Students with Disability

Policy

This policy sets out requirements to support the inclusion of students with disability and additional needs in 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 also 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 and resources, including comprehensive guidance for all school community members on the main features of inclusive education, is available under the Resources tab.

Details

The department is committed to embedding inclusive education in all school environments for students with disability and additional needs. All Victorians, irrespective of the school they attend, where they live or their social or economic status, should have access to high quality education.

An inclusive education system enables all students to be welcomed, accepted and engaged so that they can participate, achieve and thrive in school life. Inclusive education:

• ensures that students with disability are not discriminated against and are accommodated to participate in education on the same basis as their peers
• acknowledges and responds to the diverse needs, identities and strengths of all students
• occurs when students with disability and additional needs are treated with respect and are involved in making decisions about their education
• benefits students of all abilities in the classroom and fosters positive cultural change in attitudes and beliefs about disability, in and beyond the school environment
• contributes to positive learning, engagement and wellbeing outcomes for students
• acknowledges communication is essential for a student’s social interaction, learning and participation
• values all forms of student communication, including verbal, nonverbal, and augmentative and alternative communication.

Legal obligations

All schools, as education providers, must comply with the Equal Opportunity Act 2010 (Vic), the Disability Discrimination Act 1992 (Cth) and also the Disability Standards for Education 2005 (Cth) (the Standards).

The Standards cover enrolment, participation, curriculum development, student support services and the elimination of harassment and victimisation, and provide guidance for schools on:

• the rights of students with disability
• the legal obligations on education providers
• some of the measures that would demonstrate compliance

The Standards apply to all students with disability, not just those who are supported under individualised disability funding programs including the Program for Students with Disabilities (PSD) and Disability Inclusion. Additional resources provided to schools do not define or limit the support provided for student disabilities.

Reasonable adjustments

Under both state and Commonwealth laws schools must make ‘reasonable adjustments’ to accommodate students with disability. An adjustment is a measure or action taken to assist students to participate in education and training on the same basis as their peers without a disability.

All students have the potential to learn and the right to participate in a learning environment that is committed to supporting their educational development and genuine participation, including students with complex communication needs.

When planning an adjustment for a student, the school must consult with the parent or carer(s) and the student, typically through the student support group process. This process applies to all students with disability or additional needs, not just those students supported under individualised disability funding programs including the Program for Students with Disabilities (PSD) and Disability Inclusion.

For further information on making reasonable adjustments, refer to the guidance chapter on Making reasonable adjustments.

For comprehensive information and resources relating to students with disability and additional needs refer to: Support Students with Additional Learning Needs.

For an Easy English version of the policy, refer to:

• Inclusive Education Policy: Easy English
• Inclusive Education Policy: Easy English (accessible).

Related policies

• Accessible Buildings Program
• Behaviour – Students
• Disability Inclusion Funding and Support
• Disability Inclusion Profile
• Enrolment
• Health Care Needs
• Individual Education Plans
• Nationally Consistent Collection of Data on School Students with Disability
• NDIS Funded Therapy
• NDIS Navigators
• Program for Students with Disabilities
• Restraint and Seclusion
• Sensory Rooms
• Student Support Groups
• Student Resource Package – Targeted Initiatives: Specialist School Activity Boost
• Student Support Services
• Students with Disabilities Transport Program
• Transitioning to secondary schools – students with disability.

Relevant legislation

• Equal Opportunity Act 2010 (Vic)
• Disability Discrimination Act 1992 (Cth)
• Disability Standards for Education 2005 (Cth).

Guidance

This guidance contains the following chapters:

• Chapter 1: Victorian SHARE principles for inclusive education
• Chapter 2: Making reasonable adjustments
• Chapter 3: Complex communication needs
• Chapter 4: Working with families of children with additional needs
• Chapter 5: Funding and support programs
• Chapter 6: Transition Support Funding
• Chapter 7: Assessment service for students with disability
• Chapter 8: Program for students with disabilities management system
• Chapter 9: Students turning 19 or 20 with individualised disability funding completing an accredited senior or foundation secondary course in 2024

Chapter 1: Victorian SHARE principles for inclusive education

The following principles provide guidance for all members of the school community on the main features of inclusive education.

S: Student-centred

Inclusive education involves students, in collaboration with their peers and/or carers, in decision-making processes as respected partners in education.

