Disability Inclusion
Disability Inclusion is part of the Victorian Government’s commitment to inclusive education. It provides additional support to help students with disability thrive in government schools.
The Disability Inclusion Profile
The Victorian Government uses the Disability Inclusion Profile. This is a strength-based process which focuses on the strength of a student to look at their needs and determine the supports they require to engage and succeed in learning. The profile works with the student’s key contacts, teachers, families and any specialists working with the student to ensure that the student is receiving the appropriate adjustments and resources to experience positivity, engagement and growth in their learning.
This initiative is part of the Disability Inclusion reform, led by the Victorian Department of Education to improve inclusive education and ensure that all students have equal access to learning.
Multi Tiered Systems of Support
To create a positive climate for learning and wellbeing, strategies are in place to create a safe, supportive and engaging learning environment.The multi tiered systems of supports model enables us to deliver whole group, small group and individual wellbeing supports and programs at 色花堂.
Tier One – Whole-class instruction
Our whole-class instruction is grounded in evidence-based teaching aligned to the Victorian Teaching and Learning Model 2.0. Teachers use explicit instruction and regular checks for understanding to optimise learning.
We also implement a whole-school positive behaviour support approach. Expected behaviours are explicitly taught and modelled across the school. As part of our social and emotional learning, staff teach the Resilience, Rights and Respectful Relationships curriculum.
Tier Two – Targeted learning
When a student’s academic progress is identified as at risk, scaffolded supports are introduced through targeted teaching. This may occur in the classroom or in small groups. An Individual Education Plan (IEP) may be developed to align school and home supports. During Student Support Group (SSG) meetings, teachers and parents/carers work together to monitor student progress. When further support is required and a more structured process is needed to understand a student’s needs of additional supports and resources a Disability Inclusion Profile will be created.
Tier Three – Intensive teaching and evaluation
If further support is needed, evidence from Tiers 1 and Tier 2 interventions guides recommendations. This may include referral to Student Support Services for diagnostic assessment, or engagement with external providers. Students at this level will have an IEP and regular SSG meetings. They may also work with specialist teachers to target specific learning needs, ensuring they experience success and continued growth.
