Disability Inclusion Profile

Policy

This policy outlines the Disability Inclusion Profile (the profile) and surrounding process. The profile helps schools and families detail the strengths, functional needs, and educational adjustments schools are making for individual students. This policy applies to all Victorian government schools.

Summary

• The department is committed to embedding inclusive education in all school environments for students with disability and additional needs.
• Schools must meet their legal obligations under the Equal Opportunity Act 2010 (Vic), the Disability Discrimination Act 1992 (Cth), and the Disability Standards for Education 2005 (Cth) to make reasonable adjustments to accommodate students with disability.
• 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 Vision for inclusive education (PPTX).
• The Disability Inclusion Profile (DOCX) (profile) is a tool and process designed to help schools and families detail the strengths, functional needs and educational adjustments schools are making for individual students.
• Schools will need to prepare for, co-ordinate, and participate in the profile process, with parents/carers, to receive Disability Inclusion Tier 3 student-level funding.
• The profile is part of the department's Disability Inclusion reform.

Details

The Disability Inclusion Profile (DOCX) and surrounding process helps schools and families detail the strengths, functional needs, and educational adjustments schools are making to assist students with disability and additional learning needs.

The profile is part of the Disability Inclusion reform, which aims to strengthen inclusive education across the school system. Refer to Disability Inclusion Funding and Support for information on the Disability Inclusion funding model and roll-out schedule. To learn more about the Disability Inclusion vision for inclusion, refer to Vision for inclusive education (PPTX).

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

What are functional needs?

For the purpose of the Disability Inclusion Profile, functional needs are the student’s support needs across the 6 profile domains (PDF), requiring adjustments to ensure their access and participation in education on the same basis as their peers.

What is a reasonable adjustment?

An adjustment is a measure or action taken in response to a student’s needs to ensure their access and participate in education on the same basis as their peers.

Under both state and Commonwealth laws 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. Adjustments include instruction, support, and interventions delivered at 3 levels:

• School-wide: Universal strategies benefiting all students
• Targeted: Small group interventions
• Personalised: Individual student supports

Refer to: Students with Disability and Supporting information guidance (DOCX).

What are levels of adjustment?

For the profile, levels of adjustment describe the degree to which school-related adjustments are implemented to ensure a student’s access and participation in education on the same basis as their peers.

Levels of adjustment for each of the profile’s 31 activities are determined based on their:

• personalisation: the extent to which adjustments are tailored in response to the student’s functional needs
• frequency: the occurrence of adjustments over time
• intensity: the amount and type of resources required to implement the adjustment, including planning and collaboration, staff support, tools, and equipment.

Disability Inclusion Profile overview

The profile and the Disability Inclusion funding model has replaced the Program for Students with Disabilities (PSD) and 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 register profile requests, view and upload information and engage with the facilitator service. Schools can seek access to the DIFS Portal by contacting DIFS on contact@difs.com.au. Refer to: the DIFS Portal User Guide (PDF).

Schools need to prepare for, co-ordinate and participate in the profile, with parents/carers and the student (where appropriate), to receive Disability Inclusion Tier 3 student-level funding. Refer to: Tier 3 student-level funding.

The profile is not compulsory for any student and requires consent from the student's parents/carers. The school, in partnership with the parents/carers, the student, and the Student Support Group, are responsible for deciding whether to undertake a profile. Refer to: Identifying students to undertake a Disability Inclusion Profile.

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. Refer to: Tier 3 student-level funding.

Easy English resources are available to support parents/carers understand the profile process (PDF) and the profile meeting (PDF).

Overview of the profile process

A summary of the steps involved in the profile process is provided below and in this flowchart Disability Inclusion Profile – end to end process (PDF).

More detailed guidance is provided within the Guidance tab.

End to end process

1. Identify the student to undertake a profile

The school identifies a student to undertake the profile, in partnership with their parents/carers and/or the SSG. Refer to: Identifying students to undertake a Disability Inclusion Profile.

2. Register a profile request with the facilitator service

The school submits an initial registration form on the DIFS webpage. This form captures basic student and school information and does not require uploading any documentation. Refer to: Registering and completing a Disability Inclusion Profile request and the DIFS Portal User Guide (PDF).

3. Complete the profile request

To complete the profile request, schools must:

• respond to the screening questions
• complete the profile information form
• upload supporting information in the DIFS Portal.

This demonstrates that the student meets the requirements for a profile meeting. Refer to: Registering and completing a Disability Inclusion Profile request.

Supporting information should be existing school-based documentation that demonstrates the personalisation, frequency and intensity of the adjustments in place. It is recommended that schools upload a maximum of 15 high-quality and relevant documents before the meeting, using the available categories in the DIFS Portal.

Refer to: Supporting information for the Disability Inclusion Profile.

Schools can complete the optional school-wide adjustments form (DOCX) directly in the DIFS Portal. This once-off document captures the adjustments, policies, resources, facilities and supports that are in place for all students across the school. Schools can revisit this document periodically.

Schools are encouraged to use the optional Profile Adjustments and Supporting Information Summary Tool (Profile ASIST) (DOCX) to support the collation of supporting information. For examples on how to complete the Profile ASIST, refer to the Profile Adjustment and Supporting Information Summary Tool (Profile ASIST) – Annotated Example (DOCX).

4. Schedule the profile meeting

The facilitator service will contact the school to identify the most appropriate date and time for the profile meeting. Schools are responsible for coordinating the attendance of profile meeting participants for the full duration of the meeting. Refer to: Scheduling a Disability Inclusion Profile meeting.

5. Prepare for the meeting

The school, in collaboration with the parents/carers and student, prepare for the profile meeting. Refer to: Preparing for a Disability Inclusion Profile meeting – roles and responsibilities.

A range of resources are available to support student and parent/carer participation in the profile meeting, including social scripts and Easy English resources. Refer to: Resources tab and Disability Inclusion: a new approach for students with disability.

Schools are encouraged to use the optional Disability Inclusion Profile – Teacher Identification of Personalised Strategies (Profile TIPS) (DOCX). Profile TIPS includes prompts to help teachers identify and reflect on individualised strategies to support a student, and to prepare for the profile meeting. For more information, contact your Regional Implementation Team or Disability Coordinator (DOCX).

6. Participate in the meeting

The profile meeting is led by a trained facilitator. The facilitator will review core documentation before the meeting. In the meeting, schools should talk about the supporting information and connect it to the relevant activities within the profile.

Refer to: Participating in the Disability Inclusion Profile meeting – roles and responsibilities.

7. Provide additional supporting information, if required

The facilitator service may request additional supporting information after the meeting. This should be existing information and must be provided within 5 school days of the request. Extensions will only be granted in exceptional and unforeseen circumstances, for example, where the responsible school contact has extended unplanned leave.

The facilitator service can answer questions about additional supporting information.

8. 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 tier 3 student-level funding allocations.

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, Notification of Disability Inclusion Profile outcome and the DIFS Portal User Guide (PDF).

9. 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 individual education plan.

Disability Inclusion tier 3 student-level funding will be provided via the school’s Student Resource Package (SRP). Refer to: Steps following notification of Disability Inclusion Profile outcome.

10. Adjustments and supports continue

The school continues planning, implementing and monitoring of personalised adjustments to support student learning and participation, regardless of the profile outcome.

The student support group continues to support the student’s educational, health, social, cultural and emotional wellbeing.

The Disability Inclusion Profile meeting

Undertaking a profile meeting is not compulsory for any student. Schools, in partnership with the SSG and parents/carers, determine whether to undertake the process.

The profile is completed through a structured meeting with the student’s student support group (SSG), which is led by a trained Disability Inclusion Facilitator (facilitator). Facilitators generally lead profile meetings by focusing on the student’s functional needs and adjustments at a domain level (PDF). This approach provides a holistic view of the student’s experience and needs within the school environment.

During the meeting, the facilitator supports the SSG members to work together to complete the profile. This includes agreeing on the indicative levels of adjustment needed for the student’s participation and learning at school. Indicative levels of adjustment are subject to change to ensure the profile’s levels of adjustments match the adjustments in place as demonstrated in supporting information. Moderation and quality assurance processes are in place to ensure the profile outcome is accurate and consistent across the state. Refer to: Moderation and quality assurance of the Disability Inclusion Profile.

The Disability Inclusion Profile (DOCX) structures this discussion.

The video below provides an example of how the profile meeting works, and the roles and responsibilities of attendees. A shorter version of this video for parents/carers is available at Disability Inclusion: a new approach for students with disability.

The Guidance tab provides more information on roles and responsibilities of profile meeting attendees.

Building school staff capability with the profile process

Schools are encouraged to:

• review the content in the guidance tab of this policy page
• speak with your regional implementation team (RIT), disability coordinator, health wellbeing or student support services key contact
• access professional learning on Disability Inclusion, refer to: Arc and Arc regional pages
• complete the Disability Inclusion eLearning modules. These can be found by searching ‘Disability Inclusion’ in LearnED/edupay.

Registering a profile for a student enrolled in a specialist school

For students enrolled in specialist schools, the timing of profile meetings should take into consideration when a student is scheduled for an enrolment review.

It is recommended that the enrolment review occur prior to the completion of a Disability Inclusion Profile to ensure the profile is undertaken in the correct setting.

For more information about reviewing enrolment for students in specialist settings, refer to: Enrolment in specialist schools and other specialist education settings.

Related policies

• Behaviour – Students
• Decision Making Responsibilities for Students
• Disability Inclusion Funding and Support
• Education Support Staff Working in Classroom Support Roles
• Enrolment
• Individual Education Plans
• Interpreting and Translation Services
• Koorie Education
• LGBTIQA+ Student Support
• NDIS Funded Therapy in Schools
• Parent Payments
• Privacy and Information Sharing
• Student Support Groups
• Student Support Services
• Students with Disability
• Team Around the Learner (TAL)

Relevant legislation

• Charter of Human Rights and Responsibilities Act 2006 (Vic)
• Disability Discrimination Act 1992 (Cth)
• Disability Standards for Education 2005 (Cth)
• Equal Opportunity Act 2010 (Vic)
• Health Records Act 2001 (Vic)
• Privacy and Data Protection Act 2014 (Vic)

Contacts

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

For queries relating to the profile process, requesting and scheduling profiles, and the status of existing profile requests, please contact the facilitator service:

• Phone: 1800 951 430 (9 am to 5 pm business days)
• Email address: contact@difs.com.au
• Schools can submit a new profile request at: Disability Inclusion Facilitator Service

For queries relating to profile outcomes, including the profile report and School Resource Notification and tier 3 funding allocations, timelines, or processes, contact: disability.inclusion.outcomes@education.vic.gov.au

For support with transitioning to the profile, contact your regional implementation team:

• 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

For queries relating to profiles for individual students, regional contacts include:

• disability coordinator
• health and wellbeing key contact
• student support services key contact.

Feedback

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

To provide feedback on a specific facilitator or profile meeting, please contact the facilitator service: contact@difs.com.au

A comprehensive complaints and feedback management process is in place to manage feedback about profile meetings. Schools are encouraged to use this formal complaints and feedback process to raise concerns about facilitator practice or profile meetings. Feedback from schools will be handled objectively and in line with agreed processes and will not impact future profile meetings or funding. Feedback helps improve the profile meeting and process for schools, families, and students.

Disability Inclusion Profile Guidelines

These guidelines contain the following chapters:

• The purpose of a Disability Inclusion Profile meeting and process
• Identifying students to undertake a Disability Inclusion Profile
• Registering and completing a Disability Inclusion Profile request
• Supporting information required for a Disability Inclusion Profile Process
• Scheduling a Disability Inclusion Profile meeting
• Preparing for a Disability Inclusion Profile meeting – roles and responsibilities
• Participating in the Disability Inclusion Profile meeting – roles and responsibilities
• Finalising the Disability Inclusion Profile
• Notification of Disability Inclusion Profile outcome
• Steps following notification of the Disability Inclusion Profile outcome
• Requesting a subsequent Disability Inclusion Profile
• Appealing a Disability Inclusion Profile outcome
• Enrolment in specialist schools

The purpose of a Disability Inclusion Profile meeting and process

The profile is a strengths-based tool and process used to detail a student’s strengths, needs, and the educational adjustments required to enable their participation at school. The profile is completed through a structured meeting with the student’s student support group (SSG) and led by a trained facilitator. During the profile meeting, the SSG will work through the sections of the Disability Inclusion Profile. The sections include:

• student’s strengths, interests and motivations, aspirations and student voice
• student’s functional needs and adjustments, across 6 domains (which cover 31 school related activities) (see below).

