The Victorian Department of Education respectfully acknowledges the Traditional Owners of Country throughout Victoria, and pays respect to the ongoing living cultures of First Peoples.
This brief instructional video is designed to help you learn more about a Disability Inclusion Profile and the profile meeting.
A Disability Inclusion Profile is for students with disability or diverse learning needs. It’s designed to highlight the student’s strengths, aspirations and goals. It also supports schools and families to identify the functional needs and adjustments in place.
The profile is completed in an approximately 90-minute profile meeting, with members of the Student Support Group and a facilitator from the Disability Inclusion Facilitator Service. The profile meeting takes place at the student’s school. The Profile Meeting should include the student’s teacher, a school leader, the student’s parents or carers and other members of the Student Support Group. Students are strongly encouraged to attend the profile meeting or contribute to the process beforehand.
This video will talk a lot about functional needs. Functional needs are what supports, adjustments and modifications a student needs to participate in school activities on the same basis as their peers.
[On-screen text: Preparing for the Disability Inclusion Profile]
Schools are required to provide supporting information as part of the process. Supporting information is used to confirm the adjustments in place for a student. Supporting information would typically be found in existing school-based documentation. Key supporting information includes the student’s Individual Education Plan and Student Support Group Minutes.
Before the profile meeting, the school should review existing documentation and supporting information. Schools should ensure the planning, implementation, and monitoring of adjustments to the learning environment are documented within supporting information.
Schools should reach out to their area and regional teams when progressing a profile request to support them in gathering supporting information.
At the meeting, schools should be able to talk to the supporting information and connect it to the adjustments in place for the student.
[On-screen text: The Disability Inclusion Profile Meeting]
Facilitator: Thanks so much for meeting with me today. First, I’d like to acknowledge that we’re meeting on Wurundjeri land and pay respect to Elders past and present.
Before we begin, I would love to meet everyone. Can I please ask that everyone quickly introduce themselves? I will start. My name is Sarah. I am a Disability Inclusion Facilitator. I will help us work through the profile and make sure everyone has a chance to contribute.
Teacher: Hi Sarah. I’m Allie, I’m Jasper’s teacher. It’s lovely to see everybody.
Allied health professional: Hi everybody, I’m James. I’m a speech pathologist, I’ve been working with Jasper. I’m very excited to be here today.
School leader: Thank you everyone, my name’s Peter, I’m the Principal here.
Parent: I’m Jasper’s dad, Dave. Nice to meet you.
Facilitator: Thanks everyone.
We are here to complete a Disability Inclusion Profile for Jasper. Think of today as a structured conversation.
I’ve read some of the information already provided – it sounds like some great supports are in place for Jasper – I can’t wait to hear more about it.
We’ll start by sharing Jasper’s strengths, aspirations and his interests – the things he enjoys doing here at school.
Then, we’ll look at the profile’s 6 functional needs domains. Within each domain, there are a range of school-related activities that I also want to explore. I will ask questions about these activities and we’ll identify the levels of adjustment to help Jasper participate in school.
Does anyone have any questions?
[On-screen text: Strengths, Interests and Motivations, Aspirations, and Student Voice]
Student voice is an important part of the profile process. Many students attend the profile meeting to share their experiences at school. For others, they may prepare something before the meeting that is shared on their behalf.
Facilitator: So, Jasper is in grade three, is that right?
Teacher: Yes. He has been in my class since the start of the year. He’s really energetic and enthusiastic.
Facilitator: Great. Let’s start by talking a little bit about Jasper’s goals and our aspirations for his learning. Can you please read the story Jasper has provided?
Teacher: Yes, this is a story written and illustrated by Jasper. I think it’s a nice encapsulation not only of his writing skills but also of his feelings towards his classmates. He wrote:
My name is Jasper. I’m in grade 3. I like writing and superheroes and Lego. Here is my story. Billy in my class is a hero. He wears glasses like Superman, but they're not for flying. Shakri, she's a superstar with sparkly shoes that light up when she walks. Tim has an elephant backpack and I think he talks to dogs, just like an animal-whisperer superhero. And Lily, she's a fairy garden superhero because she always has cicada shells and leaves in her pockets. I would like to have more friends at school and do more writing. The superhero gang.
Facilitator: Thanks Allie. Great to hear from Jasper. Anything at home that he loves to do? What are your goals for Jasper?
