Disability Inclusion is ensuring every student at every ability thrives at school and in life.
Disability Inclusion is rolling out to Victorian government schools between 2021 and 2025. It involves:
- a tiered funding model
- a new Disability Inclusion Profile to determine student needs, and
- initiatives to help build knowledge and skills in inclusive education in schools.
This page provides case studies of good practice in schools, which schools can refer to, to help build their own inclusive practices.
Disability Inclusion Profile
Hear from Jess, Cindy and Blake from Surf Coast Secondary College about the Disability Inclusion Profile and what it has meant for them.
Murrumbeena Primary School Acting Assistant Principal Fiona Sewell shared how her school used the strengths-based Disability Inclusion Profile to support a child with their transition to school.
Murrumbeena Primary School was the first school to undertake a Disability Inclusion Profile in 2021 as part of the Disability Inclusion reforms.
The profile was completed in a Student Support Group meeting, attended by the child's parents, kindergarten teacher, 2022 prep teacher, a speech pathologist, Fiona and a facilitator.
'The parents were anxious,' Fiona said. 'Like every parent, they just want the very best for their child.'
The facilitator led the conversation about the child's strengths and educational needs. The Disability Inclusion Profile helps schools and families identify the educational adjustments schools can make to help a student succeed. The process will, over time, replace the Program for Students with Disability (PSD).
Fiona said the Disability Inclusion Profile process was easy to follow, straightforward and, in this instance, less work.
'By spending 2 hours with the family we walked away so knowledgeable about the child and what we could do,' she said. While the child didn't attend the meeting, they did complete a student voice with their parents' help.
The child's kindergarten teacher gave further insights and helped the school identify adjustments it needed to make to support the child's transition to school.
The profile meeting also helped the child's transition to school.
'We had the child visit and use the facilities to get them used to the environment,' Fiona said.
'We also had their prep teacher visit at kindergarten 3 times, to build that relationship.'
Fiona said the first Disability Inclusion Profile had been positive for the school, the child and their parents.
'It's a really valuable, worthwhile experience where you're all learning about the child and making the school a better place for them, and building relationships at the same time,' she said.
Reflecting on the beginning of the new school year, Principal Rochellee Plumb added: 'The student's smooth transition to school has been a testament to the process and has allowed the family and child to feel comfortable and confident in the new school environment.'
Suzanne Prendergast, Principal of Bellaire Primary School shares her views and advice about the Disability Inclusion Profile process.
‘The first DIP meeting was 3 hours and we learnt a great deal about the process.’
For following Disability Inclusion Profiles, the school’s Inclusion Learning Specialist created resources to support the process and worked with staff to have up to date Individual Education Plans, behaviour plans and more.
Suzanne said while the first few profiles were challenging, it was clear that the outcomes for students and their families was positive.
‘It wraps around all possible supports for the students. Including observations leading to recommendations, supports for teachers to assist in their planning and differentiation for the student, great connection with the families, and that all leads to the best possible outcomes for the students.’
Suzanne provided advice to other schools preparing to complete Disability Inclusion Profiles.
She said the appointment of a learning specialist was a great resource in preparing for and completing Disability Inclusion Profiles. There were three key take aways that Suzanne suggested schools focus on to help with the process:
- Communication with all relevant stakeholders (parents, specialists, teachers and students)
- Being organised with good, clear documentation
- Collaboration and using the strengths of people around you.
Tier 2 funding
Yuille Park Community College
Yuille Park Community College’s Brett Shillito explains how the school has used their Tier 2 funding to tailor programs for their student needs and coach staff.
Sandringham Primary School
The school explains how they implemented adjustments in the classroom for a student with a hearing impairment.
Improving inclusive practices
Amaze has collaborated with other organisations to produce videos and resources to help families, schools and communities better understand inclusive education, and how inclusion benefits everyone. The resources include stories from families, students and teachers who have experienced and participated in inclusive education.
Graduate Certificate in Education (Learning Difficulties)
Staff tell their stories about what motivated them to apply for the Graduate Certificate in Education (Learning Difficulties) and how to put their learning into practice.
Narelle De Young – Greenvale Primary
Maria Saric – Diverse Learners
Master of Inclusive Education
Staff who have participated in the Master of Inclusive Education Program share their stories.
Master of Disability Studies (Deaf and hard of hearing) - Macquarie University - Nathan De Goldi, Eastwood Primary School
Master of Special and Inclusive Education - University of Newcastle - James Ginnivan, Weeroona College Bendigo
Find out more
For more information and to find out when your school transitions to Disability Inclusion, refer to the Disability Inclusion web on the department's website.
Reviewed 28 April 2023