H: Human rights focused

Inclusive education is supported by and is the realisation of a human rights based approach to education. International human rights principles and Victoria’s Charter of Human Rights and Responsibilities Act 2006 provide a framework for every Victorian to be treated with dignity and respect and to enjoy their human rights without discrimination.

A: Acknowledges strengths

Inclusive education recognises that each child and young person is unique. It focuses on a strengths-based, personalised approach to education that celebrates and welcomes difference to maximize learning, engagement and wellbeing outcomes.

R: Respects legal obligations

Inclusive education enables schools to uphold legal obligations to make reasonable adjustments for all students with disability. Reasonable adjustments assist all students to participate in education on the same basis as their peers without a disability.

E: Evidence-based

Inclusive education uses contemporary evidence-based practices known to be effective in responding to individual student needs and improving student outcomes.

For further guidance refer to the department's inclusive education for students with disabilities.

Chapter 2: Making reasonable adjustments

A reasonable adjustment is a measure or action taken to help students with disability and additional needs take part in their education on the same basis as their peers.

Under the Disability Standards for Education 2005, schools are legally required to make reasonable adjustments for students with disabilities.

All students have the potential to learn and the right to participate in a learning environment that is committed to supporting their educational development and genuine participation, including students with complex communication needs.

Schools must take reasonable steps to make adjustments in a reasonable time.

Adjustments can be made in various ways including:

• in the classroom
• in the playground
• to excursions and camps.

In some circumstances, these adjustments may benefit not only the student involved but the entire school.

Examples of reasonable adjustments

There are multiple kinds of adjustments you can make to meet your student’s needs. Examples include:

• providing access to classroom materials through assistive technologies such as screen readers
• adapting the physical environment, for example, installing ramps
• modifying the curriculum and assessments, for example, allowing a student to answer assessments orally or use a computer
• presenting classroom materials in a different way such as visual, oral or demonstrations
• adapting teaching style, for example, breaking lessons and activities into smaller sections so they are easier to understand
• reducing the distance between classes and classrooms for students who have physical disabilities
• giving extra time to move from class to class
• allowing more time to complete an exam or assessment or giving the student rest breaks
• planning excursions in accessible locations, for example, making sure the location is wheelchair accessible.

The adjustments in this list are examples only. You will need to consider the needs of a particular student on a case by case basis to determine what reasonable adjustments are necessary for that student.

Planning reasonable adjustments

Discussions, known as consultations, about reasonable adjustments normally happen at the student’s regular student support group meeting.

When consulting on reasonable adjustments, matters for discussion may include:

• the student's abilities and learning needs and how these affect their participation in their education, including camps and excursions
• what adjustments worked well in the past and what adjustments they might need
• if the adjustment will achieve its aim of ensuring the student can participate in their education
• if the adjustment is reasonable
• if there are any other supports or adjustments that are more suitable for the student’s needs.

A school may also get expert opinions from allied health professionals, for example, if necessary.

As the student’s needs change over time, consultations must take place regularly.

The principal makes the final decision on adjustments to meet the student’s learning needs. The matters the principal should consider before making a final decision are discussed in further detail below.

Schools do not need to make a change that is not a reasonable adjustment or would cause ‘unjustifiable hardship’.

When an adjustment is reasonable

An adjustment is considered reasonable if it achieves its aim of making sure a student with a disability can take part in their education on the same basis as students without a disability, and if it balances the interests of everyone affected. This includes the student with a disability, the school, staff and other students.

To determine what is reasonable, the school must consult and consider, among other things:

• the student’s disability
• the views of the student, the student’s parent(s) or carer(s)
• the views of the student’s treating medical practitioner or allied health professional team
• what effect the adjustment will have on the students’ participation, learning outcomes and independence
• how the adjustment will affect other students and staff
• the costs and benefits of making the adjustment.

During this process it is important that the school actively considers any matters or proposals raised by the student’s parents or caregivers, medical practitioners and allied health professionals. While consultation does not require there to be agreement between all parties, it does require that the views of others are genuinely considered on a fair and open basis without predetermination.

Adjustments and unjustifiable hardship

It is not unlawful for a school to decide not to make an adjustment if it would cause unjustifiable hardship or if another exception applies.