Domains are a specific area of school participation that categorises related profile activities. There are 6 domains within the profile:

• Learning and Applying Knowledge (how the student learns)
• General Tasks and Demands (how the student goes about their day)
• Communication (how the student shares information)
• Self-Care (how the student looks after themselves)
• Interpersonal Interactions (how the student engages with others)
• Mobility (how the student moves).

Within each domain are 'school-related activities'. Each activity relates to set tasks and actions a student undertakes to access and participate in school-life and learning.

Refer to: Disability Inclusion Profile – Functional Needs Domain Table (PDF).

The facilitator will support meeting participants to discuss and agree to the levels of adjustment (PDF) being provided or required for the student’s participation and learning at school. Facilitators generally conduct profile meetings by focusing on students’ functional needs and adjustments at a domain level.

This allows for a holistic understanding of students and their experience in the school setting.

The facilitator will ask participants to identify the order in which they would prefer to work through the profile.

The profile and surrounding process provides the SSG with a deeper understanding of a student’s functional needs and the supports required to meet those needs. A SSG is most appropriate for working through the profile as it brings together the people with the most knowledge of the student and their schooling.

This process can help schools improve individual education planning for the student and school-wide planning for all students who require adjustments. The outcomes of the profile meeting will also inform Disability Inclusion tier 3 student-level funding allocations for students with high needs.

Schools will need to prepare for, co-ordinate, and participate in the profile process, with parents/carers, to receive Disability Inclusion tier 3 student-level funding. Refer to: Tier 3 student-level funding. The Disability Inclusion Profile in secondary schools factsheet (DOCX) is available to support secondary schools participate in the process.

Schools can refer to Disability Inclusion – Inclusive education in practice for case studies of good practice in schools to help build their own inclusive practices.

Holding a Disability Inclusion Profile meeting

Profile meetings should be held face-to-face at the student’s school. However, a school and family can opt for a virtual/remote profile meeting if this is preferred. Refer to: Disability Inclusion Profile – conducting a meeting by video/teleconferencing (DOCX).

Part or all of a profile meeting can be held outdoors on school grounds if this supports family participation. Schools should discuss this with the facilitator service to ensure facilitators are prepared for holding the meeting outdoors. Under exceptional circumstances, profile meetings can be conducted in an alternate/third-party location. Schools should contact the facilitator service to discuss this prior to arranging the meeting.

Facilitator role

The Disability Inclusion Facilitator Service (facilitator service) has been established to deliver parts of the profile process, including the facilitator role.

Facilitators are experienced allied health professionals and/or teachers with expertise, qualifications, or training in inclusive education. Facilitators are trained in administering the profile in schools.

A trained facilitator will support schools and families to work together to complete the profile in a specially convened meeting. To prepare for the profile meetings, the facilitator will review key documentation, such as the IEP and SSG minutes. Schools talk about the supporting information at the profile meeting and connect it to the relevant activities within the profile. Focusing on students’ functional needs and adjustments at a domain level, facilitators will guide the SSG through the profile and consider the information provided at the meeting, as well as relevant supporting information, to finalise the profile and develop the profile report.

In finalising the profile, facilitators will consider the information discussed in the meeting as well as relevant supporting information provided prior to the meeting. Schools should share all relevant information in the meeting. Only information shared with the full student support group can be considered by the facilitator. Facilitators may request additional supporting information to confirm what was discussed in the meeting. In this case, only the documents requested by the facilitator should be uploaded. Any additional documents that were not discussed in the meeting or requested by the facilitator after the meeting cannot be considered. For example, a facilitator cannot consider the adjustments outlined in a Behaviour Support Plan if this document was not discussed in the meeting and explicitly requested after the meeting. The indicative levels of adjustment are subject to change to ensure the profile’s levels of adjustments match adjustments in place as demonstrated in the supporting information. All profiles are subject to moderation and quality assurance processes. Refer to: Finalising the Disability Inclusion Profile.

Once the profile has been finalised it cannot be reopened again to consider additional supporting information.

Facilitators are unable to tour a school, visit classrooms or observe a student.

Disability Inclusion Profiles for students attending 2 schools (dual enrolment)

For students attending 2 schools (dual enrolment), one profile meeting should be held for the student. The facilitator will complete one profile for the student that covers both schools.

The school with the greater time fraction should register and complete the profile request and identify in the online registration form that the student attends 2 schools/is dual enrolled. Refer to: Requesting a Disability Inclusion Profile meeting.

Representatives, including the principal or principal’s nominee and relevant teacher(s), from both schools should attend the meeting. Refer to: Participating in the Disability Inclusion Profile meeting – roles and responsibilities. A profile preparation tool (DOCX) is available to support schools in collecting information about the student from multiple teachers and other relevant staff, including in different school settings.

The SSG will be asked to reach consensus on the indicative level of adjustment based on the adjustments in place in both settings. Supporting information from both settings will be required to demonstrate the adjustments in place to support the student. Refer to: Supporting information guidance (DOCX).

Should the student be eligible for tier 3 funding, one tier 3 allocation will be provided pro-rata to the schools, based on the student’s enrolment across the 2 schools. Refer to: Tier 3 student-level funding.

Students transitioning/moving schools

Completing the profile process is the responsibility of the school that the student is attending when the profile meeting is held. This means that if a student moves to another Victorian government school, the new school will be responsible for completing the profile process. This includes when a student transitions from a primary school to a secondary school. The outgoing and incoming school should discuss the status of the profile request and agree to a plan for progressing through the profile process. The facilitator service must be notified of these arrangements in advance of the meeting. Either school may contact the facilitator service to arrange for the profile request to be transferred to the student’s new school. The facilitator service will advise both schools of their responsibilities and next steps for both schools to complete the profile process.

Both schools should attend the profile meeting if the student has moved within the last 6 months.

A profile meeting cannot be held if the student is no longer enrolled in a Victorian government school.

Identifying students to undertake a Disability Inclusion Profile

Students in Victorian government schools can access the profile where the student:

• has an individual education plan (IEP) in place, that has been reviewed and updated within the past 3 months – IEPs are also known as individual learning plans, individual learning improvement plans and Koorie education learning plans
• has a student support group (SSG) that meets regularly (at least once per term)
• is receiving (or will receive) supplementary, substantial or extensive adjustments to enable participation in learning due to disability for a period of at least 10 weeks prior to a profile meeting or 10 weeks cumulatively over the past 12 months. Refer to: Definition of disability and classification of supplementary, substantial and extensive adjustments.

Once the parent/carer or SSG has agreed to request a profile meeting, the school is responsible for requesting the meeting and managing the process with the facilitator service. Refer to: Registering and completing a Disability Inclusion Profile request.

Schools must consider prioritising profile requests for the following cohorts:

• students with disability in statutory out-of-home care, in accordance with the partnering agreement between the Department of Education and the Department of Families, Fairness and Housing (DFFH)
• students with disability who are Koorie
• students with a deteriorating medical condition
• students engaged with (or is at risk of engaging with) the Youth Justice system.

The facilitator service will work with schools to prioritise profiles for these students, if identified at the profile registration stage.

Refer to the Supporting Students in Out-of-Home Care policy, Koorie Education policy and the Youth Justice – Additional Support for Young People policy.

Definition of disability and classification of supplementary, substantial, and extensive adjustments

To access the profile, existing students in Victorian government schools are or will be receiving supplementary, substantial or extensive levels of adjustments, as per the definitions provided in the Nationally Consistent Collection of Data on School Students with Disability (NCCD), to enable participation in learning due to disability. Adjustments can be student-specific or school-wide. The personalisation, frequency and intensity of adjustments increases through the levels of adjustment. Refer to: Supporting information guidance (DOCX).

A diagnosis of disability is not required to access the profile and there are no mandatory assessments or reports required to prove eligibility for a profile meeting.

For the purposes of the profile process, disability is defined in accordance with the Disability Discrimination Act 1992 (Cth) (DDA) and Disability Standards for Education 2005 (Cth) (the Standards). This is a broad definition and includes intellectual, mental and physical impairments and behaviours that are a symptom or manifestation of the disability. The Standards apply to all students with disability.

This broad definition includes loss of bodily functions, damage to bodily functions, disease or illness, and disorders of thought processes, emotions, judgement or behaviour. It also includes an imputed disability. The Standards apply to all students with disability.

This definition is also used as part of the NCCD process.

Nationally Consistent Collection of Data on Students with Disability

The NCCD is an annual collection of information about the adjustments that Australian schools make for students with disability. Schools can use the NCCD to help in identifying students to undertake the profile. The NCCD process supports schools to classify adjustments into 4 levels:

• quality differentiated teaching practice
• supplementary
• substantial
• extensive.

The NCCD also allows schools to determine the broad category of disability for each student from one of four categories:

• physical
• cognitive
• sensory
• social/emotional.

For more information on the NCCD, refer to: Nationally Consistent Collection of Data on School Students with Disability.

Refer to: Notification of Disability Inclusion Profile outcome for more information on how the Disability Inclusion Profile can inform the NCCD for schools.

New students entering the Victorian government school system

For new students entering the Victorian government school system (for example, prep students or students transferring from other school systems), schools should work with the student, their parent/carers and other professionals to support a smooth and positive transition to school. For prep/foundation students, this will build upon information and approaches identified in the student’s transition learning and development statement. Refer to: Transition – Early Childhood to School.

Generally, profile requests for new students entering the Victorian government school system will be made early in their commencement year. Where the student is receiving ongoing and extensive support from an inclusion or disability support service, schools can register a profile request prior to the student’s commencement in school.

Evidence of ongoing support from an inclusion or disability support services can include one or more of the following sources:

• written medical advice/personal care advice from the student’s treating medical and/or allied health practitioners
• National Disability Insurance Scheme (NDIS) progress report (existing) and assessments from a therapy/disability service provider – from the last 24 months
• goals within a kindergarten inclusion support plan
• a record of involvement/service from a specialist or disability service provider. This may include, for example, allied health professionals and the preschool field officers program for kindergarten children with additional needs, disability health and wellbeing programs. This can also include students with documented high functional needs transferring from other jurisdictions or Catholic and Independent sectors.

Schools are expected to use existing documentation for these purposes – there will generally be no need to request new documentation from inclusion or disability support services.

Profile requests before the student commences may not be appropriate for all students. The profile works best when it is completed in the learning context that the student requires adjustments for. A profile completed for a student when they are in preschool, another school, or home setting may not accurately capture the student’s functional needs in the school they are transitioning to, as the new school environment will differ from that of the previous setting.

Documentation outlining planning for adjustments in the incoming school setting must still be provided to complete the profile request, in line with the supporting information requirements.

When considering requesting a profile for a student prior to their commencement in school, schools must consult with their disability coordinator to seek their advice and guidance. The school must keep a record of the disability coordinator’s guidance and upload it to the DIFS Portal if they decide to submit the profile request.

The final decision to submit the profile request is the school’s responsibility after considering the disability coordinator’s guidance. The facilitator service will confirm that the disability coordinator has provided guidance before progressing the profile request.

Documentation showing adjustments provided in another setting may be requested by the facilitator service to support the profile process. Provision of such documents must be made in accordance with the department’s Enrolment policy. This may include:

• equivalent of an IEP or other planning documentation from another setting
• equivalent of SSG minutes from another setting
• documents containing information related to the student’s learning and development, such as the transition learning and development statement for students transitioning from early childhood to school or an early ABLES learning report for the student in their new learning context. This evidence may be provided ahead of or during the meeting.

Establishing a new student support group and developing an individual education plan

Where an SSG does not exist for a student (for example, a new enrolment), the school is required to establish one to be able to complete the profile request. Refer to: Student Support Groups policy.

A school will need to work with the SSG to develop an IEP. Refer to: Individual Education Plans (IEPs) policy.

International students

International students (including asylum seekers and refugees) can access a Disability Inclusion Profile on the same basis as other Victorian government school students. The profile request can be submitted once a current enrolment is in place. For information about international student enrolment processes refer to: International Student Program.

