Disability Inclusion Funding and Support

Policy last updated

23 January 2026

Scope

Schools

Date:: June 2021

Policy
Guidance
Overview of the Disability Inclusion funding model
Target group for Tier 2 school-level support
Tier 2 school-level funding expenditure requirements
Planning for expenditure
Tier 2 funding use case studies
Requirements for reporting of Tier 2 expenditure
Tier 3 student-level funding
Disability Inclusion Transition Funding
Resources

Policy

This policy describes how schools can plan for and implement the Disability Inclusion funding model, which is now in place in all Victorian government schools.

Summary

The Disability Inclusion reform package was introduced over a staged rollout between 2021 and 2025 as a new funding and support model for students with disability.
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. For further information on the Disability Inclusion vision for inclusion, refer to: vision for inclusive education (PPTX).
Program for Students with Disabilities (PSD) funding for students with existing eligibility will continue to be processed using information provided by schools via the PSDMS. The department is no longer accepting applications for the PSD. All schools should refer to the Disability Inclusion Profile process.
Schools may refer to the guidelines to support implementation on the Guidance tab, and information on funding allocation in the Student Resource Package: Student Disability Inclusion Tier 2 school-level funding and Disability Inclusion Tier 3 student-level funding.

Details

Disability Inclusion consists of:

a tiered funding model for students with disability, with 2 supplementary funding allocations (Tier 2 school-level funding and Tier 3 student-level funding) to support inclusive practice in schools
the Disability Inclusion Profile process to help schools and families detail the strengths, functional needs and educational adjustments schools are making for individual students with disability – this process will inform Tier 3 student-level funding allocations
initiatives to strengthen skills and knowledge in inclusive education across the school system
regional disability support roles and dedicated implementation teams.

For further information on the Disability Inclusion vision for inclusion, refer to: vision for inclusive education (PPTX).

Legal obligations

Schools must make reasonable adjustments to ensure that students with disability can access and participate in education on the same basis as students without disability, regardless of the availability of additional funding. Refer to: Students with Disability.

Disability Inclusion funding model

The Disability Inclusion funding model has 3 tiers, based on the increasing level of need for educational adjustments and targeted support:

Tier 1 – Core student learning funding: funding for all students' core learning needs through the Student Resource Package (SRP). This funding includes students with disability and additional needs. Refer to: Core student learning allocation funding.
Tier 2 – School-level funding: additional funding to strengthen capacity and capability to deliver adjustments and inclusive practice for students with disability. Refer to the SRP – Disability Inclusion Tier 2 school-level funding for information on how funding is allocated, and the Guidance tab for Tier 2 funding implementation guidance.
Tier 3 – Student-level funding: additional funding to Tier 1 and 2, to support schools to deliver adjustments for individual students with complex and high needs. For information on how schools receive Tier 3 funding, refer to: Tier 3 student-level funding and SRP – Disability Inclusion Tier 3 school-level funding. For information on how to access Tier 3 funding, refer to: Disability Inclusion Profile.

Refer to the Disability Inclusion reform principal checklist (PPTX) for a guide to implementation.

Relevant legislation

Contacts

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

For questions about Disability Inclusion Profile outcomes, including the profile report and school resource notification and the Tier 3 funding allocation, timelines, or process, contact: disability.inclusion.outcomes@education.vic.gov.au

Regional Implementation Teams are available to support schools in implementing Disability Inclusion.

Schools with queries related to individual students may also contact their regional disability coordinator by contacting their local regional office.

Guidance

This guidance contains the following chapters:

Overview of the Disability Inclusion funding model
Target group for Tier 2 school-level support
Tier 2 school-level funding expenditure requirements
Planning for expenditure
Tier 2 school-level funding use case studies
Requirements for reporting of Tier 2 expenditure
Tier 3 student-level funding
Disability Inclusion Transition Funding

Overview of the Disability Inclusion funding model

The Disability Inclusion funding model has 3 tiers, based on the need for targeted support for students with disability and the obligation to make reasonable adjustments.