Examples of unjustifiable hardships might include if there is:

• a very high cost of providing an adjustment with very little benefit where an equal benefit could be obtained via less costly measures
• risk to the safety of others if the adjustment is provided.

If a school claims unjustifiable hardship, they need to prove the factual basis upon which unjustifiable hardship is claimed. Schools should keep a written record of the reasons why the adjustment would cause them unjustifiable hardship and any supporting evidence or material. An explanation of why must also be given to the student and their parents/carers as early as possible.

Schools are required to consider all resources available to them when planning for students in their care, including students with disability. A school’s requirement to make reasonable adjustments is not dependent on the availability of individualised disability funding programs including the Program for Students with Disabilities (PSD) and Disability Inclusion.

Schools must work with the student and their parents, guardians or carers to find an alternative reasonable adjustment to meet the student’s needs.

An Easy English version of this topic has been written for parents/carers. Refer to: Reasonable adjustments (accessible) (PDF).

Special provision for VCE exams

If a student has a disability or becomes ill during VCE exams, they may be able to access special arrangements.

This may include:

• extra time to complete the exam
• rest breaks
• providing one question at a time
• using computers and assistive technology
• using a reader or scribe
• changing the format such as oral or typed assessment instead of written
• holding tests in quiet areas
• the material in accessible formats.

Special arrangements are available for the VCE, including the VCE Vocational Major, and the Victorian Pathways Certificate at both school-based assessment and external examinations.

For more information, refer to: VCAA special provision.

Chapter 3: Complex communication needs

Students with complex communication needs (CCN) have difficulty understanding the speech of others and/or using speech to express themselves. This affects their access, participation, and interactions at school and in the community.

CCN may be associated with developmental or acquired disabilities, such as:

• childhood apraxia of speech
• autism
• cerebral palsy
• deaf-blindness
• hearing impairment
• traumatic brain injury
• global developmental delay
• other conditions of genetic origin.

A student with CCN may have very little or no speech. Some may be able to say single words however may not be able to combine words into sentences. Other students with CCN may have some language but have speech that is very difficult to understand or may be able to use speech but have a lot of trouble understanding what other people say.

Augmentative and alternative communication

Augmentative and alternative communication (AAC) refers to the tools, systems and strategies that an individual with CCN uses to communicate. Students with CCN may require AAC to communicate and access the educational curriculum and social context of schools and classrooms.

AAC systems and methods are varied and can involve the use of sign, gesture, communication boards, books and electronic devices. An individual may use a range of AAC methods across different tasks or contexts.

Effective communication is necessary to teach and support student learning, engagement, social connection and participation at school. It is through language that students learn to express their personalities, establish relationships, demonstrate and share knowledge, have their needs met and wishes considered.

When selecting an AAC system, a thorough assessment by an experienced speech pathologist and sometimes in consultation with other allied health professionals will identify the most suitable AAC approach for each individual student. Resources to support students with complex communication needs are available on the Resources tab.

Chapter 4: Working with families of children with additional needs

Working closely with families helps give students with additional needs the best chance to achieve their potential.

Schools can talk to a student’s family about the best way to communicate with them. This may include scheduled meetings, or through email or phone calls.

When working with parents and carers, it is important to recognise that families come from a diverse range of backgrounds. These differences can leave them feeling alienated from the school and its operations.

The willingness and ability of parents and carers to be involved can be impacted by how they are approached and engaged by the school.

It is important that schools are mindful and respectful of diversity. Implement engagement strategies that help everyone feel empowered to advocate for the student and be confident that their concerns will be heard.

An Easy English version of this topic has been written for parents/carers. Refer to: How to work with your child’s school and information about student support groups (accessible) (PDF).

What to consider

When meeting or engaging with parents and carers schools may consider:

• providing them with accessible information about the purpose of the meeting. This includes advance copies of documents to be discussed and a list of who will be present
• scheduling a meeting at a time and place convenient for parents/carers and the school. This ensures that needs and commitments, such as work or childcare, are accommodated
• if childcare is not possible and young children are present at the meeting, ensuring the meeting is held in a safe and appropriate space. For example, where there is access to toys or a safe, supervised area for the children to play
• ensuring all key personnel have been invited and briefed on what is required of them. This may include outside support agencies
• encouraging parents/carers to bring an advocate or support person
• ensuring the meeting is free from interruptions, like phone calls, other students and staff
• ensuring that parents/carers are informed about the roles of meeting attendees, including those who have not been involved before
• accommodating for cultural needs, sensitivities and protocols
• arranging for an interpreter, including for AUSLAN to be present at the meeting if necessary
• recording the meeting and distributing it to participants. This may include key discussion points and areas for action
• in a timely manner, informing parents/carers when immediate action needs to be taken.