For international fee paying students, any Tier 3 funding will be allocated to the school the student attends separately to the Student Resource Package.

Students turning 19 or 20

The profile process is available to students turning 19 or 20 if they are enrolled in a Victorian government school. Schools must refer to the age eligibility and approval requirements for government schools. Refer to the Enrolment policy.

Schools are referred to the guidelines, form and timelines for this group of students available at: Students with Disability.

Students with low attendance

When considering registering a profile request for a student with ongoing attendance challenges and who has missed 60 or more days of school in the last 12 months, schools must consult with their disability coordinator to seek their advice and guidance. The school must keep a record of the disability coordinator’s guidance and upload it to the DIFS Portal if they decide to submit the profile request. Profiles for students who are not attending school should only be requested in exceptional circumstances. In these cases, schools must be able to demonstrate efforts made to support re-engagement. Refer to: Resources to help schools improve attendance.

The final decision to submit the profile request is the school’s responsibility after considering the disability coordinator’s guidance. The facilitator service will confirm that the disability coordinator has provided guidance before progressing the profile request. Refer to: Supporting information for students with low attendance.

Tier 3 funding may not be allocated if the student is not currently attending school.

Registering and completing a Disability Inclusion Profile request

Registering a Disability Inclusion Profile request

Once the parent/carer and/or student support group (SSG) has agreed to request a profile meeting, the school is responsible for registering a profile request via the Disability Inclusion Facilitator Service.

To register a profile request, schools must submit an initial, short registration form at Disability Inclusion Facilitator Service capturing basic student and school information.

Refer to Key dates – Tier 3 student level funding (PDF) and the DIFS Portal User Guide (PDF).

Using the registration form, schools should advise the facilitator service when the profile request is for:

• a student with a deteriorating medical condition(s)
• a Koorie student
• a student in out-of-home care
• an international student
• a student attending an English Language School (ELS) or English Language Centre (ELC)
• a student engaged with (or at risk of engaging with) the Youth Justice system
• a student supported by the TAC.

For students with deteriorating medical conditions, schools should seek support from their disability coordinator.

Timelines for registering Disability Inclusion Profile requests

The following timelines apply for registration of profile requests for students without current student-level funding.

For new enrolments commencing at the start of the school year

• Schools must register the profile by Census Date (the last school day in February) to be eligible for funding from Term 1.
• Schools must register the profile by the end of Term 2 to be eligible for funding in the current school year.

For existing enrolments (students enrolled at the school in the prior year)

• Schools must register the profile by Census Date to be eligible for funding in the current school year.

There are no registration timelines for new enrolments that commence after the start of the school year.

For students eligible for Tier 3 student-level funding, funding start dates are determined both by the date when the school registers the profile request, and by the date when the school completes the profile request. Refer to: Key dates – Tier 3 student level funding (PDF).

If a complete profile request is on hold for a period greater than two terms, the facilitator service will withdraw the request. If the profile request is on-hold or inactive for more than 1 year or no meeting is booked in due to school inaction, the facilitator service will withdraw the request, and the school will be required to request a new profile.

Completing a profile request

Once the initial registration has been submitted, DIFS will contact the school to complete the profile request using the DIFS Portal.

Profile meetings cannot be scheduled until the profile request is complete.

To complete the profile request, schools must:

• respond to the screening questions
• complete the profile information form
• upload supporting information.

The profile information form collects information about the student and details of the SSG members that will attend the profile meeting. Refer to the DIFS Portal User Guide (PDF).The facilitator service will review the submitted information to confirm that the student meets the requirements for a profile.

Once all required information has been received and reviewed, the facilitator service will email the school to confirm that the profile request is complete. This email will have the following subject line: ‘Disability Inclusion Profile – supporting information approved: Complete profile request’.

Schools will be advised if the request requirements have not been met, the reason(s) for this and how to meet the requirement.

Complete screening requirements

Screening requirements for existing students

For students currently enrolled in a Victorian government school, the following information will be requested at the screening questions stage by the facilitator service:

• a completed and scored Vineland-3 for the student (completed within 12 months of the request date)
• a signed consent form from the student’s parents/carers
• a current individual education plan (IEP) (updated in the past 3 months)
• SSG minutes (from the most recent meeting and any historical minutes).

Schools will also need to declare that the student will, or has received, supplementary, substantial or extensive adjustments, as per the definitions provided in the Nationally Consistent Collection of Data on School Students with Disability (NCCD) for a period of at least 10 weeks at the time of the profile meeting. A profile request cannot progress if this declaration is not made.

Screening requirements for new enrolments

For new students due to commence in a Victorian government school, the following information will be requested at the screening questions stage by the facilitator service to process the request:

• a completed and scored Vineland-3 for the student (completed within 12 months of the request date)
• evidence of ongoing support from one or more inclusion or disability support services
• a signed consent form from the parents/carers.

Refer to: New students entering the Victorian government school system.

The Vineland-3 assessment must include the name and position/role of the scoring practitioner and the date the vineland-3 assessment was scored.

In addition, other information such as an equivalent document to an IEP or other planning documents, the equivalent of SSG minutes from another setting, or other documents such as a transition and learning development statement for kindergarten children can be uploaded at this time, with appropriate parent/carer consent.

If this documentation cannot be obtained by the parents/carers or new school, the new school should contact the facilitator service for support.

Consent form and privacy information

Schools must obtain consent from the student’s parents/carers, or the adult/mature minor student before requesting a profile meeting. This must be provided when schools make the profile request. The signed form must be kept on the student’s file.

The consent form (DOCX) can be signed by any of the following people:

• a parent or other person with parental responsibility for ‘major long-term issues’ as defined by the Family Law Act 1975 (Cth) or the Children, Youth and Families Act 2005 (Vic). For students in statutory out-of-home care, check the authorisation instrument from the Department of Families, Fairness and Housing (DFFH) to establish whether the carer can sign the consent form. If in doubt, check with the DFFH case manager or LOOKOUT
• if none of the above people are available, an informal carer may sign this form if the student is in an informal care arrangement and the parent is unavailable. An informal carer is a relative or other responsible adult with whom the child lives and who has day to day care of the student
• a student over the age of 18 years
• a student who the principal considers to be a mature minor. Refer to the Mature Minors and Decision Making policy.

Schools must obtain consent from parents/carers of international students, unless the student is deemed to be a mature minor for the purposes of the meeting.

Schools must not edit or make changes to the consent form.

For guidance on decision making responsibilities for students, including for students with informal and formal care arrangements, such as students in statutory out-of-home care, refer to the Decision Making Responsibilities for Students Policy. Informal carers should sign an Informal Carer Statutory Declaration (PDF) to confirm their status, in addition to the consent form.

While the consent form requires only one signature, where reasonably possible schools should seek consent from all parents or carers who have decision-making responsibilities for the student or who will have relevant information to provide at the profile meeting. Where there is a dispute between those responsible for whether the child should undertake a profile, the best interests of the child or young person should be considered.

In these circumstances principals are encouraged to seek advice from the department’s Legal Division.

Where schools are unable to obtain parent/carer consent for the profile process but nevertheless consider a profile meeting would be in the best interests of the student, principals are encouraged to consider the following:

• consult the parents/carers, either over the phone or in person, to understand what their concerns are regarding the profile and/or consent process and how these might be responded to. Ensure that they clearly understand the purpose of the disability inclusion profile and their role in it
• ensure that the parents/carers have been provided with information about the profile process in an easy-to-understand format. Resources are available for schools to share, including:
  • Disability Inclusion presentation for families (PPTX) (staff login required)
  • Easy English resources about both the Disability Inclusion Profile (PDF) and the profile meeting itself (PDF)
  • Disability Inclusion Profile Parent Voice Tool (DOCX)
• if interpretation/translation services are required, refer to the department's Interpreting and Translation Services policy for guidance on accessing them
• ensure that information about the profile process is presented to Koorie parents and carers in a culturally safe manner (consider using the Communicating with parents and carers of Koorie students about Disability Inclusion (DOCX) resource)
• ensure that the parents/carers have a designated contact person whom they can reach out to at any time for clarification or assistance with information.

If schools are still unable to obtain parent/carer consent principals are encouraged to seek advice from the department’s Legal Division.

Schools may request all relevant information from parents/carers, including healthcare information required for a profile request in accordance with the department’s Privacy and Information Sharing policy.

Relevant contacts

Legal Division – principals may seek legal advice from the department’s Legal Division about decision making responsibilities for students:

• phone: 03 9637 3146
• email: legal.services@education.vic.gov.au

Privacy – schools may contact the department's Privacy Team for advice when seeking student’s personal health information:

• phone: 03 8688 7967
• email: privacy@education.vic.gov.au

Disability Inclusion Facilitator Service:

• phone 1800 951 430
• email: contact@difs.com.au

Inclusive Education Division – for general enquiries, schools may contact: disability.inclusion@education.vic.gov.au

Completing a Vineland-3 assessment

A completed and scored Vineland-3 Teacher Form Comprehensive Version for the student is required as part of the profile request. This must include the name and position/role of the scoring practitioner and the date the vineland-3 assessment was scored.

The school can either:

• request a Vineland-3 assessment be administered through the school’s local student support services team via a Student Online Case System (SOCS)
• administer and score a Vineland-3 assessment within the school if the school has a staff member who is registered with Pearson Clinical as User Level B or C and has an qualification in a relevant field (see below).

A pre-existing Vineland can also be submitted if it was completed within 12 months of the date the profile was registered (refer to 'Pre-existing Vineland-3' section below).

Vineland-3 is required for all students as part of the Disability Inclusion Profile process.

Schools experiencing delays in completing the Vineland-3 can submit it up to 7 days before the profile meeting. In these cases, the school should indicate the Vineland is not complete at the screening questions stage on the DIFS Portal. The completed Vineland-3 information must be provided alongside other supporting information for the profile to be finalised.

Schools who require a Vineland-3 assessment only for the purpose of a profile will need to make this request via the Student Online Case System (SOCS) – noting ‘Vineland for the purpose of DI’. Schools will need to ensure that DI parent/carer consent has been received to request a Vineland-3 and upload the consent to SOCS at this time. Student support services consent is not required in addition for a Vineland only request.

Schools will be responsible for keeping results on the student’s school file.

Any other requests for support from student support services will follow existing referral pathways, including obtaining student support services consent.

Except for new student enrolments, the Teacher Form of the Vineland-3 must be completed by the teacher who knows the student best. The teacher must have known the student for at least 8 weeks.

A Vineland-3 parent/carer form is not permissible unless in exceptional circumstances, for example, where a student has been home schooled or in the case of school refusal resulting in significant absences from school.

A parent/carer form may be completed for some students for other purposes, for example diagnostic assessment. These students will also need a Vineland-3 Teacher Form Comprehensive Version completed for them. If the school is uncertain about this process, they may discuss with the facilitator service.

The completed Vineland-3 is scored by the eligible school-based practitioner or the student support services team. To mitigate potential conflicts of interest, the respondent completing the Vineland-3 cannot be the individual who scores it.

Schools must not re-submit any Vineland-3 assessment which has been re-scored. This includes submitting a re-scored Vineland-3 assessment as additional supporting information.

The professional who scores the form is not required to complete a report. The score may be provided to the school in the form of a statement in an email. This should include the name and position/role of the scoring practitioner. All calculated standard scores are required to be provided (Adaptive Behaviour Composite Score and the Domain Standard Scores) as part of the profile request. Schools must retain copies of all relevant Vineland-3 documentation on the student’s school records file in accordance with the Records Management policy. Refer to the Privacy and Information Sharing guidance for the appropriate management of student health information.

Vineland-3 for pre-prep students

For prep students due to undertake the profile prior to commencing school, as per current practice, schools may also ask kindergarten teachers to complete the Teacher Form of a Vineland assessment. If this is not possible, another practitioner who has provided service to the student, for example an early childhood intervention professional or disability support worker, may complete the Teacher form of the Vineland-3.

Pre-existing Vineland-3

If a Vineland-3 Teacher Form Comprehensive Version has been completed within 12 months of the date the profile was requested a new Vineland-3 is not required. The existing score can be provided as supporting information at the time of the profile request. Parent/carer consent will need to be obtained to enable this score to be used for Vineland-3 reports not held by the school.

