education.vic.gov.au

School operations

Disability Inclusion Funding and Support

This policy currently applies to schools in the Bayside Peninsula, Barwon, Loddon Campaspe, Mallee, Central Highlands and Outer Eastern Melbourne Areas as well as 7 specific supported inclusion schoolsExternal Link . The Program for Students with DisabilitiesExternal Link process will remain unchanged for schools in all other areas.

Policy

This policy outlines how schools can plan for and implement the Disability Inclusion funding model. This is relevant to schools in Bayside Peninsula, Barwon, Loddon Campaspe, Mallee, Central Highlands and Outer Eastern Melbourne Areas, and 7 supported inclusion schoolsExternal Link in 2022.

Summary

Details

Disability Inclusion is introducing:

  • a new school funding model for students with disability, with 2 new funding allocations (Tier 2 school-level funding and Tier 3 student-level funding) to support inclusive practice in schools
  • a new Disability Inclusion Profile process to help schools and families identify the strengths, needs and educational adjustments schools can make to assist students with disability – this process will inform Tier 3 student-level funding allocations
  • new initiatives to strengthen skills and knowledge in inclusive education across the school system
  • additional regional disability support roles and dedicated implementation teams.

Schools must make reasonable adjustments to ensure that students with disability can access and participate in education on the same basis as students without disability, regardless of the availability of additional funding. Refer to: Students with Disability.

Disability Inclusion funding model

The Disability Inclusion funding model has 3 tiers, based on the increasing level of need for educational adjustments and targeted support:

The tiered funding model will progressively replace the PSD and the LLDSP. The model includes a significant increase in available support and expenditure.

Disability Inclusion implementation roll-out

The new funding allocations and the Disability Inclusion Profile will be introduced to schools based on their areas between 2021 and 2025.

2021 – Year 1 schools

Schools in the following areas participated in Year 1 of Disability Inclusion implementation in 2021:

  • Bayside Peninsula (South Eastern Victoria Region – Metropolitan)
  • Barwon (South Western Victoria Region – Rural)
  • Loddon Campaspe (North Western Victoria Region – Rural)
  • 5 supported inclusion schoolsExternal Link .

Schools will receive their Tier 2 school-level funding annual allocations through the regular SRP cycle. Refer to: Student Resource Package.

2022 – Year 2 schools

Schools in the following areas are participating in Year 2 of Disability Inclusion implementation in 2022:

  • Outer Eastern Melbourne (North Eastern Victoria Region – Metropolitan)
  • Central Highlands (South Western Victoria Region – Rural)
  • Mallee (North Western Victoria Region – Rural)
  • 2 additional supported inclusion schoolsExternal Link .

Year 2 schools will have received the new Tier 2 school-level funding allocation from Term 1, 2022.

Schools in Year 1 and Year 2 areas should plan and prepare for Disability Inclusion Profiles in order to access Tier-3 student level funding. PSD processes are no longer available to these schools.

2023 to 2025 rollout schedule

Schools will receive Tier 2 funding and commence the new Disability Inclusion Profile processes in line with the following staged roll-out schedule.

2023 – Year 3 schools
  • Inner Gippsland (South Eastern Victoria Region – Regional)
  • Ovens Murray (North Eastern Victoria Region – Regional)
  • Western Melbourne (South Western Victoria Region – Metropolitan)

Year 3 schools will receive the new Tier 2 school-level funding allocation from Term 1, 2023.

Current processes under the PSD will apply to these schools for new applications for students commencing school in 2023 (for example, preps beginning in 2022 and transfers from other systems) until census date 2023 (usually 28 February). After this date, Year 3 schools will move to the new Disability Inclusion Profile process for applications for Tier 3 student-level funding.

Further advice will be provided throughout 2022 for schools in Year 3 areas.

2024 – Year 4 schools
  • North Eastern Melbourne (North Western Victoria Region – Metropolitan)
  • Southern Melbourne (South Eastern Victoria Region – Metropolitan)
  • Brimbank Melton (South Western Victoria Region – Metropolitan)
  • Goulburn (North Eastern Victoria Region – Regional)
2025 – Year 5 schools
  • Hume Moreland (North Western Victoria Region – Metropolitan)
  • Outer Gippsland (South Eastern Victoria Region – Regional)
  • Wimmera South West (South Western Victoria Region – Regional)
  • Inner Eastern Melbourne (North Eastern Victoria Region – Metropolitan)

Further advice will be provided for schools in Year 4 and 5 areas ahead of their transition to Disability Inclusion.

Relevant legislation

Contacts

For general queries about Disability Inclusion, contact: disability.inclusion@education.vic.gov.au

For questions about Disability Inclusion Profile outcomes, including the profile report and school resource notification and the Tier 3 funding allocation, timelines, or process, contact: disability.inclusion.outcomes@education.vic.gov.au

Regional Implementation Teams are available to support schools in transitioning to Disability Inclusion.

North Eastern Victoria Region

NEVR.disability.inclusion@education.vic.gov.au

South Western Victoria Region

SWVR.disability.inclusion@education.vic.gov.au

South Eastern Victoria Region

SEVR.disability.inclusion@education.vic.gov.au

North Western Victoria Region

NWVR.disability.inclusion@education.vic.gov.au

Schools with queries related to individual students may also contact their regional disability coordinator by contacting their local regional office.

Department policy outlining how schools can plan for and implement the Disability Inclusion funding model

Reviewed 16 September 2022

Policy last updated

16 September 2022

Scope

  • Schools

Contact

Inclusive Education Reform

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