Student support groups

A student support group gives staff, families and specialists the opportunity to work together to make decisions about a student’s education.

A student support group is mandatory for students receiving individualised student disability funding provided under the Program for Students with Disabilities (PSD) or Disability Inclusion, and is recommended for all students with additional needs. Schools are required to consult with students, parents and carers about reasonable adjustments to support a student to access their education, even if no student support group has been established.

Chapter 5: Funding and support programs

Disability Inclusion

Disability Inclusion is progressively replacing the Program for Students with Disabilities (PSD) and the Language and Learning Disabilities Support Program (LLDSP) through a staged rollout between 2021 and 2025. For information on roll-out areas and schedule, refer to Disability Inclusion Funding and Support.

Program for Students with Disabilities

The PSD provides funding to assist schools to support eligible students with disability and high needs who attend government schools.

PSD funding is provided directly to schools through the Student Resource Package.

Refer to PSD operational guidelines for 2025 applications (DOCX) for full guidance for schools about PSD application processes and requirements.

The Disability Standards for Education 2005 (Cth) apply to all students with disability, regardless of eligibility under the PSD, and it is essential that schools undertake effective educational planning and support for every student with disability.

A student support group is mandatory for students in the PSD, and strongly encouraged for any students with additional learning needs.

Specialist School Activity Boost

All specialist schools (with students with disability as their enrolment criteria) and supported inclusion schools are entitled to additional funding to support them with the cost of delivering activities such as arts, sports, cultural and social programs to their students. Refer to Student Resource Package – Targeted Initiatives: Specialist School Activity Boost for more information.

Chapter 6: Transition Support Funding

Government secondary schools can access Transition Support Funding to support students starting Year 7 who are no longer eligible for the Program for Students with Disabilities (PSD) after their Year 6–7 Review.

The funding supports the delivery of teaching and learning programs that respond to student needs.

To develop agreed understandings and responses to student needs, including students with disability or additional learning needs, it is important there is collaboration between:

• school leaders and teachers
• parents/carers
• specialist education or allied health staff.

Transition Support Funding will continue to be available to schools until they transition to Disability Inclusion during the staged 5-year roll-out schedule between 2021 to 2025.

Transition Support Funding and student support groups

The student support group (SSG) creates specific strategies and implementation plans that will support the student’s educational needs, inclusion and engagement. The progress of these strategies and plans must be reviewed at SSG meetings each term.

The school, in consultation with parents/carers in the SSG, is responsible for determining the type of support needed.

Transition Support Funding, in consultation with the SSG, could be used to access:

• consultation or support from specialist education or allied health staff
• professional development
• specialist equipment or materials.

Transition Support Funding does not define or limit the support provided by a school for a student with a disability.

Schools must consider the best way to support the individual needs of the student. For example:

• providing more intensive support at the beginning of the school year
• identifying equipment and materials that will be used over a longer period of time
• develop the skills and knowledge of school staff through professional development to support adjustments to the school environment
• access specialist education or allied health professionals to help identify specialist equipment and educational resources
• buy equipment or resources that allow the student to take part in the school's educational programs.

Transition Support Funding must not be targeted to students receiving supplementary funding through the Program for Students with Disabilities.

For more information, refer to Program for Students with Disabilities – Transition Support Funding (Reference 66).

Chapter 7: Assessment service for students with disability

The Students with Disability Assessment Service provides assessments for students and assists schools and families to understand the educational support needs of students with disability and high needs. The service conducts cognitive and language assessments, and schools may refer students who are likely to have:

• an intellectual developmental disorder, also known as an intellectual disability, which impacts cognitive development and adaptive behaviour skills for everyday activities
• a severe communication disorder and high functional needs, attributable to:
  • a developmental language disorder, characterised by significant and persistent language difficulties affecting the student’s everyday functioning and with no known reason for these difficulties
  • severely disordered speech as a result of childhood apraxia of speech (CAS), a rare speech sound disorder affecting ability to organise the movements of the muscles used in speech.