Supporting information for the Disability Inclusion Profile

Schools must upload all supporting information to complete a profile request.

Principles of the supporting information guidance

Supporting information is used within the profile process to confirm that the level of adjustments identified accurately match the student’s functional needs, particularly for adjustments at the substantial or extensive level. In some cases, particularly when seeking to support the differentiated and supplementary levels of adjustment, no additional documentation will be required as a verbal description of the student’s characteristics and adjustments will be sufficient.

Schools are required to upload supporting information and complete the profile information form before a meeting. The profile request is considered complete for the purpose of determining funding start dates when the screening requirements, completed profile information form and supporting information have all been submitted. Refer to: Completing a profile request.

It is recommended that schools upload a maximum of 15 individual documents as supporting information. When collating supporting information, schools should think critically about the quality and relevance of documentation they provide and ensure that it demonstrates the planning, implementation and monitoring of adjustments. Schools should be able to talk to this at the profile meeting and connect it to the relevant activities within the profile. Supporting information should be existing school-based documents and should not be created solely for the purpose of the profile.

The optional Profile Adjustments and Supporting Information Summary Tool (Profile ASIST) (DOCX) is available to support schools to identify relevant and quality supporting information. For examples on how to complete the Profile ASIST, refer to the Profile Adjustment and Supporting Information Summary Tool (Profile ASIST) – Annotated Example (DOCX).

Refer to the Supporting information guidance (DOCX) to identify and prepare key information for the profile.

Should the student be eligible for tier 3 funding, the student’s levels of adjustment across all 31 educational activities contribute to the tier 3 funding allocation. As such, schools should provide supporting information related to all relevant activities and domains within the profile. Refer to: Tier 3 student-level funding and Disability Inclusion Profile – Functional Needs Domain Table (PDF).

A flexible approach is taken to the supporting information requirements for eligibility for tier 3 – student level funding. This approach minimises the burden for schools and families in collating information. It seeks to understand the adjustments that are required for the student to participate in their education on the same basis as their peers.

Sources of supporting information

Supporting information should be documentation already held by the school. New documentation or clinical reports and assessments are generally not required. Documentation should demonstrate the planning, implementation and monitoring of adjustments and show the personalisation, frequency and intensity of the adjustments in place to support a student.

Schools should ensure that their documentation of adjustments is of a high-quality – refer to the list of sources below that typically contain high-quality supporting information. Schools should consult with their disability coordinator, health wellbeing or student support services key contact before requesting a profile to discuss the documentation required to support a profile request.

The following types of supporting information can be provided to support the profile process:

• information about both the school-wide and student-specific adjustments currently being provided to support the student
• information on the implementation of these adjustments over time, including the personalisation, frequency and intensity of adjustments, and the student’s responsiveness to them.

School-wide adjustments include any adjustments, policies, facilities, resources and supports in place that are not specific to any one student. Schools can complete and edit the optional school-wide adjustment form directly in the DIFS Portal. This form gives schools the opportunity to outline all the adjustments, policies, resources, facilities and supports they have in place for all students with disability. It will be linked to all profiles held at the school. Schools only complete this form once, though they may wish to revisit and update this form periodically. Refer to the DIFS Portal User Guide (PDF) for support to complete the school-wide adjustments.

Student-specific adjustments are adjustments in place to meet the specific needs of a student to participate at school.

For students in out-of-home-care (OOHC), an Educational Needs Analysis may also be provided as a source of supporting information.

Supporting information relevance and privacy considerations

Supporting information must be an authentic representation of the adjustments and supports in place for a student. Should supporting information that does not appear to reflect adjustments in place be provided (for example, the school provides the same IEP for various students with only the name changed), the facilitator service may contact the school to clarify and flag that there are issues with the supporting information. Inaccurate supporting information may not be considered by the facilitator and may be removed from the DIFS Portal.

School staff attending the meeting will be expected to speak in more detail to the personalisation frequency and intensity of the adjustments and supports that the supporting information presents. Classroom teachers are encouraged to use the Disability Inclusion Profile: Teacher Identification of Personalised Strategies (Profile: TIPS) (DOCX) to help them to identify and reflect on individualised strategies and to prepare for the profile meeting.

Schools must not provide personal, sensitive or health information or documentation that is not directly relevant to the student’s disability or functional needs at school.

The following sources of supporting information are not relevant for the profile process and must not be submitted:

• budget information relating to NDIS plans
• whole excerpts or records showing behavioural concerns or presentations
• documents disclosing details of abuse or trauma, including by a student towards others.

Documentation with this information will be removed from the DIFS Portal.

Schools can share any relevant general context with the facilitator service. This will ensure the facilitator can support participation in the meeting. Contact DIFS on contact@difs.com.au for further information.

Wherever possible schools must carefully review the supporting information and remove or redact names of students not directly relevant to the profile. Schools must avoid uploading supporting information that shows the full names of students other than the subject of the profile.

For more information, see: Privacy and Information Sharing.

Schools are required to upload supporting information via the DIFS Portal before the profile meeting. Schools can update meeting attendee details and upload further supporting information up to 7 days prior to the scheduled profile meeting date. Refer to: DIFS Portal User Guide (PDF). The facilitator service will be unable to accept hard copies of supporting information, including at the profile meeting.

It is recommended that schools upload a maximum of 15 documents as supporting information before the meeting. To avoid delays or confusion, schools must ensure that the file names of these documents are consistent and clearly describe the contents (for example, 'Student name – Term 1 IEP'). The facilitator service may contact the school to request more supporting information before the profile request will be considered complete, if limited documentation regarding the adjustments has been provided.

Schools can table additional documents during the profile meeting and these will be considered by the facilitator if they link to adjustments discussed in the meeting. If these documents are required to substantiate a level of adjustment, facilitators will request that these documents are uploaded after the profile meeting.

Disability Inclusion and supporting information produced by NDIS funded therapists

Disability Inclusion funding is not related to a student’s eligibility for supports under the National Disability Insurance Scheme (NDIS).

Many students who have a profile meeting will also participate in the NDIS. Documentation provided by the parents/carers regarding NDIS supports may be provided for the profile process, however, its use or consideration is not mandatory and it is not a substitute for school-based documents.

Supporting information regarding the work of specialists provided for the profile may include:

• a copy of a NDIS plan
• any therapy reports, assessment reports or progress reports produced by an NDIS funded therapist.

NDIS funded therapists should not produce additional or new documentation for use in the profile process.

The Disability Inclusion Profile processes are separate from the NDIS and the outcome of the profile meeting is not related to a student’s eligibility for supports under the NDIS. NDIS participants are not compelled to disclose their participation in the NDIS. If a student is an NDIS participant, they may choose to self-report this to the school.

Parents/carers, pending agreement from the school, can invite people that are involved with their child through the NDIS to the profile meeting, including:

• NDIS funded therapists
• local area coordinators
• early childhood professionals, such as an early childhood teacher and allied health.

The role of these attendees in profile meetings is to support the discussion of adjustments and supports within their scope of practice of expertise.
For more information refer to Participating in the Disability Inclusion Profile Meeting – roles and responsibilities.

Supporting information for students with low attendance

For students with low attendance, documentation outlining planning for engagement and adjustments in the school setting must be provided to complete the profile request, in line with the supporting information requirements. In progressing the profile for students with low or no attendance, schools must provide supporting information that demonstrates the adjustments, re-engagement activities and monitoring and future planning for students with low attendance.

Facilitators will apply a flexible approach when reviewing supporting information, noting that more emphasis may be placed on how it demonstrates the need for ongoing adjustments, as well as planning for school attendance and re-engagement activities.

Tier 3 funding may not be allocated if the student is not currently attending school.

Refer to: Resources to help schools improve attendance.

Digital supporting information

Digital supporting information (such as videography and photography) can be provided as part of the profile process. Digital supporting information may be helpful to have a visual representation of adjustments, where it cannot be demonstrated through formal documents. Digital supporting information should not replace other kinds of school-based documentation and should not be used to demonstrate a student’s functioning, presentation, challenging behaviour or to highlight their disability.

Any provision of digital supporting information must be consistent with consent provided by parents for use of photos, videos and images of the student and needs to align with the department’s Photographing, Filming and Recording Students Policy requirements and your school’s local policy.

Third-party software, programs or applications used for collating student information

No third-party software, programs or applications except for the DIFS portal have been accredited by the department for use as part of the Disability Inclusion Profile process. There are a range of risks related to the use of such software, programs of applications, including related to child safety, records management and privacy.

Any use of software, programs or applications must be compliant with all relevant department policy, legislative requirements, including those that relate to child safety, records management and privacy. Schools must also comply with the requirements for schools to use the Safer Technologies 4 Schools (ST4S) risk assessment reports – refer to ICT Software in Schools – Risk Assessment.

Use of third-party software, programs or applications must be approved by the school’s principal and schools are strongly encouraged to complete a Privacy Impact Assessment. Refer to Privacy and Information Sharing: Privacy impact assessments.

Ideally, schools must have a contract (using a Department of Education contract template) with the software, programs or applications to ensure appropriate use of private, personal and health information.

In deciding to use any software, programs or applications schools should weigh a range of factors including the potential benefits and financial costs to the school and whether alternative solutions exist.

Refer to the Privacy and Information Sharing Policy and ICT Software in Schools – Risk Assessment.

Supporting information informed by school-based expertise or specialist expertise

The profile can be supported by professionals who provide evidence-based advice and guidance to inform appropriate adjustments implemented by the school to support students in the school environment.

These professionals include those with school-based expertise and specialist expertise, as relevant to the student’s functional needs and learning goals.

In some circumstances, specialist expertise will be required to inform adjustments, such as where there is a safety risk to the student. As an example, for students with swallowing difficulties that result in a risk of aspiration or choking, their supporting information must be informed by a medical practitioner and/or speech pathologist. Facilitators will advise where specialist expertise is required.

The department’s HWIW are considered a source of specialist expertise and, where relevant, their involvement should be demonstrated in supporting information for students undertaking the profile.

HWIW comprise:

• student support services
• primary and secondary school nurses
• visiting teachers
• Koorie engagement support officers
• other regional/divisional or area-based staff whose key role is to provide support to schools. Schools are encouraged to identify appropriate additional workforces with their disability coordinator, health and wellbeing or student support services key contact.

Mental health practitioners may also provide specialist expertise when involved with supporting the student and informing adjustments aligned to their field.
More information on school-based and specialist expertise is detailed in the Supporting information guidance (DOCX).

Demonstrating school-based expertise and specialist expertise in supporting information

School-based and/or specialist expertise that informs adjustments can be demonstrated in the supporting information held and uploaded by the school. At times, professionals who hold expertise may provide additional supporting information that is separate to school documents. This may include a formal report or a record of specialist involvement. These must be completed by the relevant practitioner and provided to the school to collate with other supporting information.

Where private practitioners (including those working through the NDIS) are involved, schools will need to work with the parents/carers to provide consent/release of this information to share with the school. Refer to: Supporting information guidance (DOCX).

Scheduling a Disability Inclusion Profile meeting

Organise a Disability Inclusion Profile meeting date and time with the Disability Inclusion Facilitator Service

The Disability Inclusion Facilitator Service (DIFS or facilitator service) will work with schools to book a profile meeting at an agreed date and time.

The profile meeting is a specially convened meeting of the student support group (SSG). The meeting will last for around 90 minutes.

Profile meetings will be held during school hours or just outside of school hours. It is requirement for existing students that a profile meeting occur once the school has implemented adjustments for at least 10 weeks cumulatively over the past 12 months. Profiles for incoming students (such as pre-prep can happen at any time.

Organise participants to attend a Disability Inclusion Profile meeting

Once a profile meeting has been booked, schools are responsible for coordinating the attendance of profile meeting participants for up to 2 hours.

Schools can discuss individual students with their area teams (disability coordinator, health and wellbeing or student support services key contact) prior to lodging a profile request with the facilitator service.

Required profile meeting attendees

The profile meeting must include the following people:

• the facilitator
• the student, in person where possible and appropriate, and if not, their views should be captured and represented (refer to below)
• the student’s parents/carers and/or Department of Families, Fairness and Housing (DFFH) worker (refer to below)
• the teacher or teachers who have the best knowledge of the student (refer to below)
• the school principal or principal’s nominee.

