSW Public Schools in April 2012 based on empirical research undertaken in 2014 . Funded initially under the Australian Government More Support for Students with Disabilities program, the ESES program aims to find better ways of meeting the additional learning and support needs of every student, through building capacity and support within school communities. The ESES framework aims to diversify knowledge, resources and experience about quality education programs rather than concentrating the specialist knowledge in Schools for Specific Purposes (SSPs) (Department of Education and Communities, 2012), support classes or specialist teachers. In this way ESES signalled a cultural shift in education for students with additional learning and support needs. Advocates envisaged that ESES would facilitate the enactment of the Education Standards within the Disability Discrimination Act, and uphold the intent of the Melbourne Declaration. This study provides an opportunity to reflect on the effectiveness of ESES in facilitating this cultural shift and to suggest some future strategies.Teachers Federation of NS