All assessments are carried out by qualified and fully registered psychologists and speech pathologists.

AKG Health (formerly Assessments Australia/MAX Health) is currently contracted to conduct these assessments on behalf of the Department of Education.

Referring a student for assessment

There are 4 stages in the assessment service process.

1. Pre referral

Before making a referral, it is recommended that schools:

• liaise with the parent/carers to establish whether the student has previously been assessed and to obtain any reports. Refer to: Students already assessed
• discuss with the parent/carers and Student Support Group (SSG) whether a referral to the assessment service may assist in understanding the student’s support needs
• ensure that the parent/carers provide fully informed verbal consent as to the nature and purpose of the referral, that is the school feels there is evidence to indicate the student may have an intellectual developmental disorder (intellectual disability) or developmental language disorder
• collect information that may assist in determining if a referral to the assessment service is appropriate, for example:
  • information describing the nature of the student’s cognitive, communication and/or language difficulties which are significantly impacting on the student’s ability to participate, interact and learn at school
  • evidence of significant challenges across a range of academic and developmental areas (everyday interactions and social communication, learning and academic skills, attention and behaviour, and social, mental, and emotional wellbeing, not only literacy)
  • previous cognitive or language assessment results
  • relevant background information (for example, medical reports, family history, hearing assessment)
  • consideration of the impact that other factors (such as trauma, English as an additional language, and behavioural issues) may have on the student’s presentation
  • details of interventions and adjustments that have been made which have been aimed at assisting the student’s learning and participation
  • involvement of early intervention services, external specialists or Student Support Services (SSS).

The school may collect, use and share relevant personal and health information about a student in accordance with the department’s Privacy and Information Sharing policy.

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. For more information refer to Chapter 4: Working with families of children with additional needs and the department’s Interpreting and Translation Services policy.

Once verbal consent has been obtained from the parent/carers to share information about a student with the assessment service, the school can start the referral process by calling 03 9678 5100. The school staff member initiating the referral will be asked to:

• provide the name of the parent/carer who gave consent, the name of the person it was given to, and the date it was provided
• provide information about the student’s history, current needs and presentation.

If there is sufficient information to support a referral to this service, the assessment service will create a record, and a referral pack will be emailed to the school. This pack includes a teacher referral form, parent referral form, and parent/carer consent form. If the referral is for assessment for intellectual developmental disorder, a link to a digital Vineland Adaptive Behaviour Scales-3 (Vineland-3) form will also be emailed to the school.

In circumstances where there is insufficient information to progress the referral through the assessment service, feedback will be provided to the school regarding further actions the school may consider.

2. Referral to the assessment service

It is the responsibility of the school to complete the referral pack and return it to the assessment service. The digital Vineland is automatically returned to the assessment service once it has been completed, while all other forms should be scanned and emailed to swd@assessments.com.au

The referral documents are designed to capture information about a student's developmental and educational history, as well as information regarding their current abilities and learning needs at school. The referral information provided by the school and parent/carers is a key part of the assessment process. This information assists the assessor to plan the assessment and contributes to the assessor’s analysis of the assessment results, potential diagnosis and report.

The assessment service will arrange an assessment if the completed referral pack and Vineland-3 results (for intellectual developmental disorder) indicate assessment through this service is appropriate, and the parent/carer consent form is signed.

If the referral does not proceed to assessment, the assessment service will provide feedback to the school about the reasons for this and appropriate actions the school may take. If a Vineland-3 form was completed as part of the referral, the assessment service will provide a summary of the scores which may assist further investigations by SSS or other professionals.

3. Assessment

The assessment will usually occur within 4 weeks of the assessment service receiving the completed referral information from the school.

The psychologist or speech pathologist who will undertake the assessment will:

• contact the school by phone or email to set up a date and time for the assessment, which usually occurs at the school
• compile an initial case history and assessment plan based on information obtained through the referral process and a pre-assessment interview with the parent/carers and school staff
• conduct formal testing and interviews with the student using standardised testing materials. The assessor will consider the referral information provided by the school and family, as well as relevant professional guidelines when selecting the most appropriate test.