For students in OOHC, the school should also invite the student’s Learning Mentor.

For Koorie students, schools, in consultation with their parents/carers and family, may wish to include representatives from the department’s Koorie Education Workforce.

When organising participants to attend, schools should be mindful of only inviting people that will be able to meaningfully contribute information about the student’s learning and the adjustments required to enable their participation at school. Should the student attend the meeting, in full or in part, schools should also be mindful of inviting participants that the student would be comfortable communicating about their disability in front of, or, if not attending the meeting, be comfortable to have speaking on their behalf.

Refer to: Preparing for a Disability Inclusion Profile meeting – roles and responsibilities.

If the school principal does not attend the meeting, a nominee must attend in their place. The principal’s nominee must be a member of the school’s senior leadership team, such as the assistant principal, and have decision making authority around the planning and implementation of adjustments.

Ultimately, the responsibility for implementation of reasonable adjustments lies with the principal. For example, in schools where an education support staff member manages the Disability Inclusion Profile, this person may attend the meeting, however, another member of the senior leadership team must also attend. In limited circumstances, it may be appropriate for a leading teacher outside of the school’s senior leadership team to attend the profile meeting as the principal’s nominee, however this person must have decision making authority.

A department nominee (as per previous Program for Students with Disability requirements) is not required, as the facilitator will ensure the profile meeting is conducted according to department guidelines and all the required and available information is considered. However, a principal or the principal’s nominee may wish to record key information or actions from the meeting, including any additional supporting information that may be required. The school notes tool (DOCX) is available to record this information.

School leaders will need to manage any complex family, court, custody or guardianship requirements in accordance with the department’s Decision Making Responsibilities for Students policy. Schools may contact the department’s Legal Division on 03 9637 3146 or email: legal.services@education.vic.gov.au

Schools are also responsible for organising interpreters, including AUSLAN and deaf interpreters. Refer to the department's Interpreting and Translation Services policy for guidance on accessing these services.

Student participation and voice in the profile process

It is important that the student plays an active role in the profile process and contributes, where possible, directly or indirectly to the discussion, either in person or via a trusted adult. Student voice acknowledges that students have unique perspectives on learning, teaching, and schooling, and should have the opportunity to actively shape their own education. Decisions on how to include student voice in the process should be made on a student-by-student basis. Schools are encouraged to work with families and the student to determine the appropriate level and method of student participation.

Student participation could include:

• attendance in the entire meeting
• attendance in parts of the meeting (for example, the discussion around the student’s strengths and aspirations at the beginning of the meeting)
• participation prior to the meeting (for example, with discussions with the student’s teacher, parents/carers, or other trusted adult)
• other participation (for example, the student providing samples of their work or a video of them communicating their thoughts about their strengths, aspirations and needs). Refer to: student voice and Amplify.

Enabling student voice

The following resources are available to support and enable student voice in the profile process:

• Student voice tool (DOCX) – helps to discuss the student’s strengths, aspirations, functional needs and what adjustments they would like to meet their needs
• Inclusive student voice toolkit (DOCX) – provides accessible and multi-modal tools to support the voice, agency and leadership of students with disability, and can be adapted to suit each student’s age, interests, communication and participation needs
• Disability Inclusion Easy English guide (PDF) – explains the profile process for students
• Disability Inclusion social script (DOCX) – explains the Disability Inclusion Profile meeting for primary school students, using easy English and photos. Refer to My Disability Inclusion Profile meeting at secondary school (DOCX) for a version for secondary school students
• Disability Inclusion Profile in secondary schools factsheet (DOCX) – supports secondary schools to understand and implement the profile process, including how to appropriately include student voice.

Parent/carer attendance

A student’s parents/carers are essential members of the SSG and thus the entire profile meeting (an exception may be made if the student is deemed to be a mature minor for the purposes of the meeting). Schools are responsible for ensuring that all reasonable efforts are made to facilitate a parents/carers attendance at the profile meeting and that supports are offered where a parents/carers may have difficulty attending the profile meeting.

School leaders may, in line with existing school processes, choose to provide parents/carers with a letter confirming attendance at a profile meeting. This may support parents/carers in applying for carer’s leave, noting that approval is at the discretion of their employer and subject to individual workplace requirements.

Reasonable efforts to facilitate parent/carer attendance include consulting with them as soon as possible about potential dates for the profile meeting, discussing what supports or adjustments they may require to attend and participate, and providing a reminder as the date of the profile meeting approaches. Parent/carer attendance at only part of the meeting may be appropriate in exceptional circumstances.

It is recommended that schools support parent/carer attendance by:

• documenting the reasonable efforts taken
• providing parents/carers with information about the profile process, including:
  • Disability Inclusion presentation for families (PPTX) (staff login required)
  • Easy English resources about both the Disability Inclusion Profile (PDF) and the profile meeting itself (PDF)
  • Disability Inclusion Profile Parent Voice Tool (DOCX)
• if interpretation/translation services are required, referring to the department's Interpreting and Translation Services policy for guidance on accessing them
• ensuring that information about the profile process is presented to Koorie parents and carers in a culturally safe manner (consider using the Communicating with parents and carers of Koorie students about Disability Inclusion (DOCX) resource)
• ensuring that the parents/carers have a designated contact person whom they can reach out to at any time for clarification or assistance with information.

In exceptional circumstances and following discussion with the parents/carers, the parents/carers can nominate, preferably in writing, someone else to attend the meeting in their place. This may include, for example, a relative or friend that knows the student well outside of school.

A parent/carer may attend the meeting virtually or by telephone if that would support their attendance. Refer to: Disability Inclusion Profile – conducting a meeting by video/teleconferencing (DOCX). Reasonable attempts must be made to support the attendance and participation of parents/carers of international students. This may include virtual/telephone attendance and the provision of an interpreter.

An exception can also be made if the student is assessed to be a mature minor for the purposes of decision making about the meeting and it would not be appropriate for the student’s parents/carer to be in attendance. Refer to the Mature Minors and Decision Making policy.

Attendance of all parties should be re-confirmed by the school prior to the scheduled profile meeting. If a profile meeting is cancelled due to key SSG members not being in attendance, there may be delays in arranging a new meeting.

It is strongly recommended that a profile meeting does not proceed without the student’s parent/carer (or nominee), DFFH worker (where relevant) and key school staff.

If after following the above guidance, the parent/carer or their nominee indicates they will not attend the meeting, does not attend and/or cannot be contacted, the facilitator will be able to support the school in deciding whether the meeting should go ahead. The school remains the decision maker as to whether the meeting should go ahead. Schools should consider the best interests of the student, their efforts ahead of the meeting to support parent/carer attendance, and the delay that may be caused by cancelling the meeting.

If parent/carer consent has not been withdrawn, there is no need to contact the department’s Legal Division.

Teacher attendance

A teacher familiar with the student and who can talk to the adjustments in place to support the student must attend the profile meeting.

Prep students completing the profile prior to commencement at school

For prep students completing the profile prior to commencement at school, the profile meeting should include the student’s planned prep teacher and the preschool teacher/s, preschool field officers or early intervention worker/s.

Primary school students

For students in primary school, the student’s regular classroom teacher must attend the meeting.

Secondary school students

For students in secondary school, the teacher with the most interaction with and knowledge of the student should attend the profile meeting. This may be the student’s home group teacher, head of year-level, their English or Maths teacher, or another teacher that works closely with the student, such as a teacher that delivers specialist/targeted interventions and adjustments. Secondary schools will need to ensure that input is received from all the student’s teachers ahead of the meeting so that they have a comprehensive understanding of the student’s functional needs. For example, the attending teacher should speak to the physical education teachers about mobility. A profile preparation tool (DOCX) is available to support schools in collecting information about the student from multiple teachers, and other relevant staff.

The Disability Inclusion Profile in secondary schools factsheet (DOCX) has more specific information to support secondary schools understand and participate in the profile process.

Specialist school students

For students in specialist schools, the student’s regular teacher or their most frequent teacher must attend.

Dual enrolments

Where students attend 2 schools, for example, a mainstream setting and a specialist setting, teachers from both schools should attend.

Other considerations

In all settings, where appropriate and agreed by the family, additional teachers, beyond the student’s current teacher(s) may also attend.

For example, if the profile meeting is held toward the end of a school year, the student’s teacher for the next year may attend to help better understand the needs of the student. Conversely, if a profile meeting is occurring early in the school year, the student’s teacher from the previous year may also attend to contribute information about the student.

Note: All schools can use tier 2 school-level funding for casual relief teaching (CRT) coverage for staff to prepare for and participate in the profile meeting.

Refer to: Preparing for a Disability Inclusion Profile meeting – roles and responsibilities.

Additional participants

Additional participants must be agreed to by the school and the parents/carers. These may include, but are not limited to:

• any other people who work with the student, such as social worker, disability support worker/NDIS worker, treating professional, allied health, medical professional, or Education Support Staff
• an advocate (if the parent chooses to have one). An advocate cannot be paid to attend a profile meeting and would be expected to play a similar role as set out in the department's Student Support Groups policy.

Schools must only invite people that can meaningfully contribute information about the student's learning and the adjustments required to enable their participation at school.

Interpreters and translation services

Schools are responsible for organising interpreters as required, including AUSLAN and deaf interpreters. When booking an interpreter schools are encouraged to include information about the profile meeting so that this can be included with the booking. Schools should be mindful of privacy and confidentiality when sharing any information. Schools may wish to share the Disability Inclusion factsheet for interpreters (DOCX) with the interpreting service.

Schools must use the department’s provider as per the Interpreting and Translation Services policy. Refer to the Interpreting and Translation Services policy.

Information about the Disability Inclusion reform and profile are available in 33 community languages.

Conflict of interest

When participating in the profile meeting, school participants should be mindful of any conflict-of-interest. Particular care is required when members of the SSG are required to take multiple roles (for example, a parent may also be a teacher or principal). In such cases, the school should document clear roles and responsibilities and risk mitigation strategies. Refer to: Conflict of Interest.

Advance information to assist facilitator preparation for Disability Inclusion Profile meeting

Schools are encouraged to flag any issues that may require additional facilitator preparation prior to the profile meeting with the facilitator service (either at the meeting request stage or by advising DIFS when the profile meeting is scheduled). Schools may wish to inform DIFS of issues such as:

• a meeting participant requiring an interpreter or additional support to understand key concepts
• complex family dynamics or historical context that the facilitator should be mindful of.

In flagging any such issues, schools must be mindful of confidentiality and privacy.

Requests to delay the scheduling of a Disability Inclusion Profile meeting

At times, schools may be unable to schedule or need to delay the scheduling of a profile meeting. If this occurs, schools should contact the facilitator service to either withdraw the profile request or advise that they wish to put the profile request 'on hold'.

Preparing for a Disability Inclusion Profile meeting – roles and responsibilities

Facilitators

Prior to the meeting, the facilitator will familiarise themselves with the core pieces of supporting information they have about the student and the school, to build a preliminary understanding of the student’s functional needs and adjustments required to enable participation in their education. The facilitator will use their professional judgement to identify any other documents that could be reviewed ahead of the profile meeting.

Students

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 student voice tool (DOCX) template
  • engaging with the inclusive student voice toolkit (DOCX) 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.

If student voice cannot be captured in the process, the student’s parents/carers or teacher can provide their perspective in the process.

Resources to support student voice:

• Positive Partnerships: Individual education plans – student voice – an example of including autistic students in individual education plan (IEP) meetings
• Youth Disability Advocacy Service (YDAS): Communicating with young people with disability
• Student voice practice guide
• Student voice tool (DOCX)
• Inclusive student voice toolkit (DOCX)
• Disability Inclusion Profile social script (DOCX)
• Disability Inclusion Profile – Easy English (PDF)

Parents/carers

Preparation for the profile meeting is encouraged but not mandatory for the student’s parents/carers.

Parents/carers 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 parents/carers 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 parents/carers.

The parent voice tool (DOCX) is available to support parents/carers to prepare for, attend and participate meaningfully in the profile meeting. Easy English resources are also available to support parents/carers understand the profile process (PDF) and the profile meeting (PDF). For more information, refer to Parents/carers role in the Disability Inclusion Profile meeting.

School staff

The school principal or principal’s nominee, teachers, and other participating school staff are required to prepare for the profile meeting.

