This policy currently applies to schools in the Bayside Peninsula, Barwon, and Loddon Campaspe Areas as well as 5 specific Supported Inclusion Schools, and will apply to schools in the Mallee, Central Highlands, and Outer Eastern Melbourne Areas, and 2 newly opened supported inclusion schools in 2022. The process will remain unchanged for schools in all other Areas.
This policy outlines the and surrounding process that is designed to help schools and families identify the strengths, needs, and educational adjustments schools can make for individual students. This policy currently applies to schools in Bayside Peninsula, Barwon and Loddon Campaspe Areas, and 5 Supported Inclusion Schools in 2021, and will apply to schools in the Mallee, Central Highlands, and Outer Eastern Melbourne Areas, and 2 newly opened supported inclusion schools in 2022.
- The Department is committed to embedding inclusive education in all school environments for and additional needs.
- Schools must meet their legal obligations under the , the , and the to make reasonable adjustments to accommodate . These obligations apply to all students with disability, not just those who are eligible for support under targeted funding programs.
- The (profile) is a new tool and process to help schools and families identify the strengths, needs and educational adjustments schools can make for the individual student.
- The profile and surrounding process will progressively replace the Program for Students with Disabilities (PSD) application processes. Refer to the for information on how to undertake the profile.
- Schools will need to prepare for, co-ordinate, and participate in the profile process, with parent/carer(s), to receive Disability Inclusion.
- The profile is part of the broader Disability Inclusion reform package. Refer to for information on the Disability Inclusion funding model and implementation phases across Victorian government schools.
The profile is part of a broader package to strengthen inclusive education across the school system. Refer to for information on the Disability Inclusion funding model and implementation phases across Victorian Government schools.
The profile and surrounding process is designed to:
- help schools and families identify functional needs and adjustments for
- inform , the learning goals for students, and school-wide planning
- determine Disability Inclusion allocations to support schools to deliver adjustments for individual students with complex and high needs.
Schools must make reasonable adjustments to ensure that can access and participate in education on the same basis as students without disability, regardless of the availability of additional funding. Refer to: .
The profile is completed through a structured meeting with the student’s (SSG) and led by a trained Disability Inclusion Facilitator (facilitator). The facilitator will support SSG members to work together to complete the profile in the meeting, including agreeing the level of adjustment required to enable a student’s participation and learning. Refer to the for information on the roles and responsibilities of profile meeting attendees.
The Disability Inclusion Facilitator Service (DIFS or facilitator service) has been established to deliver parts of the profile process, including the facilitator role. The facilitator service is delivered by Australian Healthcare Associates (AHA) on behalf of the Department and will recruit and manage the facilitators.
The profile and the Disability Inclusion funding model will progressively replace the PSD. The profile process replaces the current application processes for the PSD, including the use of the Educational Needs Questionnaire, as schools transition to Disability Inclusion.
The profile is available to schools in the Bayside Peninsula, Barwon, and Loddon Campaspe Areas, as well as 5 specific Supported Inclusion Schools. For information on which students are able to access the profile, refer to: .
The profile process is not compulsory for any student and requires consent from the parent/carer(s). It is the responsibility of the school in partnership with the parents, student, and SSG to consider and determine whether to undertake the process.
Disability Inclusion Profile process overview
- The school identifies students to undertake the profile in partnership with their parents and the SSG. Refer to:
- The school requests a profile meeting with the facilitator service. Refer to:
- The school gathers information to support the profile process. The school submits all supporting information to the facilitator service. Refer to:
- The school, in collaboration with the parent/carer(s) and student, prepare for the profile meeting. Refer to:
- The SSG holds a profile meeting, led by a trained facilitator. Refer to:
- The profile is finalised by the facilitator service. The finalised profile will inform allocations for students with high needs. The school receives a Disability Inclusion Profile Report (Profile Report). Refer to: and
- The SSG meets to discuss the Profile Report and incorporate any learnings into the student’s IEP. Where applicable, Disability Inclusion will be provided via the school’s Student Resource Package (SRP). The revised IEP is discussed with the student’s teacher(s) to ensure that they are aware of any changes and the support needs required to enable the student to meet their learning goal. Refer to:
The profile meeting is most effective when undertaken after the student has been in the school setting for at least 10 weeks, as students will have become familiar with the setting and existing adjustments able to be made by the school, and schools will have a greater understanding of the student and their needs in the educational environment.
Note, for new students entering the Victorian government school system who are eligible for , this funding will be backdated to the student’s enrolment if the profile process is completed within 2 terms.
Disability Inclusion Regional Implementation Teams and other Area workforces are available to support schools to identify and prioritise students for profile meetings throughout the school year.
Schools can also contact the facilitator service for queries related to the profile process, requesting and scheduling profiles, and the status of existing Profile requests:
Regional Implementation Teams are available to support schools in transitioning to Disability Inclusion.
North Eastern Victoria Region
South Western Victoria Region
South Eastern Victoria Region
North Western Victoria Region
Reviewed 06 December 2021