DISABILITY ACTION PLAN 2018-2021
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DISABILITY ACTION PLAN 2018–2021
Published by the Department of Education and Training Melbourne August 2018 © State of Victoria (Department of Education and Training) 2018 Disability Action Plan 2018–2021 is licensed under a Creative Commons Attribution 4.0 licence. You are free to re-use the work under that licence, on the condition that you credit the State of Victoria (Department of Education and Training), indicate if changes were made and comply with the other licence terms available at https://creativecommons.org/licenses/by/4.0/ The licence does not apply to: • any trademarks or branding, including the Victorian Government logo and the Department of Education and Training logo • images or photographs or other content supplied by third parties. Copyright queries may be directed to copyright@edumail.vic.gov.au Authorised by the Department of Education and Training 2 Treasury Place, East Melbourne, Victoria, 3002 This document is also available in accessible format on the internet at www.education.vic.gov.au 2
CONTENTS Introduction 4 The Plan’s Structure 9 Actions: Department of Education and Training 10 Case Studies 19 Conclusion 23 Glossary 23
INTRODUCTION
The Victorian Government has a vision The plan acknowledges everyone will
of an inclusive Victoria. This would experience disability in a different way,
see people with disability given the depending on their individual circumstances,
opportunities and support they need life experiences, and the nature of their
needs and abilities. It also recognises that
to be better included in the community
early childhood education, schools, training
and better able to contribute to it.
and skills systems need to respond to these
The Victorian Government set out its individual needs in order to support every
vision for an inclusive Victoria in Absolutely Victorian to reach their potential and live the
Everyone: State disability plan 2017–2020 life that they want.
which recognises the critical role that
The Department is building an education
education and training play in supporting
system that is inclusive and produces
Victorians with disability to live safe,
excellence. Work is underway to ensure an
inclusive and productive lives.
inclusive education system that allows every
The foundations for a more inclusive state learner to learn in a safe and supportive
start with education. environment – and provides settings that
are best suited to the learners’ needs. This
will ensure that all Victorians have access
Together we give to quality education and training that
meets their needs and enables meaningful
every Victorian participation in society.
the best learning The Victorian Government is focused
on ensuring that Victorians with disability
and development are well prepared, and have increased
opportunities, for employment.
experience, making Specific approaches are needed to assist
our state a smarter, people with disability to overcome
the significant barriers they face to
fairer and more gain employment.
Every opportunity: Victorian economic
prosperous place participation plan for people with
disability 2018–2020 outlines the Victorian
Government’s approach to enhance the
The Department of Education and
economic participation of people with
Training (the Department) delivers
disability in this state. This includes work to:
and regulates statewide learning and
development services for at least one-third • reduce discrimination and stereotyping
of all Victorians every year. Its services are that affect the community and
delivered across the early childhood, school employers’ understanding and
education, and training and skills sectors. awareness of disability
The Department has a responsibility to do • recognise the compounding impact of
this well – but it must do it even better for multiple disadvantages some people
children, students and learners with disability. with a disadvantage face to secure
employment, such as Aboriginal
This Disability Action Plan (the plan) Victorians with disability, women
demonstrates the Department’s work to with disability and mature-aged people
support the Victorian Government’s vision of with disability.
an inclusive Victoria. It sets out the actions
the Department will take to support people
with disability to use its services, engage
with it or work for it.
4
Every opportunity highlights that education
and training are critical enablers to Victorian Public Sector
employment for people with disability, and Employment Targets
reinforces that the education system needs
to prepare children and young people for
Increase to
6 12
further study and employment. This is a key
responsibility of the Department.
The benefits of employment for people
% %
with disability are significant, allowing the
opportunity for participation, improving employment
standards of living and social inclusion. target by
2020
The Victorian Government’s Public Sector
Disability Employment Action Plan is under
by 2025
development to enhance employment
As one of the largest employers in
opportunities for people with disability in
Victoria, the Department has a significant
the public sector. This plan responds to the
opportunity to increase the number of
public sector employment targets laid out
people with disability that are directly
in Every opportunity and will coordinate
employed within it. The Department also
whole-of-government actions to ensure all
has additional opportunities to encourage
departments can meet these targets. These
employment of people with disability in the
are ambitious targets – but the Government
services it funds.
has committed to them because, as
employers, it is important that departments The Department’s Disability Action Plan
take the lead and act as models for 2018–2021 was developed in alignment with
other employers. the Department of Education and Training
2018–2022 Strategic Plan and links to the
Department’s outcomes: Achievement,
Wellbeing, Engagement and Productivity.
These outcomes are closely aligned with the
State Pillars in Absolutely Everyone State
Disability Plan 2017–2020.
DISABILITY ACTION PLAN 2018–2021 5
2
THE DEPARTMENT HAS it is essential that every child
and young person has a
A STRONG RECORD OF safe, positive and supportive
ACHIEVEMENT FOR LEARNERS learning environment in which to learn
and that is suited to their individual needs.