School staff are encouraged to use the optional Disability Inclusion Profile – Teacher Identification of Personalised Strategies (Profile TIPS) (DOCX). Profile TIPS includes prompts to help teachers identify and reflect on individualised strategies to support a student, and to prepare for the profile meeting. For more information, contact your Regional Implementation Team or Disability Coordinator (DOCX).

The principal or principal’s nominee should work with the student’s family to:

• ensure they understand the purpose and structure of the profile meeting
• support them to prepare for (if relevant) and be able to participate in the meeting
• address any concerns they may have.

Refer to the school communication packs for primary, secondary, and specialist schools available under the Communication and engagement tools section of the Disability Inclusion resources.

Schools can refer to Disability Inclusion – Inclusive education in practice for case studies of good practice in schools to help build their own inclusive practices.

Support for culturally and/or linguistically diverse students and families

Schools must 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 Interpreting and Translation Services policy.

Information about the Disability Inclusion reform and profile are available in 33 community languages.

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 Koorie Education policy.

LGBTIQA+ student support

The department’s LGBTIQA+ Student Support policy may support your school in preparing for and participating in a profile meeting for LGBTIQA+ students.

Please contact Safe Schools on 03 9637 3699 or safe.schools@education.vic.gov.au for more information and advice.

Participating in the Disability Inclusion Profile meeting – roles and responsibilities

Overview of profile meeting

The Disability Inclusion Profile (profile) will be completed in a specially convened meeting of the student’s student support group (SSG).

In the profile meeting, all participants will be asked to contribute information about the student to understand their strengths, aspirations and functional needs and the adjustments required to enable them to participate in their education on the same basis as a student without disability.

All participants are expected to engage respectfully throughout the meeting. Where respectful behaviour is not maintained, the facilitator may pause or suspend the meeting.

The video below provides an example of how the profile meeting works, and the roles and responsibilities of attendees. A shorter version of this video for parents/carers is available at Disability Inclusion: a new approach for students with disability.

Facilitator role in the profile meeting

The facilitator will support participants to discuss and agree on the indicative level of adjustment being provided or required for the student’s participation and learning at school. Facilitators generally conduct profile meetings by focusing on students’ functional needs and adjustments at a domain level. This allows for a holistic understanding of students and their experience in the school setting. This will include:

• adjustments currently in place to support the student:
  • adjustments that are being provided, as well as the personalisation, frequency and intensity of those adjustments to enable the student’s participation and learning
  • the individual education plan (IEP) learning goals that have been identified for the student and the specific adjustments that the school has in place
• the specific adjustments that may be required to enable the student to reach their individual learning goals.

The discussion should not focus on the student’s disability or impairment, or how challenging it is for the school to enable the student’s participation.

The facilitator will assist the SSG to understand each of the profile sections and may ask the meeting participants questions to ensure detail of the student’s strengths, needs, and adjustments are discussed and well understood by all participants.

The Levels of adjustment resource (PDF), Meeting guide (PDF) and Functional Needs Domain Table (PDF) are available to support profile meeting participants.

If the participants are unable to agree on the indicative level of adjustment the student requires, the facilitator will record the different levels of adjustment discussed in the meeting. The facilitator finalises the profile considering the discussions at the profile meeting and the supporting information provided by the school. Moderation and quality assurance processes are in place for all profiles to ensure final profile outcomes are consistent across the state. In some cases, finalisation processes may lead to changes to the indicative levels of adjustment discussed in the profile meeting.

Schools should share all relevant information in the meeting, as only information shared with the full student support group will inform level of adjustments.

The facilitator will lead a discussion to agree on a recommended date for a subsequent profile meeting. The recommended subsequent profile date is indicative only and may change as part of the finalisation and quality assurance processes. Refer to: Finalising the Disability Inclusion Profile.

For more information about student support groups, refer to the Student Support Groups Policy.

Student’s role in the Disability Inclusion Profile meeting

It is important that students play an active and age-appropriate role in the profile process and contribute to the discussion and decision-making process, either in person or via a trusted adult. For more information and resources to support student voice, refer to: ‘Students’ in : Preparing for the Disability Inclusion Profile meeting – roles and responsibilities.

Parents/carers role in the Disability Inclusion Profile meeting

Parents/carers are essential participants in the profile meeting (an exception to this can be made if the student is deemed to be a mature minor for the purposes of this meeting).

At the meeting, they will be responsible for:

• providing information about the student’s aspirations, learning, participation, social engagement, and experiences at home, that are relevant to the student’s learning
• providing information on past adjustments and their effectiveness and any experiences from home that are relevant to the student’s learning both at home and at school
• supporting or providing student voice in the process if the student does not attend the profile meeting.

Schools must ensure that they provide reasonable supports to parents/carers to understand the purpose of and their role in the Disability Inclusion Profile meeting. Refer to: Parents/carers for more information and resources to support parent voice.

Teacher role in the Disability Inclusion Profile meeting

At the meeting, teachers will be responsible for:

• providing information about the student’s learning, social engagement, and participation
• discussing current and potential adjustments
• providing student voice in the process, where appropriate
• providing information on student’s progress.

For more information on how to prepare for a profile meeting, refer to ‘School staff’ in Preparing for a Disability Inclusion Profile meeting – roles and responsibilities.

The teacher attending the meeting should be the teacher with the best knowledge of the student and the adjustments in place to support them. For more information, refer to 'Teacher attendance' in Scheduling a Disability Inclusion Profile meeting.

Preschool/kindergarten teacher role in the Disability Inclusion Profile meeting

For incoming prep students, preschool/kindergarten teachers may be invited to participate in a Disability Inclusion Profile meeting.

At the meeting, preschool/kindergarten teachers will be responsible for:

• providing information about the student’s learning, social engagement, and participation
• discussing adjustments in place at the kindergarten
• providing student voice in the process, where appropriate
• providing information on the student’s progress.

In addition, early childhood settings can support the profile process by providing high quality, strengths-based transition learning and development statements, including Section 1.2, which supports enhanced transitions for children with disability or developmental delay, and by completing other assessments such as early ABLES. As per current practice, schools may also ask kindergarten teachers to complete a Vineland assessment.

Principal (or nominee) role in the Disability Inclusion Profile meeting

In the meeting, the principal or principal’s nominee is responsible for:

• providing information about the school environment and school wide adjustments (refer to the DIFS Portal User Guide (PDF))
• providing information about the student’s learning and social engagement
• helping make sure the voice of all the student’s teachers is provided, where required, such as in secondary schools
• helping ensure the profile meeting is collaborative and constructive.

Principals or principal’s nominees, while typically responsible for running SSG meetings, are not required to lead the discussion or set the profile meeting’s agenda. The principal or principal’s nominee may wish to record key information or actions from the meeting. Schools can use the profile notes tool (DOCX) for this purpose.

Principal or principal’s nominee role when a student attends 2 schools (dual enrolments)

For students who are enrolled at both a mainstream and specialist school and split their school week between the 2 locations, a principal or principal’s nominee from both settings should attend the profile meeting.

The principal or principal’s nominee of the school the student attends the most is responsible for ensuring that the profile meeting is organised. Where there is a 50/50 split, school leaders can decide which school organises the profile meeting.

Principal or principal’s nominee role when a student attends a re-engagement program

If a student is attending a re-engagement program, these settings may not be sufficiently familiar with the profile or surrounding process to take responsibility for organising the profile meeting. The principal or principal’s nominee of the school in which the student is enrolled should consult the leaders of the re-engagement program and decide who will organise the profile meeting.

If the school in which the student is enrolled takes responsibility for organising the meeting, they should work closely throughout the process with the re-engagement program as they may be best placed to contribute to supporting information, support the student’s voice to be represented, support parents/carers attendance, and contribute to the meeting itself.

Advocate’s role in the Disability Inclusion Profile meeting

It is the right of parents/carers to have an advocate. This can help with:

• sharing the parents/carers’ knowledge about the student
• discussing any difficulties the parents/carers may have in the profile meeting
• developing a cooperative relationship between the parents/carers and the school
• assisting parents/carers to understand the department’s procedures
• linking parents/carers with relevant services
• debriefing with parents/carers after the meeting and filling in gaps in their understanding of the outcomes of the meeting.

Advocates must not be paid. As per the SSG guidance, the role of the parents/carers’ advocate in the meeting is a constructive, supportive and enabling one. Refer to: Student Support Groups.

If required, parents/carers can work with the school to support the advocate to attend.

Interpreter’s role in the Disability Inclusion Profile meeting

Where required, an interpreter (or interpreters), including AUSLAN and deaf interpreters, should be present at the meeting to help with communication in line with the department’s Interpreting and Translation Services policy.

Schools are responsible for organising interpreters, including AUSLAN and deaf interpreters.

For more information about accessing interpreting and translation services, refer to: Interpreting and Translation Services.

Other attendees’ role in the Disability Inclusion Profile meeting

Other people who work with the student, such as an allied health/social worker, medical professional, education support staff, or person who is involved with the student through the NDIS, can also attend and support the discussion of adjustments by providing information about the student related to their specific expertise and their work with the student.

The role of other attendees is to provide additional information to support the school and parents/carers to discuss and complete the sections of the profile.

All additional attendees must be agreed upon by the school and the parents/carers.

Finalising the Disability Inclusion Profile

Facilitator finalises Disability Inclusion Profile

Once the profile meeting has concluded, the facilitator will use the information provided by the participants at the meeting, and any supporting information to finalise the profile and complete the profile report. This includes:

• re-checking the details about the student that were submitted at the profile request stage
• finalising the discussion of the student’s strengths and aspirations
• confirming each profile activity’s level of adjustment, based on the information provided in the meeting and supporting information
• finalising how the discussion of the current and potential adjustments to the student’s learning environment is recorded
• finalising the recommended date for the subsequent profile meeting, where applicable.

If the facilitator requests additional supporting information

Schools are required to provide supporting information prior to the profile meeting. Schools can also bring other supporting information to the meeting – this will not be collected by the facilitator at the meeting and must be provided electronically to the facilitator service. Refer to: Supporting information guidance (DOCX).

Where there is insufficient supporting information or supporting information discussed in the meeting but not already provided, facilitators may request further supporting information. In these cases, only the documents requested by the facilitator should be uploaded. Any additional documents that were not discussed in the meeting or requested by the facilitator after the meeting cannot be considered. For example, a facilitator cannot consider the adjustments outlined in a Behaviour Support Plan if this document was not discussed in the meeting and explicitly requested after the meeting. As such, schools should provide all relevant supporting information before the meeting and be able to talk to this at the meeting. Supporting information should be existing school-based documents and should not be created solely for the purpose of the profile.

These requests will be made through the school contact point via email generally within a week of the profile meeting. Additional supporting information must generally be existing school-based documentation and should not be developed after the profile meeting.

Schools have 5 school days (1 school week) to provide the requested information to the Disability Inclusion Facilitator Service (facilitator service). Schools should contact the facilitator service to notify them if an extension is required. Extensions will only be granted in exceptional and unforeseen circumstances, for example, where the responsible school contact has extended unplanned leave. The 5-day timeframe excludes weekends and school holidays.

If the additional supporting information is not provided and an extension has not been provided, the facilitator service will finalise the profile based on the supporting information available.

Requests for further supporting information could occur where the:

• school did not upload all supporting information prior to the meeting
• relevant supporting information was tabled at the meeting
• supporting information is incomplete (for example, not all pages have been scanned and uploaded)
• supporting information that already exists was discussed in the meeting, and the facilitator felt that it would be useful to see this information to help them finalise the profile
• supporting information provided before the meeting indicates to the facilitator that a different level of adjustment is required, and the facilitator wants to ensure they accurately represent the student’s functional needs
• additional information on the student’s functional need is required, for example, input from an allied health practitioner or any other assessment as deemed appropriate.

The facilitator service will confirm receipt of additional information.

Schools are not required to provide supporting information after the meeting unless it was discussed at the profile meeting and the facilitator requests this information.

Facilitators will finalise the profile once the requested information has been provided.

Once the profile has been finalised it cannot be reopened again to consider additional supporting information.

For more information, refer to: Supporting information guidance (DOCX).

