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Disability Inclusion Profile

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 Program for Students with Disabilities process will remain unchanged for schools in all other Areas.

Policy

This policy outlines the Disability Inclusion Profile (Word) 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.

Summary

Details

The Disability Inclusion Profile (Word) and surrounding process helps schools and families identify the strengths, functional needs, and educational adjustments schools can make to assist students with disability and additional learning needs.

The profile is part of a broader package to strengthen inclusive education across the school system. Refer to Disability Inclusion Funding and Support for information on the Disability Inclusion funding model and implementation phases across Victorian Government schools.

The profile and surrounding process is designed to:

Schools will need to prepare for, co-ordinate and participate in the profile, with parent/carer(s), to receive Disability Inclusion Tier 3 student-level funding. Refer to: Tier 3 student-level funding.

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.

The profile is completed through a structured meeting with the student’s Student Support Group (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 Guidance tab 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: Identifying students to undertake a profile.

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

A summary of the profile process is provided below. Schools should follow the more detailed information on the Guidance tab when undertaking this process.

  1. The school identifies students to undertake the profile in partnership with their parents and the SSG. Refer to: Identifying students to undertake a profile
  2. The school requests a profile meeting with the facilitator service. Refer to: Requesting a Disability Inclusion Profile meeting
  3. The school gathers information to support the profile process. The school submits all supporting information to the facilitator service. Refer to: Scheduling a Disability Inclusion Profile meeting
  4. The school, in collaboration with the parent/carer(s) and student, prepare for the profile meeting. Refer to: Preparing for a Disability Inclusion Profile meeting – roles and responsibilities
  5. The SSG holds a profile meeting, led by a trained facilitator. Refer to: Participating in a Disability Inclusion Profile meeting – roles and responsibilities
  6. The profile is finalised by the facilitator service. The finalised profile will inform Tier 3 student-level funding allocations for students with high needs. The school receives a Disability Inclusion Profile Report (Profile Report). Refer to: Finalising the Disability Inclusion Profile and Notification of Disability Inclusion Profile outcome
  7. The SSG meets to discuss the Profile Report and incorporate any learnings into the student’s IEP. Where applicable, Disability Inclusion Tier 3 student-level funding 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: Steps following notification of Disability Inclusion Profile outcome

Timelines

Schools can request a profile meeting at any time for students that meet the requirements. Refer to: Identifying students to undertake a profile.

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 Tier 3 student-level funding, 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.

There are recommended times in the year to complete profile meetings for specific cohorts of students. Refer to: Identifying students to undertake a profile.

Relevant legislation

Contacts

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

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

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 the Disability Inclusion Profile that is designed to help schools and families identify the strengths, needs, and educational adjustments schools can make for students

Reviewed 06 December 2021

Policy last updated

1 December 2021

Scope

  • Schools

Contact

There are multiple contacts for this topic. Refer to the contacts heading at the bottom of the page for details.

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