The Department has a strong record of
Inclusive education means that all members
achievement in providing services to people
of every school community are valued and
with disability across the early childhood,
supported to fully participate, learn, develop
school education, and training and skills
and succeed within an inclusive school
sectors. It also recognises that there is more
culture. Education for all is Victoria’s school
work to do. This is the third Disability Action
policy that gives schools a clear definition
Plan for the Department and it sets out how
of inclusive education and what the legal
it is working towards changes to improve the
obligations are for supporting students with
lives and experiences of children, students
disabilities (see the work underway in the
and learners with disability. It is informed by
Special Needs Plan for Victorian Schools and
the Department’s significant work so far and
the Inclusive Education Reform Agenda).
3
draws on its knowledge that:
1
additional support for
the first years of life are crucial students who need it and
to lifelong learning, wellbeing investment in the education
and success. For children with workforce’s training and professional
disability it is an even more critical time. learning are critical to ensure that children’s
It is essential that any developmental or and students’ learning and development
learning difficulties are identified early and needs are met (see the work underway in
supports are provided to assist children response to the Review of the Program for
and families to understand their needs Students with Disabilities).
4
and reach their potential (see the work
it is essential that every student
underway in the Education State Early
receives the support to gain
Childhood Reform Plan released in 2017).
the skills industry needs and
employers expect. For more people with
disability to gain employment it is critical that
they are well prepared and that the training
system can support their learning and
development needs (see the work underway
through the Skills First reform agenda for
Victoria’s training and TAFE system).
6
DET DISABILITY ACTION PLAN
This diagram shows how the Department of Education and Training
Disability Action Plan aligns with national and state disability plans and the
Department’s strategic intent and outcomes.
National Disability Strategy 2010–2020
Australian Government Action Plan
Absolutely Everyone:
State disability plan 2017–2020
Every opportunity:
Victorian economic
participation plan for people
with disability 2018–2020
Department of Education and Training
Disability Action Plan 2018–2021
The Department’s Together we give every Victorian the best learning and development
Strategic Intent experience, making our state a smarter, fairer, more prosperous place
The
Department’s
Achievement Wellbeing Engagement Productivity
Strategic Plan
Outcomes:
State Disability
Plan Pillars:
Inclusive Health, housing Fairness and Contributing
communities and wellbeing safety lives
Individual’s
I feel included I live well I get a fair go I contribute
experience
• Universal design • NDIS transition • Disability • Inclusive
The advocacy education
• Inclusive schools • Vulnerable children
Department’s
• Building and families • Employment
Actions:
requirements • Disability workforce
DISABILITY ACTION PLAN 2018–2021 7
SNAPSHOT
The Department provides
approximately 9,000 students
with disability with transport
assistance to travel to and from
their specialist school 96.4% In 2017 there were 595
completed Auslan interpreter
In 2017, 4,859 out of 5,083 bookings for DHH1
applications were approved by Vocational Education and
the Victorian Curriculum and Training (VET) students
Assessment Authority (VCAA) for
Special Examination Arrangements
1,531
In Victoria there are over 1,500
government schools
% The Program for Students with
In 2017 the Schoolcare
Program provided training to
374 school staff members to
Disabilities funds 93 per cent of support the medical needs of
Victorian government schools to students with disability
support students with high needs
In 2016 30 per cent of
enrolments in training and skills
pre-accredited programs were
by people who identified as
having disability
14 % 10.4%
In 2016, 14 per cent of Victorian In 2017, 18.8 per cent In 2016 students with disability
parents reported their child had of students nationally represented 10.4 per cent of
a speech or language difficulty received an adjustment government-funded Victorian
when they started school2 for disability VET enrolments
1. DHH – Deaf and Hard of Hearing.
2. Department of Education and Training (2016). Victorian Student Health and Wellbeing Survey ‘About You’.
8
THE PLAN’S STRUCTURE
The Department’s Disability Action Plan Special Needs Plan for Victorian government
is organised under the four pillars of schools, the recommendations from the
Absolutely Everyone. Review of the Program for Students with
Disabilities, and a recently announced
Under each pillar there are key priorities $42 million funding package of additional
that highlight the actions which will be supports for schools. The initiatives focus
taken to improve the lives of people with on developing the knowledge and skills
disability. Absolutely Everyone represents of school employees and giving schools
a comprehensive approach across clearer guidance and specialist support
government to create meaningful change to better respond to the needs of students
for individuals, families and communities. with disability and additional learning
The four pillars of Absolutely Everyone needs. These initiatives will increase the
represent a whole-of-government, whole- participation, achievements and wellbeing
of-life approach. As the Department’s focus of students with disability and additional
is education and training, its contribution needs in government schools.
to Absolutely Everyone concentrates on the
pillars representing this work. These are: CONSULTATION PROCESS
• Pillar One: inclusive communities
A working group was appointed to develop
• Pillar Four: contributing lives. the Disability Action Plan and ensure
The following sections summarise the focus that each area across the Department is
of the Department’s work under these two represented and has the opportunity to
pillars. The Department is also undertaking contribute to its development.
work that connects and supports other
The input from each area was incorporated
pillars in Absolutely Everyone and these
into the Disability Action Plan.
are shown in the action tables later in this
plan. The other pillars have actions that
are also supported by the work of other MONITORING AND REPORTING
Victorian Government departments and
The Disability Action Plan will be monitored
our Department works closely with them to
and regularly reported through the Victorian
support these actions.
