Disability Inclusion – Inclusive education in practice

Hear from Jess, Cindy and Blake from Surf Coast Secondary College about the Disability Inclusion Profile and what it has meant for them.

Watch how Ballarat Specialist School use the Disability Inclusion Profile to identify student’s strengths, needs and educational adjustments to ensure they have the support they need to thrive.

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 profile 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.

The leaders at Patterson River Secondary College talk about their planning for Disability Inclusion Tier 2 expenditure and how Tier 2 school-level funding is being used to improve inclusive practice at the school, including:

• building staff capability
• ensuring a culture of inclusion
• implementing adjustments across classes
• support across year levels from transition to pathways at senior secondary level.

Disability Inclusion - Tier 2 funded staff talk about how they are improving practice and student outcomes at Patterson River Secondary College: 

• Inclusion Learning Specialist, Jen, a Department of Education scholarship recipient is using her knowledge from the Masters in Inclusive Education to advise teachers and education support staff on their practice.
• Social Worker, Erika, supports students individually and in small groups, as well as providing professional development to teachers and support to families with queries about the NDIS/education interface.
• Behaviour Intervention Specialist, Peter, a former maths teacher who assists teachers with classroom management and provides support to students.

The Acting Principal and Disability Inclusion Learning Specialist at Gisborne Primary School explain how they have used Tier 2 funding to improve inclusive practices to cater for the needs of all students.

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.

The school explains how they implemented adjustments in the classroom for a student with a hearing impairment.

Macquarie University

Nathan De Goldi, Eastwood Primary School (NEVR)

La Trobe University

Stephanie Viavatenne, Hume Valley School (NWVR)

University Of Newcastle

Carol Sheppard, Warragul and District Specialist School (SEVR)