Moderation and quality assurance of the Disability Inclusion Profile

Every profile report is subject to quality assurance and may also be subject to moderation processes, as part of the broader profile finalisation process. These processes are in place to ensure that facilitators are consistently and accurately capturing student need across the state. This process occurs automatically as part of the profile process and is based upon the supporting information provided.

This process is led by facilitator team leaders employed by the facilitator service.

In some cases, the finalisation process may lead to changes to the indicative levels of adjustment that were discussed in the profile meeting.

Where 6 or more indicative levels of adjustment are changed through the finalisation process an additional quality assurance process takes place.

The finalisation process will also confirm the date for the subsequent profile meeting, where applicable. This will align with the general rule that subsequent profiles should not occur within 2 years (24 months). This may result in a final date for the subsequent profile meeting which varies from the indicative date discussed at the meeting. Similarly, the eligibility validation process may lead to changes in the subsequent profile date.

Tier 3 validation review

For cases where the student meets the threshold through the profile process, but does not meet the validation criteria, there is a department-led process to consider the student’s individual adjustments and whether tier 3 funding allocation is required, by exemption, to support the student’s functional needs. For more information, refer to: Tier 3 student-level funding.

A panel of central, regional and area staff has been established to review these individual cases. There may be a delay in receiving a profile outcome for profiles subject to this process.

Tier 3 student-level funding

The profile informs eligibility for tier 3 student-level funding and the amount of tier 3 funding allocated to schools. Refer to: Tier 3 student-level funding.

The facilitator service will provide all relevant profile documentation to the department for assessment and decision in relation to tier 3 student-level funding.

Notification of Disability Inclusion Profile outcome

School and parents/carers receive a Disability Inclusion Profile report

The profile report will be available on the DIFS Portal within 4 school weeks after providing any further supporting information, or 4 school weeks after the profile meeting, where no further information is requested. For clarity, school weeks exclude school holidays. In rare cases, there may be a slight delay in receiving a profile outcome, as the facilitator service and the department may need to undertake further quality assurance and moderation activities for specific profiles. Refer to: the DIFS Portal User Guide (PDF).

The associated School Resource Notification will also be uploaded onto the DIFS Portal with the profile report.

Schools should provide a copy of the profile report to the parents/carers as soon as practically possible. If required, schools should support them in understanding the report. Guidance will be provided to school leadership when the profile report and School Resource Notification is sent to the school.

For families where an interpreter has been involved in the profile meeting, schools must ask the parents/carers whether they want the profile report translated, if they prefer verbal feedback through an interpreter or both. Where a request is made for the report to be translated, this is funded by the school, as per existing processes.

Where appropriate, particularly where a student attends the profile meeting, the school and the SSG should provide feedback to the student about the outcomes of the profile meeting. This might include discussing the implementation of supports and adjustments.

This report includes information about the student’s:

• current strengths
• aspirations
• functional needs
• adjustments to the learning environment.

The profile report will also outline when the subsequent profile for the student should be completed by.

The parents/carers should be assured the adjustments being implemented for students are detailed in their individual education plan, and that the student support group regularly monitors both the student’s responsiveness to these adjustments and whether these adjustments are being implemented as intended.

Schools should contact disability.inclusion.outcomes@education.vic.gov.au if they have any queries or if there are any inaccuracies in the profile report or School Resource Notification.

The profile report and School Resource Notification should be discussed at the student’s next SSG and the findings and outcomes from the profile should be incorporated into the planning, implementing and monitoring of adjustments for the student, including incorporating into the student’s IEP, where appropriate. Efforts should be made to hold the meetings as soon as possible after the profile report is provided to the parent. Refer to: Steps following notification of Disability Inclusion Profile outcome.

A copy of the Disability Inclusion Profile report and School Resource Notification must be provided to any future school the student attends.

Schools should consider any opportunities for the profile report to be used to inform other planning and monitoring processes for the student. This could, if appropriate, input into the student’s Educational Needs Analysis.

The profile report and the Nationally Consistent Collection of Data on School Students with Disability

The Disability Inclusion Profile does not determine a level of adjustment for the purpose of the Nationally Consistent Collection of Data on School Students with Disability (NCCD). However, it will provide further information and evidence to support the school team's professional judgement in determining the level of adjustment recorded for the student.

It is important that all students who have undertaken a profile be included in the NCCD.

Refer to: NCCD and Disability Inclusion.

Schools receive a school resource notification

The school resource notification includes, for students eligible for tier 3, an indicative tier 3 funding allocation.

This is an indicative funding allocation only. The exact funding amount will be reflected in end of term Student Resource Package (SRP) updates. The school will be provided an end of term tier 3 funding summary through the DIFS Portal via the ‘Funding’ tab shortly after the SRP update detailing confirmed funding amounts. Should the student have alternative enrolment arrangements (attends 2 schools), the final allocation will reflect this. Refer to: Tier 3 student-level funding.

It is highly recommended that the school resource notification is communicated to the parents/carers. The school resource notification should be tabled at the student’s next SSG meeting. Guidance will be provided to school leadership on communications to parent/carers when the profile report and school resource notification is sent to the school. Refer to: Steps following notification of Disability Inclusion Profile outcome.

For questions about the funding allocation, timelines, or process, please contact disability.inclusion.outcomes@education.vic.gov.au

Disability coordinator is notified of the outcome of the Disability Inclusion Profile

Disability coordinators can access the profile report and School Resource Notification via the DIFS Portal. This advises disability coordinators of the outcomes of the profile, so they can support schools with any queries.

Timetable for funding allocations

While the process for requesting a Disability Inclusion Profile does not have deadlines, annual rounds, or submission dates, funding start dates are based on a number of factors, including budget-critical dates each term. Funding for students supported by the Program for Students with Disabilities (PSD) will continue until it is due to expire, or is superseded by a School Resource Notification (SRN) following a Disability Inclusion Profile meeting. Schools can request a profile for students at any time if the student meets the request requirements. The facilitator service will prioritise students with the highest functional needs for profile meetings.

Generally, any Disability Inclusion tier 3 funding that results from a profile will apply from the term following the receipt of a complete profile meeting request. Funding may commence at a later date if the profile request process is postponed by the school.

For students who have enrolled at a new school, tier 3 funding will be backdated for eligible students if a complete profile request is received within 2 terms of student enrolment. (Note: The profile meeting itself does not have to be held within 2 terms).

For the definition of a ‘complete profile request’ refer to Requirements to submit a ‘complete profile request’.

Important: Submitting the screening questions alone will not meet the eligibility requirements to access backdated funding.

Schools will receive confirmation of funding allocations in the school’s termly budget update.

For existing students supported through the PSD who are yet to undertake a profile, their PSD funding allocation will continue to appear in schools’ budget reports as they do currently.

Steps following notification of Disability Inclusion Profile outcome

Discuss the profile report and School Resource Notification

It is the responsibility of the principal (or nominee) to reconvene the Student Support Group (SSG) to discuss the profile report and School Resource Notification and incorporate any learnings into the student’s Individual Education Plan (IEP). This may be done at the next regularly scheduled SSG meeting, or before. Efforts should be made to hold the meetings as soon as possible after the profile report is provided to the parent. The revised IEP should be discussed with the student’s teacher(s) to ensure that they are aware of any changes.

Schools can decide with parents/carers if the profile report will be provided to other people, for example, allied health professionals or education support staff.

The SSG will continue to have a key role in working with the principal or principal’s nominee on the educational program for the student and the nature of the additional resources required to support the program, including those identified through the profile. The SSG may consider how the resources could best be used, however, it is the principal’s role to make decisions about resource allocation.

It is important that the SSG consider specific, targeted evidence-based strategies that will have lasting and long-term benefits for the student, as well as building the capacity of the school to provide an effective, inclusive curriculum for students with additional learning needs.

For example, where an individual student presents with challenging behaviour, implementing evidence-based strategies included in a behaviour support plan informed by a functional behaviour analysis will also build staff capacity to address behaviours of concern in other students.

Communicate the School Resource Notification

It is highly recommended that the School Resource Notification is communicated to the parents/carers. The School Resource Notification should be tabled at the student’s next SSG meeting. The school should advise the student’s parents/carers of the funding outcome at this meeting. While the focus of the meeting should be on the profile report and planning and implementing adjustments to meet the student’s needs, the tabling of the School Resource Notification is important to provide parents with transparency and ensure the SSG has a clear picture of the resources in place to support the student.

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. Additional resources provided to schools do not define or limit the support provided for students with disability. Refer to: Students with Disability.

Should the student move schools, the schools must share the Profile Report and School Resource Notification with the student’s new school, as part of the student’s transition.

Requesting a subsequent Disability Inclusion Profile

Overview of subsequent profile processes

Disability Inclusion does not set specific timeframes for the frequency of profile meetings for students.

The period between profile meetings will be based on each student’s circumstances and their school environment.

Profile meetings should generally be scheduled at intervals of no less than 2 years (24 months) and no more than 7 years, depending on the student’s age and individual circumstances, except in exceptional circumstances. This timing applies to all completed profiles, including for those students that are ineligible for tier 3 – student-level funding, as a result of their last profile.

During a profile meeting, the facilitator will seek to reach a consensus with the student support group (SSG) about when best to have the subsequent meeting.

A subsequent profile involves completing a new Disability Inclusion Profile, and provides an opportunity to consider the student’s current functional needs. It is not a review of a previous profile or its outcome.

The frequency of profiles for a student will reflect their age, their needs and the setting or settings they are attending. The SSG should also consider key transition points or any expected change in school setting, as the adjustments recorded in the profile are context-based.

Generally, many students may have a profile completed upon commencing school, in Years 3 or 4 and a final profile at the commencement of secondary school. As examples, the following exceptions may apply:

• profile meetings may be scheduled more frequently for younger children in expectation of early developmental gains, but less frequently for an older student, such as those in secondary school.
• a longer period before the subsequent profile may be advisable for students with stable functional needs that are unlikely to change
• more regular profile meetings are recommended for students who have fluctuating needs, as their developmental trajectory may be less predictable, and their functional needs may vary
• the student’s SSG should use their judgement to determine when the subsequent profile should occur for students that have undertaken a profile towards the end of their time in one school setting and will be moving to a new school setting. As a general rule, a subsequent profile should only occur if there are significant new adjustments required or are in place to enable the student’s learning and participation at the new setting.

A subsequent profile will generally not be recommended to occur during Years 5 or 6 and Years 11 or 12, unless in exceptional circumstances.

A recommendation for the subsequent meeting date will be outlined in the profile report. For students eligible for tier 3 funding, the subsequent profile period outlined in the profile report aligns with the funding period. The SSG may wish to undertake a profile before this date if the needs of the students change or the student changes settings. Otherwise, existing tier 3 funding will continue until the end of the year listed in the profile report.

Should the SSG wish to not undertake a subsequent profile, the school must continue to make reasonable adjustments to support the student in line with their legal obligations. Schools are encouraged to continue SSG and IEP processes for students with disability.

Parents/carers must be consulted in any decision regarding subsequent profiles.

Requesting the subsequent profile

The process for requesting a subsequent profile is the same as for an initial profile. Schools can submit a subsequent profile request at: Disability Inclusion Facilitator Service.

Supporting information submitted for the subsequent profile may build on the previous profile, but it must reflect and clearly show the adjustments currently being implemented. Updated supporting information is required before the meeting and may also be requested by facilitators during the profile meeting. Schools should not reference previous levels of adjustment in supporting information or during the profile meeting.

There are 4 types of subsequent profiles:

• in the recommended year
• between 24 months and the recommended year
• within 6 to 24 months
• less than 6 months.

Requesting a subsequent profile in the recommended year

For most students, it is recommended that schools submit the complete profile meeting request before the end of the recommended year in the 'Suggested Subsequent Disability Inclusion Profile' section of the existing profile report.

Where a complete profile request for a subsequent profile is received within the recommended year, any resulting funding will start from Term 1 of the following year.

Requesting a subsequent profile between 24 months and the recommended year

For some students, schools may wish to undertake a profile for same student after 24 months but before the recommended subsequent year if the needs of the students change or the student changes settings. Refer to: Requesting a profile for a student that moves schools.

Schools are not required to seek advice and guidance from their disability coordinator if the subsequent profile request is beyond 24 months but prior to the year of recommended subsequent profile. However, the SSG minutes provided with the supporting information must outline the student support group’s rationale for the earlier profile request.