Parent: School can definitely be a challenge for Jasper. He loves superheroes. We find this is a great way to engage him in activities or to calm him down.
Teacher: I agree.
School leader: I also have the privilege as the principal to see Jasper when I’m on yard duty. He will often come up to me and tell me all about his superhero friends and then fly right back out to be with them.
Facilitator: Any aspirations for Jasper’s schooling?
Parent: We would love for Jasper to gain confidence in making new friends and focus on his learning.
Teacher: Jasper is a keen writer, and his classmates like to listen to his superhero stories. Writing is an area of strength and motivation. I think this can help support his social skills.
Parent: That would be fantastic!
[On-screen text: Functional Needs Domains and Levels of Adjustment]
After exploring the student’s strengths and interests, the facilitator will work through the six functional needs domains to understand the adjustments in place for the student. The domains are learning and applying knowledge, general tasks and demands, communication, self-care, interpersonal interactions, and mobility.
The profile may be worked through flexibly, including which domain starts the conversation based on the student and SSG’s preference. Facilitators will also discuss whole domains before working through specific activities.
The facilitator will ask the Student Support Group questions about the adjustments in place for the student for each domain, as well as the school-related activities. The facilitator will help the group identify the levels of adjustment in place for the student to participate in each activity.
The levels of adjustment range from no adjustments in place, to adjustments being required all the time to support participation in the learning environment. These more extensive adjustments are planned, highly individualised and informed by a specialist or school-based expert. The higher the levels of adjustments – the more frequent, intensive and personalized the supports for the student are.
Supporting information is required prior to the meeting to confirm higher levels of adjustment. This will include school documentation of expert recommendations, goals and planning. This documentation should show the intensity, frequency and personalisation of adjustments that were described during the meeting.
[On-screen text: Discussing the Domains and Activities]
For the purpose of this video, we will work through 3 activities in 3 different domains.
During this discussion, schools are encouraged to take notes of the levels of adjustments and what additional supporting information may be requested after the meeting.
Facilitator: We have all identified social interactions as an ongoing area of focus for Jasper. With that in mind, let’s start with the interpersonal interactions domain.
Parent: That’s definitely a priority area for Jasper.
Facilitator: That really came through in Jasper’s letter. This domain is about how Jasper gets along with others and the adjustments in place to support him to do so. Let’s start with forming relationships. This is about how Jasper goes about beginning and maintaining relationships with others.
Allied health: Do you mind if I pipe in here? Jasper is very creative and intelligent. He loves to make intricate Lego structures, and often does so by himself. I've noticed at times some difficulties in interacting with his peers – often he’ll seek out adults instead. So in our work together, we help with his reading of emotions and forming connections.
Teacher: Jasper is accessing our 'Lego Legends Club' to help him form relationships. In addition, I am regularly encouraging Jasper to talk to classmates and we have some scaffolded lessons around that, explicit instruction time as well – and we give him tips on how to initiate conversations, conversation starters, and in games with peers turn-taking, eye contact and waiting. There are IEP goals on forming relationships.
Allied health: From what I’ve observed, Jasper would benefit from some additional targeted support in developing his social skills. This could involve activities that explicitly teach emotional awareness and forming connections.
Facilitator: In the student voice part, Jasper talked about his peers in class and you also mentioned how he talks to you about superheroes which is a lovely description of the way he reaches out and makes connections with others. I can see there is a goal and some adjustments listed in the IEP, which is good to see. From the discussion and the information I have, it appears Jasper is receiving adjustments at the supplementary level. This means that Jasper requires some support in forming relationships and it is an area of focus. How is Jasper responding to these supports?
Teacher: Yes. I think that is fair. He is responding positively. We’re seeing movement, but I do think it’s important that we continue to keep supports in place for some time.
Parent: We have noticed improvements at home too.
Allied health: Agreed. Supplementary adjustment level makes sense to me.
School leader: Happy with that.
Facilitator: Let’s now discuss the learning and applying knowledge domain. This is about the supports required to help Jasper learn, focus his attention, problem-solve and make decisions. Let’s start with the writing activity. It’s clear Jasper enjoys writing. Tell me more.
Teacher: Jasper loves to write. And he’s actually quite advanced with his writing skills. His assessments are showing that he’s competent and also very advanced.
Parent: While his siblings are playing, he often sits by himself with a storybook or writing pad, writing these really great stories.