The school must:

• contact the student's parent/carers to advise them when the assessment is scheduled to take place and invite them to attend for an interview and feedback on the assessment
• arrange for the school contact and/or the classroom teacher to make themselves available for feedback following the assessment wherever possible
• provide a suitable assessment space that is quiet and free from distraction to ensure that test administration guidelines can be adhered to
• ensure that the child safety risks for the assessment space have been considered and that these risks and any mitigation strategies have been documented in the school’s child safety risk register
• book and arrange a professional interpreter if required to facilitate assessment of a student who is a refugee, has recently arrived in Australia and where English is not their first language. Information on how to book an interpreter is available on the department’s Interpreting and Translation Services policy.

The assessing psychologist or speech pathologist usually provides feedback to the school and the parent/carers immediately after the assessment. At this time, further information regarding the student’s history may also be collected if required. If the parent/carers are unavailable for face-to-face feedback on the day, the assessor will arrange a follow-up meeting or feedback via telephone.

In some cases, the assessor may consult with and seek further information from the school, department staff, or senior professionals with the assessment service to ensure an accurate assessment has been completed.

4. Report and post assessment

The assessment service will provide a written report and feedback to the school and parent/carers following the assessment. A comprehensive narrative report will include:

• information about the reason for referral, the student’s history, previous assessments, and current presentation and needs
• a description of the testing that was completed, the student’s presentation during testing and the results
• recommendations to support the student at school.

A report will be provided regardless of the outcome of the assessment. The school must retain 2 copies of the report – one for the school’s student file, one for the parent/carers.

If the parent/carers, school, SSS staff, or other relevant department personnel require further information about the report or the assessment process, they may contact the assessment service for additional feedback. Appropriately qualified SSS psychologists or speech pathologists may request access to a student’s assessment records to assist them to provide further support to the student, family and school if required.

For further information about the role of the assessment service, refer to Assessment services for students with disability.

Students already assessed

Referrals to the assessment service are not recommended for students already fully assessed by external professionals or SSS staff. For intellectual developmental disorder (intellectual disability), a full assessment includes a cognitive assessment, adaptive behaviour assessment and detailed case history.

Schools can use existing assessment results to inform educational planning, however in some cases a more recent assessment may be warranted if there has been a significant change in the student’s functioning and support needs.

The assessment service will provide a ‘Vineland only’ report in instances where the external assessment report that diagnoses an intellectual developmental disorder (intellectual disability) does not include a current adaptive behaviour report. Following completion of the Vineland-3 form by the school, the assessment service will score the form and prepare a summary report for the school that includes the domain standard scores and adaptive behaviour composite score.

In some circumstances where an assessment has been completed by an external professional and a diagnosis of intellectual developmental disorder (intellectual disability) has not been made, the assessment service will gather additional information to determine whether a diagnosis is appropriate.

Assessments for specialist school enrolment

The role of the assessment service is to assess and report on a student’s cognitive abilities. The service does not make recommendations about school enrolment – however, a specialist school can use the report as one piece of evidence in determining whether a student is eligible to enrol.

For information on policy and processes for enrolment in specialist schools refer to: Enrolment in specialist schools and other specialist education settings.

Chapter 8: Program for Students with Disabilities Management System

The Program for Students with Disabilities Management System (PSDMS) is used by schools to:

• make applications and process student enrolment changes
• manage budgets
• create reports
• give updates on the Program for Students with Disabilities (PSD).

Log in to PSDMS (staff login required).

User guides

Schools can use the guides when processing student movements, completing applications, viewing outcome notifications and reviewing budget information.

• Adding student details to PSDMS (DOCX)
• Submitting an application on PSDMS (DOCX)
• Adding or changing users of PSDMS (DOCX)
• Viewing outcome notifications on PSDMS (DOCX)
• PSDMS budget processes (DOCX)

Get advice and support

Log a service desk request for support, or phone 1800 641 943.

Before logging a service request you should read the user guides above.

Chapter 9: Students turning 19 or 20 with individualised disability funding completing an accredited senior or foundation secondary course*

Disability Inclusion Tier 3 and the Program for Students with Disabilities (PSD) are targeted supplementary funding programs for Victorian government schools. They provide individualised funding to schools for a defined population of students with disability and high needs.