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

For further information on the Disability Inclusion vision for inclusion, refer to vision for inclusive education (PPTX) and the Disability Inclusion reform principal checklist (PPTX).

Tier 1 – Core student learning funding

Tier 1 provides funding for all students' core learning needs through the Student Resource Package (SRP). This funding includes students with disability and additional needs. Refer to: Core Student Learning Funding.

Tier 2 – School-level funding

Tier 2 provides additional school-level funding to strengthen school-wide capacity and capability to deliver adjustments and inclusive practice for students with disability.

Tier 2 school-level funding builds on Tier 1 core student learning allocation funding by recognising that additional funding will further strengthen school capacity (staff time and resources) and capability (staff skills and knowledge) to better meet the needs of students with disability. This also recognises that to meet the diverse needs of students with disability, increasing frequency and intensity of support can be required.

Schools will use Tier 2 funding to develop more inclusive education environments, with flexibility to tailor support to their local context and needs of their student cohort. Refer to: Tier 2 school-level funding expenditure requirements.

Tier 2 allocation

Tier 2 school-level funding is allocated through the SRP. The level of additional funding is based on a range of factors such as school-level enrolment and parental education data. For information on funding allocation, refer to: SRP – Disability Inclusion Tier 2 school-level funding.

All mainstream schools (primary, secondary, and combined), language and specialist schools are allocated Tier 2 school-level funding.

Schools can use the Tier 2 funding calculator (XLSX) to estimate their annual Tier 2 funding allocation. Note: The information required for the calculation is from the Student Resource Package (SRP) portal – consult with your school principal or business manager when using the calculator.

Tier 3 – Student-level funding

Tier 3 provides additional funding to support schools to deliver adjustments to meet the individual nature and acute impact of students with complex needs.

Tier 3 funding enables additional support, building on the tailored and flexible inclusive support provided through Tier 2 school-level funding, and the quality teaching and differentiated practice for all students, including students with disability provided through Tier 1 SRP core student learning allocation funding.

This ensures students with the highest needs receive the intensive support they require to enable participation, in addition to adjustments schools have put in place through Tier 1 and Tier 2.

Refer to: Tier 3 student-level funding for more information.

Tier 3 allocation

Tier 3 student-level funding is allocated through the SRP. The level of additional funding is based on a student’s Disability Inclusion Profile. Refer to: SRP – Disability Inclusion Tier 3 student-level funding.

Schools’ Tier 3 allocations are updated termly to account for new profile funding outcomes and student movements.

Target group for Tier 2 school-level support

It is expected that schools direct Tier 2 funding to supports for students with disability who require supplementary, substantial or extensive reasonable adjustments to participate in and derive substantial benefits from their education. For more information on this classification of adjustments, refer to the section below ‘Identifying students in the target group in a mainstream school’.

These learners will benefit from more targeted support, classroom and school-wide adjustments and approaches. More broadly, by strengthening school-wide capacity and capability, these practices and support are also expected to indirectly benefit all students.

Tier 2 school-level funding and support assists schools to make reasonable adjustments for students with a disability across their school, with increased capacity to:

identify student learning needs
plan supports
consult with the student, their families and treating practitioners (as appropriate)
purchase school resources.

Identifying students in the target group in a mainstream school

Where possible, schools should use data and evidence to identify student needs and prioritise adjustments and support known to work for these needs.

The Nationally Consistent Collection of Data on Students with Disability (NCCD) provides a systematic process that allows schools across Australia to identify, in a consistent manner, students with disability receiving adjustments to access education and classify the level of adjustment. The NCCD is an annual collection of information about the adjustments that Australian schools make for students with disability. For more information, visit: Nationally Consistent Collection of Data on School Students with Disability.

