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Disability Inclusion Profile

Participating in the Disability Inclusion Profile meeting – roles and responsibilities

Overview of profile process

The Disability Inclusion Profile (profile) will be completed in a specially convened meeting of the student’s student support group (SSG).

In the profile meeting, all participants will be asked to contribute information about the student to understand their strengths, aspirations and functional needs and the adjustments required to enable them to participate in their education on the same basis as a student without disability.

Facilitator role in the profile meeting

The facilitator will support participants to discuss and agree on the level of adjustment being provided or required for the student to participate in each of 31 school-related activities in the Functional Needs domain section of the profile. This will include:

  • adjustments currently in place to support the student:
    • adjustments that are being provided, as well as the frequency, the intensity, and personalisation of those adjustments to enable the student’s participation and learning
    • the individual education plan (IEP) learning goals that have been identified for the student and the specific adjustments that the school has in place
  • the specific adjustments that may be required to enable the student to reach their individual learning goals.

If the participants are unable to agree on the level of adjustment the student requires, the facilitator will record the different levels of adjustment discussed in the meeting.

The facilitator will determine the final level of adjustment based on the information provided in the profile meeting and the supporting information.

The discussion should not focus on the student’s disability or impairment, or how challenging it is for the school to enable the student’s participation.

The facilitator will assist the SSG to understand each of the profile sections and may ask the meeting participants questions to ensure detail of the student’s strengths, needs, and adjustments are discussed and well understood by all participants.

For more information about Student Support Groups, refer to: Student Support Groups.

Student’s role in the Disability Inclusion Profile meeting

It is important that students play an active and age-appropriate role in the profile process and contribute to the discussion and decision-making process, either in person or via a trusted adult. For more information, refer to: Preparing for the Disability Inclusion Profile meeting – roles and responsibilities.

The Student voice tool (DOCX)External Link and the Inclusive student voice toolkit (DOCX)External Link are available to support student participation in the process. A social script (DOCX)External Link is also available. It explains the Disability Inclusion Profile meeting for primary school students, using easy English and photos. A version for secondary school students will be available shortly.

An easy English guide (DOCX)External Link is also available to explain the profile to students.

Parent/carer(s) role in the Disability Inclusion Profile meeting

At the meeting, parent/carer(s) will be responsible for:

  • providing information about the student’s aspirations, learning, participation, social engagement, and experiences at home, that are relevant to the student’s learning
  • providing information on past adjustments and their effectiveness and any experiences from home that are relevant to the student’s learning both at home and at school
  • supporting or providing student voice in the process, if the student does not attend the profile meeting.

Teacher role in the Disability Inclusion Profile meeting

At the meeting, teachers will be responsible for:

  • providing information about the student’s learning, social engagement, and participation
  • discussing current and potential adjustments
  • providing student voice in the process, where appropriate
  • providing information on student’s progress.

It is best practice for the teacher that attends the profile meeting to gather information from the student’s other teachers so that they have a comprehensive understanding of the student’s functional needs. A Profile preparation tool (DOCX)External Link is available to support schools in collecting information about the student from multiple teachers and other relevant staff. This tool has been developed specifically for secondary schools but can be used by all schools as needed.

Preschool/kindergarten teacher role in the Disability Inclusion Profile meeting

For incoming prep-students, preschool/kindergarten teachers may be invited to participate in a Disability Inclusion Profile meeting.

At the meeting, preschool/kindergarten teachers will be responsible for:

  • providing information about the student’s learning, social engagement, and participation
  • discussing adjustments in place at the kindergarten
  • providing student voice in the process, where appropriate
  • providing information on the student’s progress.

In addition, early childhood settings can support the profile process by providing high quality, strengths-based transition learning and development statements, including Section 1.2, which supports enhanced transitions for children with disability or developmental delay, and by completing other assessments such as Early ABLES. As per current practice, schools may also ask kindergarten teachers to complete a Vineland assessment.

Principal (or nominee) role in the Disability Inclusion Profile meeting

The principal or principal’s nominee is required to ensure that the profile meeting is coordinated, and all attendees can attend.

