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.
Disability Inclusion strengthens how we understand and support student learning through:
The Disability Inclusion Funding Model
The updated funding model provides greater investment to support a broader range of students, including those with autism, learning difficulties and students previously ineligible for the Program for Students with Disabilities (PSD).
Schools can use this funding for:
The Disability Inclusion Profile
The Profile identifies a student’s strengths, needs and required adjustments. It will progressively replace the Program for Students with Disabilities (PSD) Educational Needs Questionnaire. Families of PSD-funded students will be invited to participate in a Profile meeting with school staff and an independent facilitator. Schools may also recommend the Profile for students with high needs who are not currently in the PSD.
Building Staff Capability
Disability Inclusion expands access to expert support, coaching, professional learning and evidence-based resources to strengthen how teachers support diverse learners.
Response to Intervention
Noble Park Primary School uses a three-tier Response to Intervention model to deliver whole-school, small-group and individual wellbeing supports.
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.
Tier Three – Intensive Teaching and Evaluation
If further support is needed, evidence from Tiers One and Two 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.