The NCCD process can support schools to determine students in the Tier 2 target group by considering:

Does the student have a disability or additional need?
- Schools use learning, wellbeing, engagement and health information to identify students who meet the broad definition of a person with disability, as defined under the Disability Discrimination Act 1992.
Is the school providing supplementary, substantial, or extensive adjustments so that the student can participate in their education?
- Schools determine which of their students’ educational needs are being met by provision of reasonable adjustments.

Schools may also identify students in the Tier 2 target group through:

local school processes and planning that identify the learning needs of students – this should be analysed through multiple points of data such as curriculum-based student learning attainment, standardised assessment data and classroom observations
discussions with area based staff including Student Support Services and regional disability coordinators.

Tier 2 school-level funding expenditure requirements

Schools must spend Disability Inclusion funding in the year that it is received to support the learning and wellbeing outcomes of current students with disability.

The way that schools implement Disability Inclusion to increase capacity, capability and adjustments will vary depending on the school’s local context and student needs.

Allowable uses of Tier 2 funding

Schools have flexibility to determine how to use Tier 2 school-level funding to deliver support that will best embed inclusive practice, provided it falls within the following categories:

Professional learning for school-based staff – this is defined as Professional Learning activities to build school capability in inclusive education and evidence-based approaches for supporting students with disability in the classroom and at school.
Education workforces and/or assigning existing school staff to inclusive education duties – this is defined as new and/or existing education workforces who support students with disability in the classroom, school and/or through school processes (refer to example outline of responsibilities for a Disability Inclusion Leader (DOCX)).
Other workforces to support students with disability – this is defined as the engagement of services and professionals external to the school, to support whole-school teaching and learning of students with disability.
Teaching and learning programs and resources – this is defined as programs and resources that can be purchased to support whole-school teaching and learning of students with disability.
Equipment, adaptive technology, devices, or materials to support learning – this is defined as equipment, adaptive technology, devices, or materials to support whole-school teaching and learning of students with disability.
Minor building or internal environmental modifications under $5,000 (GST inclusive) – this is defined as minor adjustments or modifications to school facilities to meet accessibility needs of students with disability in school.
Casual relief teaching (CRT) replacement – this is defined as staffing replacements for time release of school-based staff to attend professional learning and school planning activities in relation to inclusive education and support for students with disability.

Examples of activities and adjustments

There are a wide range of practices and school activities that can be supported through Tier 2 school-level funding.

Building school capacity and capability to support inclusion

Examples of school capacity and capability building activities schools can implement with support from Tier-2 school-level funding include:

professional learning on inclusive education for education workforces
employing specific disability/inclusion roles in schools, such as disability inclusion coordinators and inclusion leaders (refer to example outline of responsibilities for a disability inclusion leader) to build leadership capacity
employing education workforces (teachers, allied health, education support)
access to specialist services or expertise in disability.

Resources

Master in Inclusive Education (MIE) – schools can use Tier 2 school-level funding to cover CRT replacement, in addition to that provided through the MIE placement, to support the MIE participant in completing course, assessment and/or practicum requirements.
Graduate Certificate in Education (Learning Difficulties) (GCE) – schools can use Tier 2 school-level funding to cover CRT replacement to support participants in completing course and/or assessment requirements. Schools can use Tier 2 school- level funding to purchase additional Graduate Certificate placement(s) for teacher(s) to strengthen the delivery of contemporary, evidence-based inclusive practice that supports all learners.
Abilities Based Learning and Education Support (ABLES) is an assessment and reporting tool. ABLES Professional Learning helps school staff understand how to use ABLES to assess students, create reports and track progress. There are 5 modules, each focusing on a specific element of the ABLES suite of resources and each requiring approximately one hour of online participation per module.
Inclusive Classrooms Professional Learning Program – a suite of evidence-based professional development courses that includes: human rights approach to diversity and inclusion, individual education planning professional learning, supporting students with autism, supporting students with learning difficulties including dyslexia, supporting students with learning difficulties including dyscalculia, supporting students with hearing loss, supporting students with oral language and learning, supporting students with vision impairment and supporting student behaviour.
Inclusive Foundations for Children with Disability – Primary School – this AllPlay Learn Online Professional Learning Course provides practical strength and evidence-based strategies and resources to help primary school teachers and schools create inclusive education environments for children with disability and developmental challenges. This course takes 4 to 6 hours to complete.
Inclusive Foundations for Children with Disability – Secondary School – this AllPlay Learn Online Professional Learning Course provides practical strength and evidence-based strategies and resources to help primary school teachers and schools create inclusive education environments for children with developmental challenges and disabilities. This course takes 4 to 6 hours to complete.
Education Support Staff Working in Classroom Support Roles policy and guidelines supports principals and school leaders to make decisions about the effective use of education support staff in the classroom.