The Education and Training Reform Regulations 2017 (the Regulations) prescribe age requirements for enrolment and attendance at government schools. These regulations specify maximum age requirements for government schools.

Under these regulations, in general terms, students are required to finish school in the year that they turn 18, unless they meet age eligibility and approval requirements as detailed in the School age requirements and age exemptions chapter of the Enrolment policy. These requirements apply to all students, including students who are eligible for individualised disability funding.

For students eligible for individualised disability funding who are above the maximum age, this guidance sets out the process required to confirm enrolment eligibility in line with the Enrolment policy, and continue existing Disability Inclusion Tier 3 or PSD funding arrangements.

The Inclusive Education Division is responsible for individualised disability funding arrangements for students turning 19 or 20 in line with the Regulations. To continue existing funding for eligible students, the Inclusive Education Division uses enrolment information provided by schools via the Program for Students with Disability Management System (PSDMS) and/or CASES21 together with confirmation of enrolment eligibility from the school’s principal via submission of the Form for students with individualised disability funding turning 19 or 20 completing an accredited senior or foundation secondary course (DOCX) available in the Resources tab.

Exceptions to the maximum age requirements

In line with the Enrolment policy, principals are responsible for assessing eligibility and approving the enrolment of individuals who fall within an exception under the Regulations, including individuals who:

• are turning 19 during the year of enrolment if they are enrolling solely for the purpose of completing an accredited senior secondary or foundation secondary course* in that year (or that they are expected to successfully complete their course in that year based on current assessment information and course plan)
• will turn 20 during the year of enrolment, and satisfy each of the following criteria:
  • enrolled at a government school situated outside the metropolitan area solely for the purpose of completing an accredited senior or foundation secondary course* in that year
  • there is no TAFE institute or other registered education or training organisation (other than another government school) within 50 km of the school in which the person is seeking to enrol that is offering an accredited senior or foundation secondary course* through a distance education program that the person is eligible to enrol in.

*An accredited senior secondary or foundation secondary course includes the following:

• Victorian Certificate of Education
• Victorian Certificate of Education Vocational Major
• International Baccalaureate
• Victorian Pathways Certificate.

Exemptions to the maximum age requirements

A student turning 19 or 20 who does not meet one of the exceptions listed above may only enrol in or attend a government school if they are granted an exemption from the age requirements at the discretion of the Minister for Education or relevant regional director. Refer to ‘Exemptions from the age requirements’ in the Enrolment policy for more information.

For continuation of individualised disability funding for students turning 19 or 20, schools are required to:

• complete the Form for students with individualised disability funding turning 19 or 20 completing an accredited senior or foundation secondary course (DOCX):
  • fill in the details for all students seeking continuation of individualised disability funding based on an approved enrolment exception or exemption for the year
  • submit the maximum age exemption application (DOCX) to the regional director for students requiring a maximum age exemption
  • principal signs the form to endorse that each student listed is eligible to be enrolled in the school as per the Enrolment policy
  • attach evidence of approval (for example, an email or letter) from the regional director for students with an enrolment exemption for the year the student is completing an accredited senior or foundation secondary course
  • email the form and any exemption documents to disability.services@education.vic.gov.au by the February census date
• update PSD funded student information in PSDMS by the February census date:
  • check that all eligible students listed on the form have their enrolment details correctly entered in PSDMS
  • ensure all time fractions recorded in PSDMS are consistent with advice in School Enrolment Census – Time fraction assessment
• update Disability Inclusion Tier 3 information in CASES21 by the February census date:
  • check that all eligible students listed on the form have their enrolment details correctly entered in CASES21
  • ensure all time fractions recorded in CASES21 are consistent with advice in School Enrolment Census - time fraction assessment.

Funding confirmation

Once all documentation above has been provided and is validated, funding will be activated and included in the school’s Student Resource Package following confirmation of eligibility.

Schools can check confirmation of eligibility for continued PSD funding for nominated students turning 19 or 20 via:

• PSDMS Resource Allocation List (select Term 1) (staff login required)
• their Regional Disability Coordinator by contacting their local regional office
• logging a query with the DE Services Portal (‘Log a Request’, choose ‘Applications’ and select ‘PSDMS’ – staff login required) or 1800 641 943.