Requesting a subsequent profile within 24 months

In rare circumstances, schools may wish to undertake a profile for the same student within the first 24 months of the last profile outcome (when the school receives the Profile Report and School Resource Notification) if:

• a student’s needs and presentation have meaningfully changed
• there is a deteriorating medical condition
• significant new adjustments are required to support the student.

Subsequent Profile – 6 to 24 months

Schools must contact their disability coordinator prior to requesting a profile within 6 to 24 months of the previous profile outcome and seek their advice and guidance. The disability coordinator will advise if a subsequent profile within 6 to 24 months is appropriate. The facilitator service will confirm that the disability coordinator has provided guidance, and that the support of the SSG has been recorded, before progressing the subsequent profile request. The school should keep a record of the disability coordinator’s guidance. The final decision to submit a subsequent profile request within 6 to 24 months is the school’s responsibility after considering the disability coordinator’s guidance.

Subsequent Profile – less than 6 months

A subsequent profile within less than 6 months of the last profile outcome will only be permitted in particularly exceptional circumstances. Schools should discuss this with their disability coordinator, who will seek the approval of the Executive Director, Inclusive Education Division on behalf of the school.

The SSG must also have documented the reason for the request, for example in the student’s SSG Minutes, as well as the support of the student’s parents/carers.

Requesting a profile for a student that moves schools

If a student moves schools, the SSG at the new school may consider requesting the subsequent profile after the student commences at the new school. Alternatively, the SSG may wait until the timing agreed in the student’s previous profile to hold the subsequent profile meeting. When making this decision, the SSG should consider whether there are significant new adjustments required in the new setting that would make the profile a valuable exercise. Should the adjustments remain largely the same, another profile may be less useful.

Completing the profile process is the responsibility of the school that the student is attending when the profile meeting is held. This includes when a student transitions from a primary school to a secondary school. The outgoing and incoming school should discuss the status of the profile request and agree to a plan for progressing through the profile process. The facilitator service must be notified of these arrangements in advance of the meeting. Either school may contact the facilitator service to arrange for the profile request to be transferred to the student’s new school. The facilitator service will advise both schools of their responsibilities and next steps for both schools to complete the profile process.

Both schools should attend the profile meeting if the student has moved within the last 6 months.

A profile meeting cannot be held if the student is no longer enrolled in a Victorian government school.

Appealing a Disability Inclusion Profile outcome

School principals can appeal the outcome of a profile, if it was determined ineligible for tier 3 funding on the basis of threshold not being met, on the following grounds:

• there were procedural deficiencies in the profile and tier 3 funding process
• there is new and substantial information that was available at the time, but not considered in the profile process.

Note: ‘New and substantial information’ must relate only to matters or topics discussed at the profile meeting, or to additional supporting information that was specifically requested after the profile meeting. Information about supports and/or adjustments put in place after the profile meeting will not constitute grounds for an appeal.

Profiles that meet threshold cannot be appealed. This includes profiles that don’t meet a validation pathway.

The facilitation style of individual facilitators does not constitute grounds for an appeal. Quality assurance processes that may see changes to levels of adjustment following the profile meeting is an important part of the profile process, and does not constitute grounds for appeal. Feedback on a specific facilitator or profile meeting may be provided directly to the facilitator service via email at contact@difs.com.au

Appeals may not be considered if they do not meet the broad grounds for an appeal.

Requesting an appeal

To seek an appeal, the principal must be able to substantiate that there was a procedural deficiency or demonstrate that there is new and substantial information that was not considered in finalising the original profile (note the definition of ‘new and substantial information’ above).

Only one appeal can be submitted per profile outcome.

An appeal must be lodged within 15 school days (3 school weeks) of receipt of the profile report and school resource notification. Appeals must be submitted to contact@difs.com.au

Schools are required to discuss the profile outcome and/or process with their disability coordinator prior to placing an appeal.

If, following the discussion with the disability coordinator, the school still wishes to lodge an appeal, they must first discuss the matter with the student’s student support group (SSG). Documentation of the SSG’s consensus to appeal the profile outcome must accompany the appeal.

Schools must copy (cc) the disability coordinator when the appeal is submitted.

The appeal must contain a cover letter from the school principal clearly stating that it is an appeal and the grounds for appeal. This must include:

• the nature of the procedural deficiency that has been identified and a clear statement of any alleged procedural deficiencies or
• the new and substantial information available, what activity/s of the profile this relates to, and why this supports a different level(s) of adjustment in the profile. The letter should also indicate why this information was not available either at the time of the profile meeting or before the profile was finalised. The new information should be attached to the appeal. Documents created after the profile meeting will not be considered when reviewing the level(s) of adjustment.

Note: An appeal on the grounds of new and substantial information can only occur after the initial profile outcome and if the new information is related to the supports and adjustments discussed within the profile meeting, or was specifically requested after the profile meeting.

A panel of central, regional and area staff has been established to review appeals and make recommendations to the Executive Director, Inclusive Education.

The Executive Director, Inclusive Education Division, or delegate, is the final decision-maker on appeal outcomes.

Receiving the outcome of an appeal

The school principal and/or the school key contact will receive the outcome of the appeal as soon as possible after it has been determined.

The disability coordinator will be included in all appeal correspondence and be notified of the outcome of all appeals.

The appeal process could take up to one term to finalise.

An appeal on the ground of procedural deficiency

In almost all instances where procedural deficiencies have been identified and confirmed by the Executive Director, Inclusive Education Division, or delegate, the outcome of an appeal will trigger a new profile meeting with a different facilitator.

An appeal on the grounds of new and substantial supporting information

Based on an assessment of the appeal on the grounds of new and substantial information, there may be:

• No change – the supporting information submitted has not changed the level of adjustments within the profile. The school should continue to provide reasonable adjustments to the student to enable their participation at school.
• Change to level of adjustment – the profile is updated based on new supporting evidence and changes are made to the level (or levels) of adjustment. A new profile report and school resource notification is completed, and the principal is notified as soon as possible of the new funding amount and funding start date.
• New profile meeting – the supporting information provided demonstrates that it could be helpful to reconvene the profile meeting. The principal will be notified of next steps, and facilitator service will be contacted to arrange a new meeting.

Enrolment in specialist schools

Schools can refer to the department’s Enrolment policy: Enrolment in specialist schools for information on the specific requirements for enrolment in specialist schools.

Resources

Please refer to the department’s collated list of links and resources to support disability inclusion (DOCX). Schools can also access professional learning on Disability Inclusion through ARC, Refer to: Arc and ARC regional pages.

Disability Inclusion

• Placemat of Disability Inclusion supports: schools (PDF)
• Disability Inclusion Profile key contacts and resources (DOCX)
• Disability Inclusion reform principal checklist (PPTX)
• Disability Inclusion – vision for inclusive education (PPTX)
• Disability Inclusion – Policy and Advisory Library guide (DOCX)

Disability Inclusion Profile and Process

• Disability Inclusion Profile (DOCX)
• Disability Inclusion Profile meeting guide (PDF)
• Disability Inclusion Profile – supporting information guidance for schools (DOCX)
• Disability Inclusion Profile – supporting information guidance for practitioners (DOCX)
• Profile Adjustments and Supporting Information Summary Tool (Profile ASIST) (DOCX)
• Profile Adjustments and Supporting Information Summary Tool (Profile ASIST) – Annotated Example (PDF)
• Disability Inclusion Profile – school-wide adjustments – optional form (DOCX)
• Disability Inclusion Profile – school-wide adjustments – optional form guidance and examples (DOCX)
• Disability Inclusion Profile – factsheet for specialists (DOCX)
• Disability Inclusion Profile – record of specialist involvement (DOCX)
• Disability Inclusion Profile – Tier 3 validation – list of conditions (DOCX)
• Disability Inclusion Profile – Level of Adjustment Resource (PDF)
• Disability Inclusion Profile – Functional Needs Domain Table (PDF)
• Disability Inclusion Profile tracking tool (XLSX)
• Disability Inclusion tier 3 funding eligibility (DOCX)
• Disability Inclusion Profile factsheet for secondary schools (DOCX)

Resources for teachers

• Disability Inclusion Profile – preparation tool for schools (DOCX)
• Disability Inclusion Profile: Teacher Identification of Personalised Strategies (Profile: TIPS) (DOCX)

Resources for parents/carers and students

• Disability Inclusion Profile – Easy English (PDF)
• Disability Inclusion Profile – Easy English for Parents – About the Disability Inclusion Profile (PDF)
• Disability Inclusion Profile – Easy English for Parents – About the Disability Inclusion Profile Meeting (PDF)
• Disability Inclusion Profile – parent voice tool (DOCX)
• Inclusive student voice toolkit (DOCX)
• Disability Inclusion Profile – student voice tool (DOCX)
• Disability Inclusion Profile social script (primary school) (DOCX)
• Disability Inclusion Profile social script (secondary school) (DOCX)
• Disability Inclusion Profile process on a page for parents/carers (PDF)
• Disability Inclusion presentation for families (PPTX) (staff login required)

Preparing for and participating in a profile meeting

• Disability Inclusion Profile – conducting a meeting by video/teleconferencing (DOCX)
• Disability Inclusion Profile – consent form and privacy information (DOCX)
• Disability Inclusion Profile – end to end process (PDF)
• Disability Inclusion Profile – school notes tool (DOCX)

Communication and engagement tools

• Disability Inclusion schools communications pack – primary (DOCX) (staff login required)
• Disability Inclusion schools communications pack – specialist (DOCX) (staff login required)
• Disability Inclusion schools communications pack – secondary (DOCX) (staff login required)
• Disability Inclusion Profile – parent/carer toolkit for schools (DOCX) (staff login required)
• Disability Inclusion information for Koorie families and carers (DOCX) (staff login required)
• Disability Inclusion Koorie workforce toolkit (DOCX) (staff login required)

Inclusive Education professional learning offerings

Abilities Based Learning and Education Support

Abilities Based Learning and Education Support (ABLES) is an assessment and reporting suite for identifying and monitoring the learning readiness and progress of students with disability and diverse learners. The ABLES professional learning modulesbuild the knowledge and skills of teachers and other school professionals by supporting them to understand, implement and use ABLES.

Disability Inclusion 101 professional learning series

The Disability Inclusion 101 professional learning series consists of live webinars designed to support school staff to learn the basics or refresh knowledge about Disability Inclusion (including the Disability Inclusion Profile).

Disability Inclusion eLearning modules

Disability Inclusion eLearning modules are available for school staff to access at any time. There are 7 modules across a range of topics to support schools to implement Disability Inclusion. To access the modules, go to LearnED in eduPay (staff login required) and search for ‘Disability Inclusion’.

Diverse Learners Hub

The Diverse Learners Hub provides evidence-based advice, information, resources and professional learning opportunities for school staff on how to identify and support ‘diverse learners’, including students with autism, attention deficit hyperactivity disorder (ADHD) and learning difficulties such as dyslexia and dyscalculia.

Inclusion Outreach Coaching

Inclusion Outreach Coaches assist schools to set up Tier 1 preventative schoolwide systems, practices, and data so they can sustain and strengthen their evidence-based inclusive practices over time.

Inclusive Classrooms professional learning program

The Inclusive Classrooms professional learning program offers a suite of blended learning courses for school staff focused on practical teaching strategies, adjustments and supports at the school, classroom and individual levels. Courses include supporting students with autism, behaviour, hearing loss, learning difficulties, oral language needs and vision impairment.

Master of Inclusive Education and Graduate Certificate Initiative

The Masters of Inclusive Education and Graduate Certificate in Education (Learning Difficulties) programs offer funded postgraduate study opportunities in inclusive and specialist education or learning difficulties for teachers in Victorian government schools and regional employees who are keen to strengthen their inclusive education teaching practices and better support students with diverse learning needs.

Statewide Vision Resource Centre

The Statewide Vision Resource Centre provides professional learning opportunities for school staff and allied health professionals in addition to specialised and professional assistance and resources, including the provision of learning materials in alternative formats to support students who are blind or have low vision.

Victorian Deaf Education Institute

The Victorian Deaf Education Institute provides professional learning opportunities for school staff to improve learning and wellbeing outcomes for deaf or hard of hearing students.