Government disability plans:
The Department is delivering an inclusive
• Absolutely Everyone
education agenda to give schools extra
resources and guidance to support the • Every opportunity
delivery of high-quality schooling for all • Public Sector Disability
students. This includes initiatives from the Employment Plan.
DISABILITY ACTION PLAN 2018–2021 9
ACTIONS: DEPARTMENT OF EDUCATION AND TRAINING
PILLAR ONE: INCLUSIVE COMMUNITIES
Victorian Government Plan Department Plan
Inclusive learning environments
Pillar
Learning environments that consider the needs of learners
Inclusive communities with a variety of backgrounds, learning styles and abilities in
I feel included which students feel equally valued.
The Department is committed to upgrading building facilities
across all Victorian schools.
List of priorities
• Changing attitudes
• Universal design
Key • Universal design
1 New Schools 2020 Program
priorities • Public transport
• Inclusive schools
• Inclusive schools
2 Inclusive Schools Fund
• Building requirements
• Community infrastructure
List of actions
• Government communications
• Building requirements
Action • Aboriginal self-determination
3 Accessible Buildings Program
areas • LGBTI people
4 Inclusive Kindergartens Facilities Program
• Refugees
5 Update Building Quality Standards Handbook
• Veterans
• NDIS and diversity
Government
priority/ Implementation
action Department activity, initiative or program Outcome Target group timeframe
Universal Implement the New Schools 2020 Program This initiative will ensure students All students with
design
1 1 YEAR
which, in addition to universal design with disability will be able to varying levels 2 YEAR
being applied to all new schools, includes attend their local school and is of disability.
3 YEAR
two new schools using a ‘Supported in accordance with the principle
Teachers that 4 YEAR
Inclusion Hub’ model, which will provide that every student has the
work with students
an inclusive education environment for right to attend their designated ONGOING
with disability
a substantial cohort of students with neighbourhood government
disability within mainstream primary and school. Supported Inclusion Hubs
secondary school settings. further integrate stand-alone
special schools into mainstream
settings and will provide a
safe, accessible and inclusive
environment for every student
who enrols.
Inclusive Continue delivering the Inclusive Schools The program helps Victorian All students
2 1 YEAR
schools Fund program. This $30 million initiative government schools implement with disability 2 YEAR
promotes inclusive learning environments innovative projects that increase
3 YEAR
and supports the educational and social participation and improve
needs of young people with disability. outcomes for students with 4 YEAR
disability by strengthening and ONGOING
developing inclusive learning
environments.
10Government
priority/ Implementation
action Department activity, initiative or program Outcome Target group timeframe
Building Continue delivering the Accessible This program improves access Students, school
requirements
3 Buildings Program to provide building to buildings for all students with staff and parents 1 YEAR
access to as many students with disability disability. It meets their needs with injuries 2 YEAR
as possible. This initiative includes ramps where accessibility issues occur or disability
3 YEAR
and handrails, modifications to toilets and as a result of deteriorating
showers, and support for those with vision health conditions, and the 4 YEAR
or hearing impairments. program also supports access ONGOING
for employees and visitors.
Building Rollout the Inclusive Kindergarten Facilities This program will increase Young children
4 1 YEAR
requirements Program to upgrade early childhood engagement and improve with disability or
infrastructure and equipment, including learning outcomes for children additional needs. 2 YEAR
playgrounds. This $6.4 million program with disability by strengthening Kindergarten 3 YEAR
provides grants enabling kindergartens inclusive early childhood teachers who work 4 YEAR
to develop safe and more inclusive environments. with children
ONGOING
environments. with disability
Building Monitor and revise the Building Quality This Building Quality Standards All school
5
requirements Standards Handbook as required, and Handbook ensures that school leadership teams
1 YEAR
ensure that this recently updated resource facilities across Victoria reflect involved in school
is used by architects and builders for all a commitment to remove infrastructure 2 YEAR
government school building projects. barriers and promote inclusion. projects 3 YEAR
The Handbook incorporates seven 4 YEAR
universal design principles, and promotes
ONGOING
inclusiveness as a key element of
infrastructure development.
DISABILITY ACTION PLAN 2018–2021 11PILLAR TWO: HEALTH, HOUSING AND WELLBEING
Victorian Government Plan Department Plan
Pillar Supporting vulnerable communities
Health, Housing The Department recognises the additional disadvantage of
and Wellbeing vulnerable families and will support children and parents with
disability to access the services they need to improve their
I live well health, education, economic and social outcomes.
The Department will continue to partner with other
Key • Health services
government departments to support them to deliver the
priorities • Housing
State’s key priorities which fall under this pillar.
