Preparing for a Disability Inclusion Profile meeting – roles and responsibilities
The school principal or principal’s nominee, teachers, and other participating school staff are required to prepare for the profile meeting.
Principals or their nominees are also required to work with parent/carer(s) ahead of the profile meeting to collate any supporting information.
The principal or principal’s nominee should work with the student’s family to:
- ensure they understand the purpose of the profile meeting
- support them to prepare for (if relevant) and be able to participate in the meeting
- help them understand what is involved and address any concerns they may have
- help them explain the purpose of the meeting and how the meeting will work to the student.
Preparation for the profile meeting is encouraged but not mandatory for the student’s parent/carer(s).
Parent/carer(s) already know so much about their child that enables them to meaningfully contribute to the discussion. However, families may spend time before the meeting thinking about their child’s strengths, aspirations, and functional needs.
Prior to the meeting parent/carer(s) can also nominate an advocate to support and/or represent them and their child, if required. All additional attendees must be agreed upon by the school and the parent/carer(s).
Student voice is an important part of the Disability Inclusion Profile process. It is important that the student plays an active role in the profile process and contributes directly or indirectly to the discussion, either in person or via a trusted adult.
Students may require support to participate in the profile meeting. Schools should consider the appropriate method and person to support students in this context. This may involve:
- collaborating with staff and the student to plan how best to prepare the student to contribute to the meeting.
- helping the student learn about what a profile meeting is, using mediums and communication strategies that are accessible and engaging for them. This could be through using visuals that explain the meeting, role-playing what happens in a meeting, or using augmentative and alternative communication techniques and aids where students present with speech and/or language impairments.
- giving the student options for their contribution to the meeting. This could include:
- partial or full attendance
- communicating with a trusted adult (such as a parent or teacher) who will speak for them in the meeting
- drawing pictures or taking photos about their strengths and learning aspirations and the support that helps meet their learning goals
- writing about themselves
- completing a template
- engaging with the for guidance on a variety of multi-modal approaches to capture student voice
- ensuring the student’s contribution is ready for the meeting.
Students may contribute prior to the profile meeting through communication with their teacher, family or another trusted adult, who then presents this information at the profile meeting. This should be done in a way that is most appropriate to the student.
In some rare cases student voice may not be able to be captured in the process. If this is the case, then the parent/carer(s) or teacher can provide the student’s perspective in the process.
Resources to support student voice:
- Positive Partnerships: – an example of including autistic students in individual education plan (IEP) meetings
- Youth Disability Advocacy Service (YDAS):
Prior to the meeting, the facilitator will familiarise themselves with the information they have about the student and the school to build a preliminary understanding of the student’s needs and adjustments required to enable participation in their education.
Inclusive education means that all members of every school community are valued and supported to fully participate, learn, develop and succeed within an inclusive school culture. Inclusive education acknowledges that some children and young people have intersecting identities or additional needs that schools may need to take into consideration during the profile meeting.
Cultural safety of Aboriginal and Torres Strait Islander people
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.
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 the .
LGBTIQA+ student support
Students who are lesbian, gay, bisexual, trans and gender diverse, intersex, queer, questioning and asexual (LGBTIQA+) have a right to feel safe and included at school. Schools are required to take reasonable steps to eliminate discrimination on the basis of sex, gender and sexuality. The department’s outlines strategies that must be embedded to support LGBTIQA+ students. This policy may support your school in preparing for and participating in a profile meeting.
Support for culturally and/or linguistically diverse students and families
All Victorians are entitled to mutual respect and understanding regardless of their cultural, religious, racial and linguistic backgrounds. Education plays a critical role in promoting social cohesion and building resilience in communities. Schools provide an environment where respectful relationships, acceptance of diversity, knowledge of other cultures and an understanding of global issues and events can be developed. Schools should work to ensure that the profile meeting is culturally inclusive and safe.
Schools must offer interpreting and translation services to parents and carers who have limited or no English language skills to communicate key information about their child’s education. Refer to the department's .
Reviewed 07 December 2023