Facilitator: Is this the same in the classroom? Are there any specific supports for Jasper for this activity?
Teacher: Not really. He is accessing the curriculum at level or even above.
Facilitator: This feels like adjustments are being provided as part of normal classroom practice – we call this present environment of supports. This means that the student does not need any individualised support. This is a strength for Jasper. Is everyone happy with this level of adjustment?
Teacher: Yes. That’s right.
Parent: Definitely.
Allied health: Agreed.
Facilitator: Let's now work on the general tasks and demands domain. This is about the adjustments a student requires to organise routines, carry out tasks, and handle stress.
Parent: Yeah, that’s definitely an area that Jasper needs some help with.
Facilitator: Thanks for sharing. Let’s focus on carrying out daily routines. This is about completing day-to-day tasks, like unpacking and repacking a school bag. Is there anything that helps him in those moments?
Teacher: He responds much better to written or visual instructions. Prompts are required for him to stay engaged in activities for an extended period. We have a visual schedule to help his organization throughout the day.
Facilitator: So, it sounds like Jasper likes school, but can get a little distracted and requires support with following instructions for the routines of the day. It seems from the conversation and supporting information, that adding visuals and a range of adjustments and strategies helps him stay on track to complete routine tasks. There is a goal in place and the strategies you have in place have been informed by a specialist and are implemented at most times. Would you agree that the level of adjustment here is substantial?
Teacher: I would say he is receiving extensive adjustments – I spend a lot of time supporting Jasper to get things done throughout the day.
Facilitator: Let’s explore this more. Extensive means an adult is supporting Jasper with daily routines all the time and for all daily activities. What daily routines are you supporting Jasper with?
Teacher: Right. So I can definitely say that there are some things that he can do independently, like his writing tasks or if he’s getting equipment to do some writing tasks, like his pencil or his books. But he does need more support to keep things organised throughout the day.
Facilitator: At substantial we would capture students who require these supports at most times. Does that align with what you see?
Teacher: Yes, it’s not at all times. I agree it’s Substantial.
Facilitator: Great to hear that Jasper can comprehend visual prompts. Is everyone happy with substantial?
Teacher: Sounds good.
[On-screen text: Student Support Groups and Subsequent Profiles]
The final section of the profile meeting confirms the agreed schedule for Student Support Group meetings and when the next profile meeting should occur. The period between profile meetings is based on each student’s individual circumstances. Generally, students have between 3 and 4 profiles during their schooling. For some students with very high and stable needs, fewer profiles may be required.
Facilitator: Thank you all for a great session today. Before we finish up let’s set a date for the next profile meeting. So how often do you currently have SSG meetings?
Teacher: We have them once a term.
Facilitator: OK thank you, I will record that on the profile as well. Typically, profile meetings occur at the beginning of primary, middle of primary and beginning of secondary. When do you think would be a good time for Jasper to have his next profile meeting?
Parent: Yeah, I think it makes sense to have one at the start of secondary school. It’s a really good chance to talk about what Jasper needs then.
Teacher: Yes, that sounds good. That transition is so important.
Facilitator: Thank you everyone. I will capture the next profile meeting will be in year 7 when Jasper commences secondary school, which will be in four years’ time.
School leader: On behalf of the school, thanks Sarah for running the session, it’s been really good. Thank you guys for your input and thanks Dave for coming along.
Parent: It’s been great to hear how much support Jasper has from the school, I can’t wait to share this info with my partner.
Facilitator: Thank you to everyone for your time today. – I really appreciate learning all about Jasper. He sounds like a lot of fun.
[On-screen text: After the meeting]
After the meeting, the facilitator will finalise the profile. Profiles are subject to moderation and quality assurance to ensure consistency in the administration of the profile across the state. This may see some changes to the agreed level of adjustments after the meeting. A profile report will be provided to the school. The profile report should be provided to the student’s parent or carer.
The department will manage funding allocations to the school for eligible students.
We hope that this video has been useful in building your understanding of the Disability Inclusion Profile.
Schools are also encouraged to reach out to their area and regional teams for support in preparing for and participating in the profile process.
[On-screen text: For more information about the Disability Inclusion Profile, visit the Disability Inclusion Profile policy on the department’s Policy and Advisory Library.]
[On-screen text: With thanks to Keelonith Primary School]
[End of transcript]