This policy applies to schools in the Bayside Peninsula, Barwon, Loddon Campaspe, Mallee, Central Highlands, Outer Eastern Melbourne, Inner Gippsland, Ovens Murray, and Western Melbourne areas, and 10 supported inclusion schools. The process will remain unchanged for schools in all other areas.
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 applies to schools in Bayside Peninsula, Barwon, Loddon Campaspe, Mallee, Central Highlands, Outer Eastern Melbourne, Inner Gippsland, Ovens Murray, and Western Melbourne areas and 10 supported inclusion schools.
The Program for Students with Disabilities (PSD) remains in place for all other areas.
- 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.
- Further information on the Disability Inclusion vision for inclusion can be found in the .
- 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 PSD application process. 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 department's . Refer to for information on the Disability Inclusion funding model and implementation phases across Victorian government schools.
The profile is part of the department’s , which aims to strengthen inclusive education across the school system. Refer to for information on the Disability Inclusion funding model and roll-out schedule. To learn more about the Disability Inclusion vision for inclusion, refer to .
The Disability Inclusion Profile (the profile) uses a strength and functional needs based approach that is designed to:
- highlight the student’s strengths, aspirations and goals
- help schools and families identify functional needs and adjustments for
- inform , student learning goals, 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.
What are functional needs?
Functional needs are the adjustments a person requires to enable them to participate in activities on the same basis as their peers. For the purpose of the Disability Inclusion Profile, participation refers to involvement in activities in an educational environment.
The profile and the will gradually replace the Program for Students with Disabilities (PSD). As schools transition to Disability Inclusion, the profile process will replace the current PSD application process, including the use of the Educational Needs Questionnaire.
The Disability Inclusion Facilitator Service (DIFS or facilitator service) administers the profile. To manage the profile process, schools use an online platform called the DIFS Portal. The DIFS Portal allows schools to request, view and upload information and engage with the facilitator service. Schools can seek access to the DIFS Portal by contacting DIFS on . Refer to: the .
Schools need to prepare for, co-ordinate and participate in the profile, with parent/carer(s) and the student, where appropriate to receive Disability Inclusion tier 3 student-level funding. Refer to: .
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 the .
The profile is not compulsory for any student and requires consent from the student's parent/carer(s). The school, in partnership with the parent/carer(s), the student, and SSG are responsible for deciding whether to undertake a profile. Refer to: .
Overview of the profile process
The profile is available to schools in Bayside Peninsula, Barwon, Loddon Campaspe, Mallee, Central Highlands, and Outer Eastern Melbourne, Inner Gippsland, Ovens Murray and Western Melbourne areas, and 10 supported inclusion schools. A summary of the steps for schools to complete a profile is provided below. More detailed guidance is provided in the chapters within the .
- Identify the student to undertake a profile
The school identifies a student to undertake the profile, in partnership with their parent/carer(s) and SSG. Access to the profile is not limited to only students who may be eligible for Tier 3 funding. Refer to:
- Request a profile meeting with the facilitator service
The school requests a profile meeting with the facilitator service through the DIFS Portal. Refer to:
- Demonstrate the student meets the requirements for a profile meeting
The school provides information to the facilitator service to demonstrate that the student meets the screening requirements for a profile meeting.
The facilitator service confirms the student meets the requirements for a profile. Refer to:
- Gather and submit supporting information for the profile process
Once approved, the school gathers and submits information to support the profile meeting through the DIFS Portal. This includes a completed profile information form and the optional . Refer to: and the
It is recommended that schools upload a maximum of 15 high-quality and relevant documents as supporting information before the meeting. Schools are encouraged to upload the documents under the available categories within the Evidence Upload fields in the DIFS Portal. Refer to: the
Schools should consult with their regional disability coordinator, health wellbeing or student support services key contact before requesting a profile to discuss the documentation required to support a profile request.
Once this step has been finalised, the for the purposes of accessing backdated funding.
- Schedule the profile meeting
The facilitator service will work with the school to identify the most appropriate date and time for the profile meeting. Schools are then responsible for coordinating the attendance of profile meeting participants for the full duration of the meeting. Refer to:
- Prepare for the meeting
The school, in collaboration with the parent/carer(s) and student prepare for the profile meeting. Refer to:
The profile meeting is led by a trained facilitator. Refer to:
A range of resources are available to support student and parent participation in the profile meeting. Refer to: .
- Provide additional supporting information, if required
The facilitator service may request additional supporting information after the meeting.
If uncertain about the additional information request, schools may clarify with the facilitator service.
- Receive finalised profile and school resource notification, if applicable via the DIFS Portal
The profile is finalised by the facilitator service.
The finalised profile informs allocations for individual students with complex and 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: , and the .
- Discuss the finalised report with the SSG
The school meets with the SSG to discuss the profile report and incorporate any learnings into the student’s IEP.
Disability Inclusion will be provided via the school’s Student Resource Package (SRP). Refer to:
The Disability Inclusion Profile meeting
The profile is completed through a structured meeting with the student’s , which is led by a trained Disability Inclusion Facilitator (facilitator). During the meeting, the facilitator supports the SSG members to work together to complete the profile. This includes agreeing on the levels of adjustment needed for the student’s participation and learning at school. The structures this discussion.
Building school staff capability with the profile process
Schools are encouraged to:
- review the content in the guidance tab of this policy page
- schedule a practice profile meeting. Schools can submit a practice session request through the
- speak with your regional implementation team (RIT), regional disability coordinator, health wellbeing or student support services key contact
- access professional learning on Disability Inclusion, Refer to:
- complete the Disability Inclusion eLearning modules. These can be found by searching ‘Disability Inclusion’ in LearnED/edupay.
It is recommended that profile meetings take place after the student has spent at least 10 weeks in the school environment. During this time, schools and students/families can identify, implement, and monitor appropriate adjustments to support the student’s needs. The recommendation for 10 weeks applies to all settings including primary, secondary and specialist settings.
New students entering the Victorian government school system can access the profile prior to their commencement in school or early in their commencement year, where the student is receiving ongoing support from an inclusion or disability support service. for eligible students who have recently enrolled at a new school will be provided from the student’s date of enrolment if a completed profile request has been received by the facilitator service within 2 terms of the date of commencement. A completed profile request includes all necessary documentation and supporting information. The meeting does not have to be held within 2 terms.
Contact your regional implementation team, regional disability coordinator, health wellbeing key contact or student support services key contact for further support in identifying and prioritising students for profile meetings.
Mainstream schools have 3 years from the commencement of profiles in their area to complete a profile for students who are eligible under PSD. This timeframe does not apply to specialist schools due to the concentration of students supported through the PSD in these settings.
Mainstream schools with a high concentration of students supported through the PSD and/or staff resourcing pressures can request an extended timeframe to complete their transition.
Contact your regional implementation team (details below) for further support with transition planning.
The Disability Inclusion Facilitator Service (the facilitator service)
The facilitator service delivers parts of the profile process, including the facilitator role. These services are delivered by Australian Healthcare Associates (AHA) on behalf of the department. AHA recruit and manage facilitators.
For queries relating to the profile process, requesting and scheduling profiles, and the status of existing profile requests, please contact the facilitator service:
For support with transitioning to the profile, contact your regional implementation team:
- North Eastern Victoria Region:
- South Western Victoria Region:
- South Eastern Victoria Region:
- North Western Victoria Region:
For queries relating to profiles for individual students, contact your regional disability coordinator, health and wellbeing or student support services key contact.
Reviewed 25 July 2023