List of actions
• Health promotion • NDIS transition
• Dual disability 1 Victorian-approved NDIS provider status
• Vulnerable children and families 2 TAFE NDIS Action Plans
• Parks access • Vulnerable children and families
Action • Sport and recreation 3 Early Childhood Intervention Services and Flexible
areas • NDIS transition Support Packages
• NDIS and health services • Disability workforce
• NDIS access 4 Course in Introduction to the NDIS
• NDIS and mainstream services 5 Professional development for trainers and assessors
• Disability workforce 6 Expand the delivery of qualifications in Auslan
7 Support the TAFE Network
Government
priority/ Implementation
action Department activity, initiative or program Outcome Target group timeframe
NDIS Implement transitioning Monitoring the NDIS providers who have NDIS providers
transition
1 1 YEAR
arrangements to the NDIS, including been granted VANP status ensures who deliver early
granting Victorian-approved children with disability or developmental childhood support 2 YEAR
NDIS provider (VANP) status to delay continue to receive high-quality to children with 3 YEAR
organisations and sole providers services and are protected by strong disability or 4 YEAR
wanting to deliver early childhood safeguards until the full rollout of the developmental
ONGOING
support under the NDIS. NDIS has been achieved. delay.
NDIS The TAFE Network will continue This initiative assists TAFEs to provide People with
2 1 YEAR
transition working with the Department to education and training for the NDIS disability, Disability 2 YEAR
develop TAFE NDIS Action Plans to workforce into the future. workforce
3 YEAR
support NDIS implementation in
their regions. 4 YEAR
ONGOING
Vulnerable Continue delivery of Early These programs provide parents and Children with
3
children and Childhood Intervention Services families with the knowledge, skills disability or
families and Flexible Support Packages and support to meet the needs of developmental
1 YEAR
that support children with disability their child and to optimise the child’s delay from birth to
or additional needs and their development and ability to participate school entry and 2 YEAR
families. This includes the provision in family and community life. their families 3 YEAR
of opportunities that address the 4 YEAR
current learning, developmental
ONGOING
needs and special education. These
programs will transition to the NDIS
by end of June 2019.
Disability Develop and deliver tailored training This initiative will assist with providing Disability
4 1 YEAR
workforce including the development of a new high-quality workforce training tailored workforce
3
2 YEAR
course in Introduction to the NDIS. to the needs of the NDIS, and will
contribute to attracting new entrants to 3 YEAR
meet increased workforce demand. 4 YEAR
ONGOING
3. Disability workforce – People that are skilled in providing specialised care for people with disability.
12Government
priority/ Implementation
action Department activity, initiative or program Outcome Target group timeframe
Disability 5 Deliver professional development for This initiative will maximise the Disability workforce.
1 YEAR
workforce trainers and assessors in TAFEs, Learn opportunity arising from NDIS People with
Local organisations and other training implementation for TAFE and training disability, their 2 YEAR
providers, to support high-quality providers, fostering innovative practice families and carers. 3 YEAR
training of the NDIS workforce and while providing safeguards for people TAFE and training 4 YEAR
people with disability more broadly, as with disability. workforce
ONGOING
part of Keeping our sector strong.
Disability Expand the delivery of qualifications This funding will allow Melbourne Disability workforce.
6 1 YEAR
workforce in Auslan. (Funding of $2.5 million Polytechnic to use the latest digital People with
2 YEAR
through the Regional and Specialist technology to deliver certificate disability, their
Training Fund.) and diploma-level Auslan courses families and carers. 3 YEAR
to over 400 additional students TAFE and training 4 YEAR
across Victoria. workforce ONGOING
Disability Support the TAFE Network to take This initiative will help TAFEs to Disability workforce
7 1 YEAR
workforce a lead role in Victoria’s TAFE and tailor and target training delivery 2 YEAR
Training System to deliver quality to meet industry needs, as well as
3 YEAR
training to meet disability sector work with other specialist providers
workforce demand. across Victoria. 4 YEAR
ONGOING
PILLAR THREE: FAIRNESS AND SAFETY
Victorian Government Plan Department Plan
Pillar Promoting fairness and safety
The Department supports advocacy programs and groups
Fairness and safety to promote fairness and safety for people with disability,
I get a fair go including staff members, children and young people, and
their families.
List of priorities
Key • Family violence • Disability advocacy
priorities • Disability advocacy 1 Work in partnership with disability organisations
2 Central complaints team
• Safeguards
• VCAT accessibility The Department will continue to partner with other
Action • Victoria Police government departments to support them to deliver the
areas • Corrections State’s key priorities which fall under this pillar.
• Assistance dogs
Government
priority/ Implementation
action Department activity, initiative or program Outcome Target group timeframe
Disability Continue work in partnership with This initiative will continue to support Families and children
1 1 YEAR
advocacy disability organisations to provide public policy and service system delivery. with disability or
advocacy and information services This will influence improvements in developmental delay. 2 YEAR
for families of children with disability. educational outcomes for children 3 YEAR
Parents and
with disability through strengthening 4 YEAR
support employees
supports for families and the provision
ONGOING
of information and resources.
Disability Appointment of a Departmental This initiative seeks tailored assistance Parents and
2
advocacy central complaints team from the central complaints office, mature students.