Planning adjustments

Examples of planning adjustments schools can implement with support from Tier-2 school-level funding include:

dedicated and ongoing planning for students across the school, including student support groups, individual education plans (IEPs) and behaviour support plans. IEPs, for example, are a useful record of adjustments that are being provided to the student. The school is required to ensure ongoing consultation with parents and monitor the student’s progress, modifying adjustments as needed.
consultations with allied health professionals and specialist consultants, educators, and specialist support organisations
planning and orientations for transitions between year levels/schools
parent engagement activities.

Resources

Individual education plans (IEPs) outlines IEP requirements and assists schools to identify when a plan is required to support a student with their education.
Individual education planning summary guide (PDF) provides a summary of available resources to support teachers and school leaders to develop meaningful IEPs, monitor, record and drive student progress and support students who may have multiple plans.
Student support groups (SSG) provides guidance to schools on supporting students with disabilities and diverse learning needs through SSGs.
Behaviour – Students provides information about promoting positive behaviour, a tiered response approach for student behaviour, responding to challenging behaviours and professional learning opportunities for school staff.
Career education and workplace learning for students with disability provides information about supporting students with a disability in their career and pathway planning.
Transitions and pathways provides information on how to support transitions to primary school, and transitions to secondary school for students with disability.
Transitions from AllPlay Learn provides guidance and information on transitions to primary school, transitioning throughout the primary school day, transition to secondary school, transitioning to year 11 and 12, and transitioning to post-school education or employment.

Teaching, assessment and reporting adjustments

Examples of teaching, assessment and reporting adjustments schools can implement with support from Tier-2 school-level funding include:

pedagogical adjustments and educational interventions including provision of study notes or research materials in different formats
small group teaching and targeted instruction
curriculum adjustments for groups of students
targeted classwork, lesson plans or homework
targeted assessments, tasks, tests or presentations tailored to ability level or individual learning plan
informal forms of assessment, alternate assessment tools and online assessment tools
behaviour management interventions and programs
literacy, writing and reading support intervention programs
numeracy support and math intervention programs
vocational, recreational, health, wellbeing, personal development, re-engagement and life skills programs.

Resources

ABLES is an assessment and reporting tool. Advice is available on how to integrate ABLES into the teaching and learning cycle and a free online professional learning course is available for teachers and support staff.
Towards Foundation Victorian Curriculum F-10 Guidelines for Students with Disabilities (VCCA) provides advice for school leaders and teachers to support the delivery of high-quality curriculum for all students, with a focus on those students with disabilities.
The Australian Curriculum, Assessment and Reporting Authority (ACARA) has developed information and resources, including illustrations of practice, to show how teachers can adapt the curriculum for students with disabilities.
Learning Difficulties Information Guides – School Leaders, Literacy and Numeracy provide information to implement school-wide responses, and provides guidance and strategies for teachers to support students with learning difficulties in literacy, including dyslexia and dysgraphia, and in numeracy, including dyscalculia.

