Visiting Teacher Service

Policy

This policy outlines how schools can access the Visiting Teacher Service (VTS) and how it operates as part of the department’s multi-disciplinary area teams supporting schools and students under the Department of Education’s Disability Inclusion reforms.

Summary

• Visiting teachers are specialist teachers with expertise and experience in supporting students with disability and/or additional needs.
• Access to the Visiting Teacher Service (VTS) is managed via a referral process initiated by a student’s school through the Student Online Case System (SOCS).
• Eligibility for the VTS is based on specific criteria related to a student’s disability or support needs. For more information, refer to the Guidance tab.
• The school must secure informed consent from the student’s parent/carer to access the VTS, unless the student is a mature minor. The consent form is available on the Resources tab. The school must attach the completed and signed consent form to the referral in SOCS.
• The regional VTS team reviews referrals and decides whether to allocate a visiting teacher. If no visiting teacher is allocated, the regional VTS team informs the referrer and provides guidance on alternative support options.

Details

The Visiting Teacher Service (VTS) consists of specialist teachers with expertise in specific disabilities and experience in supporting students who require tailored educational adjustments. They provide strategies to support schools to engage students with disability and additional needs and contribute to the building of knowledge and skills in inclusive education to ensure every student at every ability thrives at school and in life. They promote inclusion by providing expertise and support to schools, teachers, and students, with a focus on strengths-based approaches and individualised needs.

Visiting teachers work in multi-disciplinary teams to support schools and teachers to implement evidence-based practices to meet the needs of diverse learners. Visiting teachers provide expert advice and support to schools through planning, development, delivery and evaluation of the curriculum to align with the department’s Disability Inclusion reforms.

Visiting teachers work in the areas of:

• physical disability
• health impairment
• deaf or hard of hearing
• vision impairment.

Some regions offer supplementary service streams for students with autism, learning difficulties, and complex behaviours. Schools can consult their Health Wellbeing Key Contact (HWKC) or a visiting teacher team member to confirm availability in their area. Refer to Office locations: Department of Education to contact the regional office for HWKC or visiting teacher contact details.

Visiting teachers support schools and students by:

• providing individualised support
• contributing to key deliverables of the department’s Disability Inclusion reforms
• supporting equitable access to education
• making recommendations on reasonable adjustments to the curriculum and learning environment
• coordinating access to inclusion initiatives
• building capacity in implementing the department’s Disability Inclusion reforms focusing on effective curriculum and pedagogy
• assisting classroom teachers to identify and address the assigned student’s needs, including providing specialist advice for Disability Inclusion Profile meetings
• using and embedding innovative and assistive technologies to improve access to the curriculum
• providing case support and assistance to other visiting teachers and regional staff about specific impairments.

To make a referral to the VTS, schools must follow the steps outlined in Referring to the Visiting Teacher Service on the Guidance tab.

For information on other professional supports available, refer to the Health, Wellbeing and Inclusion Workforces policy.

Related policies

• Child Safe Standards
• Disability Inclusion Funding and Support
• Disability Inclusion Profile
• Eating and Drinking Supervision
• Framework for Improving Student Outcomes (FISO 2.0)
• Health Care Needs
• Health, Wellbeing and Inclusion Workforces
• Individual Education Plans (IEPs)
• Mental Health Fund and Menu
• Mental Health in Schools
• Program for Students with Disabilities
• Restraint and Seclusion
• Sensory Rooms and Equipment
• Student Resource Package – Targeted Initiatives: Inclusion Outreach Coaching initiative (Reference 136)
• Student Support Groups
• Student Support Services
• Students with Disability

Relevant legislation

• Charter of Human Rights and Responsibilities Act 2006 (Vic)
• Child Wellbeing and Safety Act 2005 (Vic)
• Child Wellbeing and Safety (Information Sharing) Regulations 2018 (Vic)
• Children Youth and Families Act 2005 (Vic)
• Disability Discrimination Act 1992 (Cth)
• Disability Standards for Education 2005 (Cth)
• Equal Opportunity Act 2010 (Vic)
• Family Violence Protection Act 2008 (Vic)
• Family Violence Protection (Information Sharing and Risk Management) Regulations 2018 (Vic)
• Health Records Act 2001 (Vic)
• Privacy and Data Protection Act 2014 (Vic)

Contact

For further information on the Visiting Teacher Service, schools should:

• first contact their Health and Wellbeing Key Contact (HWKC) via their regional office. Refer to Office locations: Department of Education
• if further assistance is needed, contact the VTS Manager or Senior Education Improvement Leader (SEIL). Refer to the Regional Map and Data (RMAD) (staff login required)
• for general VTS enquiries, email the Health, Wellbeing, Inclusion and Resilience team at health.wellbeing.inclusion.resilience@education.vic.gov.au