1 YEAR
responsible for responding to and where appropriate, to support students Department
resolving complaints, disputes and with disability, improve engagement staff involved in 2 YEAR
inquiries from parents, including with internal and external stakeholders complaint handling 3 YEAR
parents of children with disability. including parent associations, 4 YEAR
professional associations and disability
ONGOING
advocates, as part of the complaints
resolution process.
DISABILITY ACTION PLAN 2018–2021 13PILLAR FOUR: CONTRIBUTING LIVES
Victorian Government Plan Department Plan
Inclusive education
Inclusive education is part of our vision for Victoria as the Education
State. A major reform of the provision of services and support to schools
Pillar and students with disability is currently underway. This reform aims to
transform the culture, policies and practices of Victorian schools to be
Contributing lives fully inclusive for all students.
I contribute Equitable access to lifelong learning and education for people with
disability is critical to enabling meaningful participation in society. The
Department is committed to establishing Victoria as the Education
State – where every Victorian has access to a quality education that
supports them to gain knowledge and skills to reach their full potential.
The Department provides a range of ongoing programs and services
that provide essential support across early childhood and school years,
including Kindergarten Inclusion Support, the Program for Students
with Disabilities and the Victorian Curriculum and Assessment Authority
Special Provision Policy.
List of priorities
• Parent/carer support
1 Strengthening parent support program
2 ParentingNow
3 Maternal Child Health autism professional learning
• Early Years
4 Early Childhood reform plan: ready for kinder, ready for school, ready
for life
5 Early Abilities-Based Learning and Education Support
6 Professional development grants for Preschool Field
Officer Program
7 Transition: A Positive Start to School
• School
8 Students with Disabilities Transport Program
9 Inclusive education practices
Key • Inclusive education
10 Learning difficulties resources
priorities • Employment
11 Professional development in autism
12 Functional Needs Assessment Pilot
13 Glasses for Kids program
14 Outside School Hours Care Demonstration Program
• Skills
15 Skills-First Community Services funding
• Employment
16 Disability Liaison Officers’ network
17 Strengthen inclusion for students with disability
18 Skills and Jobs Centres and TAFE Victoria’s TAFE NDIS Training
Campaign
19 Mental Health and Wellbeing Charter
20 Disability awareness sessions
21 Disability Employment Actions
22 Review the Department’s recruitment and disability
employment policies
23 Improve disability confidence
24 Develop reporting mechanisms
25 Social Procurement Framework
• Voice and leadership The Department will continue to partner with other government
Action • NDIS participation
departments to support them to deliver the State’s key priorities which
areas • Creative industries
fall under this pillar.
• Inclusive tourism
14Government
priority/ Implementation
action Department activity, initiative or program Outcome Target group timeframe
Inclusive Strengthening parent support program This program ensures that parents Parents and
education
1 1 YEAR
delivered across Victoria to support and carers of children with carers of children 2 YEAR
parents and carers of children with disability or additional needs are aged 0–18 years
3 YEAR
disability or developmental delay. supported in providing high-quality with disability or
care to their children that support developmental delay 4 YEAR
their learning and development. ONGOING
Inclusive Rollout of ParentingNow provides free This initiative increases Parents or carers
2 1 YEAR
education parenting support focusing on families accessibility of evidence-based of a child with
with children with disability parenting support for parents of disability or 2 YEAR
or developmental delay, using children with additional needs or developmental delay 3 YEAR
webinar technology. developmental delays. It increases 4 YEAR
parenting skills and confidence in
ONGOING
managing their child’s behaviour.
Inclusive Develop and deliver Maternal Child This professional development Maternal and
3 1 YEAR
education Health autism professional learning package will increase the early Child Health
that will build nurses’ skills in identification of autism in young nurses, children 2 YEAR
developmental surveillance for autism children and enable them to with autism, their 3 YEAR
in children under three and providing be referred to access early families and carers 4 YEAR
appropriate referrals and support for intervention and supports.
ONGOING
children with early signs of autism.
Inclusive Continue to implement the Early This reform will assist children to All three to
4
education Childhood reform plan: ready for kinder, feel included by improving the four-year-old 1 YEAR
ready for school, ready for life. social and physical environment kindergarten 2 YEAR
of the kindergarten to make it children
3 YEAR
more accessible and open to experiencing
participation. It will enhance educational 4 YEAR
children’s capacity for social and disadvantage ONGOING
emotional regulation.
Inclusive Rollout of the Early Abilities-Based This initiative will improve early Early childhood
5 1 YEAR
education Learning and Education Support assessment of learning and professionals who
resource that provides a comprehensive development for children with work with children 2 YEAR
set of tools to support the development disability or developmental delay. with disability or 3 YEAR
of individual learning plans for two to developmental delay.
4 YEAR
five-year-old children with disability
All children with ONGOING
or developmental delay.
disability
Inclusive Rollout of professional development This program will improve the Preschool
6 1 YEAR
education grants for Preschool Field Officer capacity of kindergartens to field officers.