Environment and resources adjustments

Examples of environment and resource adjustments schools can implement with support from Tier-2 school-level funding include:

use of visual, tactile timetables
strategic use and modifications to classroom spaces and seating
services such as interpreters and specialist staff providing consultancy support or professional learning and training for staff
specialist equipment and assistive technology or expertise to support access and inclusion:
- specialised communication systems
- learning technologies and applications (apps)
- customised or adjustable furniture
- mobility equipment and resources
- ability switches and switch-adapted toys
- portable amplification equipment
- literacy aids
- communication software
- inclusive recreation equipment and resources.
minor building or internal environmental modifications under $5,000, to support students with disability and/or strengthen inclusive school environments, for example:
- installing handrails
- installing lighting
- labelling of steps paths
- designated routes – consideration of surfaces (slippery, textured or uneven)
- steps of varied heights to aid access
- adaptation to provide wheelchair access (ramps, wider doors)
- accessible bathrooms and toilets.

Resources

The Inclusion and Diversity Policy template (login required) has been developed by the department's Legal Division as a school-wide policy for inclusion.
Student Engagement Policy provides advice, resources and strategies to assist schools to create an effective local student engagement policy which provides the basis on which schools develop and maintain safe, supportive and inclusive school environments.
Equipment and assistive technology professional practice guides support schools to identify, purchase and implement inclusive equipment and assistive technology that will best meet the needs of their students. Practice guides are available on inclusive equipment and assistive technology, portable Soundfield systems, inclusive software, and Boardmaker.

Planning for expenditure

The following section provides illustrative examples that schools may consider pursuing, based on department resources and evidence-based practices.

Principles for inclusive practice and what this looks like in the school

Available evidence on inclusive practices can be synthesised into 4 key principles. Schools should consider how they can adopt these principles in their setting, and use resources strategically to implement a mix of tailored and school-wide supports that promote inclusive practices and benefit all students in the school.

Principle 1 – Focus on inclusive practice at whole-of-school and in-class level

Whole-of-school practices include adjustments to:

culture, policies and practices
development of support structures
provision of, and access to, equitable learning opportunities.

At an in-class level, research suggests good inclusive practice includes:

differentiating curriculum or introducing alternative curricula
application of universal design
use of information technologies
individual planning through individual education plans (IEP)
focus on quality teaching for all students.

Principle 2 – Value specialist expertise

Effective inclusive practice relies on teachers, specialists, allied health and support staff with sufficient confidence and capabilities to support students.

Principle 3 – Set a strong inclusive school culture through strong leadership

Both a positive school culture and positive staff attitudes towards inclusion are repeatedly cited in the literature as crucial to ensuring positive outcomes for students with disability.

Principle 4 – Collaborate and engage parents, families and the community

Collaboration between teachers, students, parents, carers, guardians, education and health professionals is essential to consistently meet the needs of students and improve their learning experiences.

Examples of priority initial activities

The following activities provide examples of priority initial actions schools can start with to build capacity and capability and embed a culture of inclusion in their school. Schools are recommended to work through these activities in 2 steps:

Step 1 – Focus on priority actions which are applicable to the whole school
Step 2 – Focus on priority actions that strengthen support and intervention for students

Step 1 – Examples of priority actions for the whole school

Examples of priority actions

Appoint a disability inclusion coordinator/leader (refer to example outline of responsibilities (DOCX)).
Distribute roles and responsibilities to lead inclusive education, considering school leadership and middle leaders.
For example:
- prioritise resources and time to identify and consider the needs of students with disability
- determine whether other students with additional needs could benefit from an IEP
- review school processes for student support groups, personalised goal setting and IEPs
- build staff capacity to understand and implement IEPs
- embed inclusion and disability expertise in strategic planning and recruitment practices
- embed evidence-based inclusive education and human rights obligations into school policies and plans.

Options for funding include:

increase teaching staff time fraction
elevate to leadership role
higher duties.

