Authentic Inclusion in Schools: a DSV Education Conference

Keynote speaker: Nas Campanella

Nas Campanella is the ABC’s National Disability Affairs Reporter.

Nas Campanella is the ABC’s National Disability Affairs Reporter.

Nas started her career at the ABC as a cadet journalist in Sydney in 2011 before working as a regional reporter in Bega on the New South Wales far south coast. She then spent seven years working as a newsreader, reporter and senior producer for triple j and other ABC platforms. Nas has also undertaken projects with ABC International Development, running initiatives for people living with disability across the Pacific.

Nas lost her sight when she was six months old. Nas also has a neurological condition called Charcot-Marie-Tooth which means she can’t read Braille.

Nas also works as an MC and public speaker, presenting at schools, conferences and charity fundraisers on topics such as inclusive education, adaptive technology, accessibility and supporting women to climb the corporate ladder. Nas has supported young people with vision impairments to transition into mainstream schooling.

Loren Swancutt

National Convenor of the School Inclusion Network for Educators (SINE), and the Board Chair of Inclusive Educators Australia (IEA).

Loren Swancutt is an experienced teacher, school leader, and education consultant. She has led successful whole-school inclusive reform at a complex and challenging high school and has been seconded to education system level advisory roles supporting principals and school teams to advance inclusive education practices. Loren is highly regarded for her work relating to inclusive teaching and learning, and for her ability to translate theory and research into scalable and sustainable practice.

Loren is the National Convenor of the School Inclusion Network for Educators (SINE), and the Board Chair of Inclusive Educators Australia (IEA). She is a doctoral candidate at the Queensland University of Technology (QUT) where she is researching the inclusion of students with complex learning profiles in grade-level academic curriculum.

Associate Professor Kathy Cologan

Associate Director Children’s Voices Centre, Charles Sturt University

Associate Professor Kathy Cologon (she/her) is Associate Director, Children, Families and Communities at the Children’s Voices Centre, Charles Sturt University. A national and international leader in inclusive education and disability studies, Kathy’s research focuses on children’s rights, social justice, and inclusive practices. She has authored over 60 publications and led numerous interdisciplinary research initiatives that translate directly into policy and practice. Kathy has learned so much through working with children, families, teachers, allied professionals, and policy makers. She continues to work toward better opportunities and outcomes for every child.

Nick Drover

Special Education Teacher

Nick is a special education teacher with a strong passion for Augmentative and Alternative Communication and literacy teaching for students with disabilities. He has worked in special schools in Queensland and Victoria as a teacher, curriculum leader, and literacy coach. He has been presenting Key Word Sign for over 10 years and also serves as the treasurer for Key Word Sign Victoria. He currently works as an assistant principal at a special school in South East Melbourne.

Dr Erin Leif

Associate Professor in the School of Educational Psychology and Counselling, Monash University

Dr Erin Leif is an Associate Professor in the School of Educational Psychology and Counselling at Monash University. Her work focuses on advancing inclusive and rights-based practices in education and disability services, with expertise in Positive Behaviour Support, Trauma Informed Behaviour Support, and Multi-Tiered Systems of Support. Erin is passionate about building the capability of educators and practitioners to create learning environments that foster participation, self-determination, and success for all students.

Alex and Harry Sencek

Parent and student

Alex has worked as an educator in the disability community for over 35 years. For the past 7 years she has been working at the Victorian Electoral Commission in the Community and Engagement Team. Alex delivers voter education sessions to people with disabilities, while
also connecting with families and supporters about the supports available.

Alex has 3 sons. Harry, the middle child has Down syndrome. Harry’s schooling has been in mainstream settings. In 2024 he completed Yr 12 obtaining the Victorian Pathways Certificate at Koonung Secondary College (KSC). During his senior years at KSC Harry obtained the Certificate II in Hospitality in 2022, the Certificate II in Cookery in 2023, and the Certificate II in Baking in 2024.

In 2025 Harry studied at Box Hill Institute as a direct enrolment, and completed the Certificate I in Work Education which also included a course in Initial Adult Literacy and Numeracy. In 2026 Harry will continue his studies at Box Hill Institute undertaking the Certificate II in Work Education.

Grace and Pia Bolger

Parent and student

Grace is a parent of Pia, an 18 year old with Down syndrome. Grace is an IT professional turned Yoga teacher with a focus on children with special needs. Grace is currently working in education as a Teaching Assistant and loves trail running.

Pia was very fortunate to have received a high-quality early intervention program from a very early age. She attended mainstream school and recently completed year 12. She is very sociable and has a wonderful group of friends.

Pia’s passions are dancing, singing, performing and drawing. She has been practicing ballet since she was 4 years old. She swims twice a week. Her goal is to become a fashion designer.

Julie and Owen Roberts

Parent and student

Owen is now 22 years old and is our eldest child. Owen attended mainstream schools except for his first year of secondary schooling. He also did a year of pre-prep. Owen ended up going to three primary schools and two secondary schools due to various schools note suiting our situation. What worked well in Owen’s final primary school was both the parents and school working together. We were listened to and were kept in informed of both positive and negative issues and we resolved them together.

Owen was happiest at school when he felt included and was fully part of the cohort. When he was in Grade 6, it was great the other kids wanted Owen on their footy team. Even now, when we go out to the city, to the shops, you name it, there’s a reasonable chance Owen will bump into someone he knows from school days and it’s wonderful to see them approaching each other for a brief catch up.