Program includes strengths-based be inclusive and support the Kindergartens and 2 YEAR
training, coaching and capacity-building attendance and participation of early childhood 3 YEAR
skills disability-specific training. children with additional needs. educators. 4 YEAR
Children with
ONGOING
additional needs
Inclusive Implementation of the revised This initiative improves Early childhood and
7
education Transition: A Positive Start to School collaboration and consistent school professionals
initiative and resources including sharing of information about 1 YEAR
development of resource kit section children’s learning and 2 YEAR
regarding Equity and Diversity for development to assist with
3 YEAR
children requiring enhanced transition. continuity of learning and support
Implementation of the online Transition transitions for all children. 4 YEAR
Learning and Development Statement ONGOING
(TLDS) with a strengthened section for
children requiring enhanced transition.
DISABILITY ACTION PLAN 2018–2021 15Government
priority/ Implementation
action Department activity, initiative or program Outcome Target group timeframe
Inclusive The Students with Disabilities The SDTP aims to facilitate Students with
school
8 Transport Program (SDTP) provides substantive equality for disability who
travel assistance for eligible students with disability and is attend a designated 1 YEAR
students attending their designated an acknowledgement of the government 2 YEAR
government specialist or integrated additional costs families may specialist or
3 YEAR
school. The SDTP is an ongoing incur because their child attends integrated school
program; however, student transport a specialist or integrated school. 4 YEAR
is in scope of NDIS and the SDTP is ONGOING
therefore expected to transition to
the NDIS in the future.
Inclusive Develop a suite of resources to This initiative will enable teachers, School staff,
9
education enhance the understanding of parents, and students to develop students and 1 YEAR
inclusive education practices and shared understandings of inclusive their families 2 YEAR
human rights knowledge by teachers, practices in schools. It will enable
3 YEAR
as well as providing advice on them to identify appropriate
appropriate supports available to adjustments and strategies to 4 YEAR
student and their families. support all students’ strengths ONGOING
and needs.
Inclusive Deliver learning difficulties resources This initiative will benefit teachers Teachers, school
10
education and professional learning for teachers and school leaders with tailored leaders, students
1 YEAR
and school leaders. The resources and accessible professional and student
will enhance teacher confidence development tools to identify support service 2 YEAR
and competence to identify and the learning needs of students officers 3 YEAR
respond to the needs of students with learning difficulties. It will 4 YEAR
with learning difficulties. increase the knowledge and skills
ONGOING
of teachers and carers around
learning difficulties.
Inclusive Deliver additional professional This will ensure that schools are School staff
11 1 YEAR
education development in autism to school staff better equipped to include and and students
to provide more tailored learning support students with autism. with autism. 2 YEAR
experiences for students with autism. 3 YEAR
Appoint autism-specialist coaches
4 YEAR
across the state to guide best practice
in supporting students with autism. ONGOING
Inclusive Pilot a new Functional Needs Phase one pilot will contribute to Students with
12 1 YEAR
education Assessment approach to support the development of a Functional disability and
students with disability and additional Needs Assessment for students additional needs 2 YEAR
needs by focusing on the strengths and with disability and additional 3 YEAR
functional needs of these students, and needs, which aims to increase 4 YEAR
promoting inclusive education practices inclusion of all students in
ONGOING
at an individual, school and system level. Victorian government schools.
Inclusive Rollout of Glasses for Kids program This program will identify and Prep to Year 3
13 1 YEAR
education which tests children’s vision. Free address vision problems early to students in 250 2 YEAR
glasses are then given to students ensure students do not fall behind targeted schools
3 YEAR
who need them. in their learning. in disadvantaged
areas across 4 YEAR
Victoria ONGOING
Inclusive Implement the Outside School Hours This program will ensure that Children and
14 1 YEAR
education Care (OSHC) Demonstration Program children and young people with young people
addressing the gap in OSHC services disability receive additional with disability 2 YEAR
for children and young people support to contribute to improving 3 YEAR
with disability. academic performance, promote 4 YEAR
physical health, and social and
ONGOING
emotional wellbeing.
16Government
priority/ Implementation
action Department activity, initiative or program Outcome Target group timeframe
Inclusive Rollout of Skills-First Community These programs will assess the Disadvantaged or
education
15 Services funding specifically targeting learning and non-learning needs vulnerable cohorts
initiatives to help TAFEs deliver services and career goals of eligible in vocational 1 YEAR
to disadvantaged students. Additional people aged 17 to 64 and develop education and 2 YEAR
support for the Reconnect Program an agreed development support training
3 YEAR
to enable TAFEs and Learn Locals plan to commence pre-vocational
to provide wrap-around services, or vocational training and 4 YEAR
such as extra literacy, health and complete an accredited course. ONGOING
accommodation support to high
needs learners.
Inclusive TAFEs to continue supporting students This will assist learners with People with
16 1 YEAR
education with disability, e.g. through the disability with advice and disability 2 YEAR
Disability Liaison Officers’ network. support to engage and
3 YEAR
succeed in training.