Examples of priority actions

Provide specialist disability/inclusion support to the school’s Professional Learning Communities (PLCs), for example, by training PLC Instructional Leaders in relevant inclusive practices.
Plan whole school professional learning on priority areas of inclusive practices, for example Universal Design for Learning framework and Universal Design for Learning webinar.
Build staff knowledge and understanding of inclusive education and associated legislation and policy.
Implement evidence-based professional development – Inclusive Classrooms Professional Learning Program, including:
- a human rights approach to diversity and inclusion
- individual education planning professional learning
- support for students with:
  - autism
  - speech and language delay/disorder
  - learning difficulties including Dyslexia
  - learning difficulties including dyscalculia
  - hearing loss
  - vision impairment
  - behaviour.

Options for funding include:

professional development
Casual relief teaching (CRT) coverage, where possible.

Examples of priority actions

Appoint an inclusion learning specialist to build the capability of school staff to meet the educational needs of students with disability through coaching, observation and co-teaching/team teaching.

Options for funding include: learning specialist.

Step 2 – Focus on priority actions that strengthen support and intervention for students

Once schools have considered their whole school approaches, including policies and processes and approach to capability building and professional learning, funding can be used flexibly to focus more intently on strengthening support and interventions for individual students and groups of students. Examples are provided below.

Examples of priority actions

Undertake individual education planning using the personalised learning and support process and IEPs.
For example:
- Use data and evidence from a range of sources to identify the types of adjustments required to support students.
- Engage with the student and their family/carer to identify the student’s aspirations, goals, strengths and needs.
- Identify options and select adjustments, interventions and other supports that will be provided to address the student’s identified learning needs and build on their strengths.
- Design age-appropriate learning tasks, resources and learning materials.
- Implement appropriate teaching strategies to facilitate effective learning.
- Review supports provided on a regular basis to ensure that the adjustments made are still relevant and required.
Examples of specific supports and interventions include:
- Establish targeted support programs/small group programs, for example to provide extra support with reading and writing skills, or deliver a targeted literacy intervention program.
- Deliver a small group social skills program to build social skills with peers.

Options for funding include:

teaching staff
allied health staff (school-based or external)
increase time fractions.

Examples of priority actions

Consult with professionals with specialist expertise.
Implement programs developed by professionals with specialist expertise.
Have specialists coach school-based staff on designing interventions and programs themselves, for example:
- Engage an external speech pathologist to develop a social communication program and training for teachers to deliver the program and monitor progress.
- Engage an occupational therapist to develop Sensory Profiles, provide advice and training on equipment and technology to support learning for students with autism spectrum disorder, and implement consistent visual supports throughout the school.

Options for funding include: allied health (school-based or external).

Examples of priority actions

Develop and implement individualised transition plans, which combine information from the student, their family and staff who know them well. A range of supports (for example, books, videos, websites, visits) are matched as appropriate to the student’s age and ability.
Additional/more intensive transition and orientation support, for example, up to 10 weeks:
- supported or reciprocal visits
- joint planning between schools
- input from any professionals involved, and collaboration with families
- proactive planning for post-school pathways.

Options for funding include:

teaching staff
education support
CRT coverage, where possible.

Examples of priority actions

Utilise education support staff strategically in the classroom to enhance teaching and learning, to supplement the instructional role of teachers.
Prioritise time for teachers and education support staff to work together, and understand learning progress against IEP goals.
Education support tasks may include:
- implementing supplemental small group and individual instruction
- engaging in class-wide instructional monitoring of student work
- collecting data on student performance
- assisting students who require personal care support
- facilitating peer interactions between students based on guidance from the teacher.

Options for funding include:

education support
teaching staff.

Tier 2 funding use case studies

Case study 1 – Medium regional primary school

Medium-sized regional school located in the Loddon Campaspe Area in North Western Victoria.

The school has 225 enrolments with 36 students receiving adjustments due to disability and 15 students eligible for student-level funding.