In the meeting, the principal or principal’s nominee is responsible for:

  • providing information about the school environment and school wide adjustments
  • providing information about the student’s learning and social engagement
  • helping make sure the voice of all the student’s teachers is provided, where required, such as in secondary schools
  • helping ensure the profile meeting is collaborative and constructive.

Principals or principal’s nominee, while typically responsible for running SSG meetings, are not required to lead the discussion or set the profile meeting’s agenda. The principal or principal’s nominee may wish to record key information or actions from the meeting. Schools can use the profile notes tool for this purpose.

Principal or principal’s nominee role when a student attends 2 schools (dual enrolments)

For students who are enrolled at both a mainstream and specialist school and split their school week between the 2 locations, a principal or principal’s nominee from both settings should attend the profile meeting.

The principal or principal’s nominee of the school the student attends the most is responsible for ensuring that the profile meeting is organised. Where there is a 50/50 split, school leaders can decide which school organises the profile meeting.

Principal or principal’s nominee role when a student attends a re-engagement program

If a student is attending a re-engagement program, these settings may not be sufficiently familiar with the profile or surrounding process to take responsibility for organising the profile meeting. The principal or principal’s nominee of the school in which the student is enrolled should consult the leaders of the re-engagement program and decide who will organise the profile meeting.

If the school in which the student is enrolled takes responsibility for organising the meeting, they should work closely throughout the process with the re-engagement program as they may be best placed to contribute to supporting information, support the student’s voice to be represented, support parent/carer(s) attendance, and contribute to the meeting itself.

School leaders support a culturally inclusive and safe practices for Aboriginal and Torres Strait Islander people and those from culturally and linguistically diverse communities.

The cultural safety of Aboriginal and Torres Strait Islander people and those from culturally and linguistically diverse communities during the profile meeting is essential. Facilitators have been trained to ensure the cultural safety of Aboriginal and Torres Strait Islander people throughout the profile process. In addition, facilitators will work to support participation in the profile meeting for those from culturally and linguistically diverse communities.

School leaders should be mindful of cultural inclusion and safety during the entire process and build in practices across their school that create culturally inclusive and respectful environments for Aboriginal and Torres Strait Islander people and those from culturally and linguistically diverse communities.

The Koorie Engagement Workforce can be consulted to support schools to build their capability in creating culturally inclusive schools and may be available to attend profile meetings if necessary. Refer to: Koorie Cultural InclusionExternal Link .

Advocate’s role in the Disability Inclusion Profile meeting

It is the right of parent/carer(s) to have an advocate. This can help with:

  • sharing the parent/carer(s)’ knowledge about the student
  • discussing any difficulties the parent/carer(s) may have in the profile meeting
  • developing a cooperative relationship between the parent/carer(s) and the school
  • assisting parent/carer(s) to understand the department’s procedures
  • linking parent/carer(s) with relevant services
  • debriefing with parent/carer(s) after the meeting and filling in gaps in their understanding of the outcomes of the meeting.

Advocates must not be paid for their help. As per the SSG guidance, the role of the parent/carer(s)’ advocate in the meeting is a constructive, supportive and enabling one. Refer to: Student Support Groups.

If required, parent/carer(s) should work with the school to support the advocate to attend.

Interpreter’s role in the Disability Inclusion Profile meeting

Where required, an interpreter (or interpreters), including AUSLAN and deaf interpreters, should be present at the meeting to help with communication in line with the department’s Interpreting and Translation Services policy.

For more information about accessing interpreting and translation services, refer to: Interpreting and Translation Services.

Other attendees’ role in the Disability Inclusion Profile meeting

Other people who work with the student, such as an NDIS worker, allied health/social worker, medical professional, or education support staff can also attend and provide information about the student related to their specific expertise and their work with the student. Other attendees should refrain from commenting on or contributing to the discussion about activities that are outside their scope of practice or expertise unless requested by the parent/carer(s) or the school.

The role of other attendees is to provide additional information to support the school and parent/carer(s) to discuss and complete the sections of the profile.

All additional attendees must be agreed upon by the school and the parent/carer(s).

Includes an overview of the profile process and the roles of the facilitator, students, parent/carers, teachers, principals, advocates, interpreters and other attendees

Reviewed 09 September 2022

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