4 YEAR
ONGOING
Inclusive The TAFE Network will work with the TAFEs will provide inclusive People with
17 1 YEAR
education Department to apply lessons learned environments for staff and disability 2 YEAR
from the Inclusive Education Agenda students with disability to
3 YEAR
in schools to strengthen inclusion for access and participate in
students with disability. training and employment 4 YEAR
ONGOING
Employment Enhance employment pathways and Through the NDIS Disability workforce,
18 promote rewarding careers in the implementation, this initiative people with 1 YEAR
disability sector to encourage uptake promotes opportunities to disability, their 2 YEAR
of training and career opportunities people with disability to increase families and carers
3 YEAR
by people with disability including participation in training.
through the Skills and Jobs Centres 4 YEAR
and TAFE Victoria’s TAFE NDIS ONGOING
Training Campaign.
Employment Implement the Department’s actions This initiative will promote All Department
19 1 YEAR
under the Mental Health and Wellbeing positive mental health under the workforce
Charter to actively demonstrate the Charter which is closely aligned 2 YEAR
Victorian Government’s commitment with our Investing in Our People 3 YEAR
to having an engaged workforce that is strategy, Victorian Public Sector 4 YEAR
physically and mentally safe and healthy. values and Victoria’s 10-year
ONGOING
Mental Health Plan.
Employment Rollout disability awareness sessions This initiative will build capability VPS workforce
20 1 YEAR
across the Department’s corporate and disability confidence
workforce to improve disability in recruitment and people 2 YEAR
confidence to support employees management to enhance 3 YEAR
with disability. employment experiences 4 YEAR
for people with disability
ONGOING
across the Department.
Employment Develop the Department’s Disability This initiative will focus on the VPS workforce
21 Employment Actions in partnership Department-specific actions 1 YEAR
with Department employees. This will that will boost the representation 2 YEAR
include actions that will enable the of people with disability in the
3 YEAR
Department to boost the employment Victorian Public Sector (VPS)
of people with disability. workforce, including meeting the 4 YEAR
targets of 6 per cent by 2020, and ONGOING
12 per cent by 2025.
DISABILITY ACTION PLAN 2018–2021 17Government
priority/ Implementation
action Department activity, initiative or program Outcome Target group timeframe
Employment Review the Department’s recruitment This initiative will promote VPS workforce
22 and disability employment policies and understanding around unconscious 1 YEAR
make improvements. bias and support the development 2 YEAR
of an inclusive workplace culture. It
3 YEAR
will also include research about the
barriers to success for people with 4 YEAR
disability in the Department and ONGOING
use this evidence to inform change.
Employment Improve disability confidence by This initiative will remove barriers VPS workforce
23 providing training and information by ensuring that hiring managers 1 YEAR
sessions to hiring managers and understand the strategies they 2 YEAR
employees to reduce bias. can use in recruitment processes
3 YEAR
to support candidates with
disability, and can access and 4 YEAR
use reasonable adjustment ONGOING
processes successfully.
Employment Develop reporting mechanisms to This initiative will improve data VPS workforce
24 1 YEAR
provide leadership teams with reports collection, monitoring, and 2 YEAR
on the proportion of people with reporting of disability employment
3 YEAR
disability in Department’s workforces. at the Department with the aim
to increase performance against 4 YEAR
employment targets. ONGOING
Employment Implement the Social Procurement This initiative will help increase Suppliers and
25 1 YEAR
Framework to promote employment employment of people VPS workforce 2 YEAR
of people with disability. with disability through the
3 YEAR
Department’s procurement and
service delivery arrangements. 4 YEAR
ONGOING
18CASE STUDIES
SPECIAL PROVISIONS – SUPPORTING A STUDENT WITH DYSLEXIA
Matthew has a history of reading and The evidence included: a psychologist’s
handwriting difficulties. In secondary report saying Matthew has dyslexia; a Year 10
school, he was diagnosed with dyslexia. reading test showing that his comprehension
was below average; and essays he
He was identified for classroom-based completed under test conditions with illegible
interventions in primary school. Early in handwriting which was confirmed by an
Year 7, his secondary school organised a occupational therapist’s report.
meeting involving his parents, teachers and
special needs coordinator to discuss suitable The school applied for Matthew to use
classroom arrangements. A range of possible a computer to address his handwriting
interventions were determined by reviewing issues and an electronic reader for his
clinical evidence from a range of sources severe dyslexia. Both provisions were
including his development and educational approved by the VCAA and he was also
history, and diagnostic assessment results. granted extra working time to compensate
for his use of assistive technology during
Matthew’s school then contacted the Victorian external assessments.
Curriculum and Assessment Authority
(VCAA) about proposed interventions for The evidence contained in the school’s
classroom learning and future school-based application for Special Examination
assessments. The school wanted to implement Arrangements clearly demonstrated
these before Matthew enrolled in his Victorian Matthew’s reading and handwriting
Certificate of Education (VCE). difficulties would have a functional impact
on his ability to demonstrate his learning
Matthew is now in Year 11. The school has during timed VCE external assessments.
submitted a formal application for Special Having a special provision in place provided
Examination Arrangements for his VCE Matthew with better opportunities to succeed
external assessments. The application in his VCE assessment at secondary school.
included the required diagnostic and
academic evidence, school observations, and
history of provisions used by Matthew in the
classroom and for school-based assessments.