Schools can check confirmation of eligibility for continued Disability Inclusion Tier 3 funding for nominated students turning 19 or 20 via:

• the Disability Inclusion Facilitator Service (DIFS) Portal – go to the ‘Funding’ tab
• the end of term Disability Inclusion funding report provided to schools after release of the Student Resource Package
• their Regional Disability Coordinator by contacting their local regional office
• email to disability.inclusion.outcomes@education.vic.gov.au

If further information is needed by the department, or continuation of funding cannot be confirmed, the nominated school contact person will be contacted.

Schools may also seek advice from Legal Division as required at legal.services@education.vic.gov.au

Resources

Supporting Students with Additional Learning Needs

The department's resource Supporting Students with Additional Learning Needs provides comprehensive information for schools, including further guidance, teaching materials and programs available to support students with additional learning needs. It also contains specific information on the Program for Students with Disabilities (PSD) and the roll out of Disability Inclusion.

Inclusive Education for Students with Disabilities

For further information, refer to Inclusive education for students with disabilities.

For an Easy English version of the Inclusive Education Policy, refer to:

• Inclusive Education Policy – Easy English (PDF)
• Inclusive Education Policy – Easy English (accessible PDF).

Supporting students with complex communication needs (CCN)

• Training for department staff by Cerebral Palsy Education Centre (CPEC) – professional learning opportunities for schools.
• Communication Hub – Communication aids and supports – a site developed by Speech Pathology Australia and the Australian Group Supporting Communication Inclusion (AGOSCI) for people with communication difficulties, their communication partners, and the wider community.
• AGOSCI – supporting people with complex communication needs, their families, and their professional and community networks.
• Complex communication needs booklet (PDF) – CCN resource developed by the Queensland Government.
• Complex communication needs and an introduction to AAC – Source Kids – site developed by members of New South Wales AGOSCI.
• Augmentative and alternative communication – resources from Speech Pathology Australia.
• NDIS: Supporting your child's communication with assistive technology – an NDIS guide for families and carers of children with developmental delay or physical or intellectual disability.

Program for Students with Disability

The Program for Students with Disability (PSD) has been replaced by Disability Inclusion. For more information refer to: Disability Inclusion Funding and Support.

Program for Students with Disabilities – operational guidelines for schools 2025 (DOCX):

• timelines for the application process (refer to section 3)
• summary of the application process (refer to section 4)
• information on how to make an application for the PSD, including online registration and required documents (refer to section 4)
• links to support materials and templates (refer to Appendices)
• Student Learning and Support Statement (DOC) (refer to Appendix C)
• Application summary form (DOC) (refer to Appendix D)
• key contact numbers and websites (refer to Appendix H).

Assessment service for students with disability

For more information about the assessment service, visit AKG Health.

Students turning 19 or 20 with individualised disability funding completing an accredited senior or foundation secondary course

For continuation of individualised disability funding, use the Form for students with individualised disability funding turning 19 or 20 completing an accredited senior or foundation secondary course in 2024 (DOCX).

Professional development and resources

• 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.
• 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 provides professional learning opportunities for school staff to improve learning and wellbeing outcomes for deaf or hard of hearing students
• 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.

Career guidance

• A job well done provides access to a set of resources to help students with disability prepare for work experience and understand their occupational health and safety responsibilities.
• Career education and workplace learning for students with disability includes a range of tools and resources to support students with disability, their career practitioners and teachers, and their parents, with career and pathways planning. This includes advice about preparing for workplace learning experiences and strengthened career education guides.

Other support for schools

• 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 modules build the knowledge and skills of teachers and other school professionals by supporting them to understand, implement and use ABLES.
• Equipment Boost for Schools includes comprehensive professional practice guides to support schools to identify, purchase and implement inclusive equipment and assistive technology that will best meet the needs of their students.
• Inclusive Schools Fund supports small innovative building projects to meet the educational and social needs of all children and young people, including those with disabilities and additional needs.

Supported Inclusion Schools Operational Manual

Supported Inclusion Schools Operational Manual (DOCX) – A Supported Inclusion School is a mainstream school with additional professional capabilities and facilities designed to cater to a higher proportion of students with significant disability.

Students with disability are provided enhanced support to receive high quality, evidence-based educational provision alongside mainstream students in a safe, accessible and supportive environment. The manual supports school principals and the department’s regional and central staff to implement the Supported Inclusion Schools model.