education.vic.gov.au

School operations

Disability Inclusion Profile

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 schools. The Program for Students with DisabilitiesExternal Link process will remain unchanged for schools in all other areas.

Policy

This policy outlines the Disability Inclusion Profile 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, Loddon Campaspe, Mallee, Central Highlands, and Outer Eastern Melbourne areas and 7 supported inclusion schools.

From census date 2023 (typically 28 February), Disability Inclusion Profiles will be available for students in schools in Inner Gippsland, Ovens Murray and Western Melbourne areas. Current processes under the Program for Students with Disabilities (PSD) will remain in place until this date, including for students commencing school in 2023 (for example, preps beginning in 2023 and transfers from other systems). Further information will be provided later in 2022 to support schools in these areas to transition to Disability Inclusion Profiles.

Summary

Details

The Disability Inclusion Profile (DOCX)External Link 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:

  • help schools and families identify functional needs and adjustments for students with disability
  • inform individual education plans (IEPs), the learning goals for students, and school-wide planning
  • determine Disability Inclusion Tier 3 student-level funding allocations to support schools to deliver adjustments for individual students with complex and high needs.

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 Program for Students with Disabilities (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, Loddon Campaspe, Mallee, Central Highlands, and Outer Eastern Melbourne areas, as well as the 7 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 student's parent/carer(s). It is the responsibility of the school in partnership with the parent/carer(s), student, and SSG to consider and determine whether to undertake the process.

Access to the profile is not limited to students who are eligible for Tier 3 student-level funding. It is available to and may benefit a broader group of students with disability and additional needs. Refer to: Identifying students to undertake a profile.

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 provides information to demonstrate that the student meets the requirements for a profile meeting. Refer to: Requesting a Disability Inclusion Profile meeting
  4. 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. It is recommended that schools upload between 10 and 15 documents as supporting information
  5. 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
  6. The SSG holds a profile meeting, led by a trained facilitator. Refer to: Participating in a Disability Inclusion Profile meeting – roles and responsibilities
  7. 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) and a School Resource Notification, that outlines any Tier 3 student-level funding allocation. Refer to: Finalising the Disability Inclusion Profile and Notification of Disability Inclusion Profile outcome
  8. 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

Undertaking a profile practice session prior to requesting a profile meeting is strongly encouraged to build understanding of the process. Schools can submit a practice session request at Disability Inclusion Facilitator ServiceExternal Link .

Schools are also encouraged to complete the Disability Inclusion eLearning modules. These can be found by searching ‘Disability Inclusion’ in LearnED/eduPay.

Schools are also encouraged to discuss individual students with their area teams (student support services key contact or regional disability coordinator) prior to lodging a profile request with the facilitator service.

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 the adjustments made by the school have been implemented and monitored, and schools will have a greater understanding of the student and their needs in the educational environment.

The 10-week recommended period applies to students in all settings, including primary, secondary and specialist settings.

Note, for students who have enrolled at a new school and are eligible for Tier 3 student-level funding, this funding will be backdated to the student’s enrolment if the school has completed the profile request (this means the school has provided all required documentation and supporting information) within 2 terms of commencement. The meeting does not have to be held 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.

Transition timelines

Schools have 3 years from the roll-out commencing in their area to complete a profile for students in their school who are eligible under the PSD.

Schools are encouraged to discuss planning for their transition with their region’s Disability Inclusion Regional Implementation Teams.

For some schools with large concentrations of students currently supported through the PSD, meeting this timeline may be challenging. A longer transition timeline can be agreed with Disability Inclusion Regional Implementation Teams in some cases.

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:

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 officeExternal Link .

Feedback

The department is continually looking to improve and refine policies and processes. Should you have any feedback on the Disability Inclusion Profile or the surrounding process please provide it to: disability.inclusion@education.vic.gov.au

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 17 November 2022

Policy last updated

9 September 2022

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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