DISABILITY ACTION PLAN 2018–2021 19STARTING SCHOOL – SUPPORTING A CHILD WITH ADDITIONAL NEEDS
Jeri was excited about starting school. The transition statement includes a section
It was a major milestone in her life and for the teacher to complete which identified
for her family. However, Jeri’s additional Jeri’s learning and development outcomes
needs meant it was a challenging and what specific strategies would help her
as she settled into school.
time as well.
For example, it was noted that she would
For Jeri, or any child with disability or
benefit from some adult help, especially
those experiencing vulnerability, to feel
at times of distress or confusion in busy,
included in her first year of school it
crowded spaces.
was essential that all the professionals
involved with her worked with her family The early childhood teacher noted that one
to create positive transitions. Recent successful strategy was to include Jeri in
consultations4 with families of children small group discussions. Jeri was introduced
with additional learning needs, show that to new activities in small groups until she
there are several factors that contribute became comfortable.
to a positive transition, including:
Since Jeri’s first Early ABLES5 report in April
• information provided by the early and the fourth term report which mapped
childhood service her learning and development outcomes
• primary school teachers who read the to the Victorian curriculum, the indications
‘transition to school’ statement and are that Jeri has improved across all
listened to the family outcomes areas.
• flexibility to tailor the approach to the Jeri’s statement also included a section
child’s abilities. from Jeri herself together with suggestions
The early childhood teacher worked with Jeri from her family. The statement has been
and her family to write a Transition Learning invaluable to both the prep teacher and
and Development Statement. The statement outside school hours educators. It has
helped Jeri’s new school and outside helped support Jeri settle into school quickly,
school hours care program understand her happily and with confidence.
and continue to build on her abilities, to
understand her strengths and proactively
support Jeri as she settled into school.
4. S
emann & Slattery, 2015, Transition: A Positive Start to School Initiative – Consultation 2015,
Department of Education and Training, Melbourne (page 29)
5. Early ABLES: Early Abilities-Based Learning and Education Support
20EXTRA SUPPORT AT SCHOOL – SUPPORTING A CHILD
WITH A VISION IMPAIRMENT
Samantha is in Year 2 at a local primary The SVRC supports Samantha’s teachers
school. At school, she likes playing with by transcribing her learning materials
her friends and her favourite subjects into braille format. Samantha’s teachers
are art and music. She gets along with send these materials to SVRC in time for
them to transcribe and return them to
her teachers and feels supported inside
the school. SVRC also provides Samantha
and outside the class.
with a Braille Note laptop through their
Samantha has Leber’s congenital amaurosis, technology lending library, so that she
which means that she has extremely limited can access electronic information via a
sight in both eyes and is legally blind. She refreshable braille display. For one day each
is not able to access printed text or most term, Samantha attends SVRC’s ‘Dot Power’
visuals in pictures or videos, even when they braille immersion program. Her teachers and
have been modified or enlarged. She needs parents are invited along to these days, in
support to confidently navigate around order to see high-quality braille instruction
her school environment, particularly when in action. SVRC also provides a range of
there are unexpected physical changes in other professional learning days each year,
her classroom. including specialist training for Samantha’s
art, music and physical education teachers.
Samantha is supported every week by
Sue, a visiting teacher who specialises in Samantha faces a different range of
supporting students with vision impairments. challenges compared to other girls her
Sue has helped Samantha read and age. However, because of the support
understand braille, and has supported her she receives, she feels included and can
classroom teachers to include her in school learn, have fun and participate in her
activities. Sue uses information gathered school community.
from a vision assessment made by a
paediatric ophthalmologist at the Education
Vision Assessment Clinic at the Statewide
Vision Resource Centre (SVRC) in order to
ensure Samantha is ready and supported in
her current and any future environments.
DISABILITY ACTION PLAN 2018–2021 21SUPPORTING AN EMPLOYEE WITH VISION IMPAIRMENT
Helen has worked at the Department of Helen says her team members are like a
Education and Training for more than family to her and often help with tasks.
20 years. Christine said the whole team benefitted
from Helen’s enthusiasm and commitment
She is a Service Desk Analyst in the to her work. The team has also built its
Information Management and Technology confidence in supporting colleagues with
Division where she is a valuable member disability and have a greater understanding
of a team that responds to about 120,000 of the challenges that people with disability
requests for support each year. Helen has a can face in the workplace. As Helen’s needs
vision impairment and requires workplace change, the Department will continue to
adjustments to support her in her role. work with Helen and her team her to ensure
As Helen’s needs continue to change, Helen she is supported in her role.
and her manager Christine have an ongoing People with disability bring a wide range
assessment in place that results in further of skills, talents and qualifications to
workplace adjustments and adaptive the Department. Helen is a reliable and
equipment. These include a high-resolution committed employee who builds strong
screen with larger and easier-to-see text. In relationships with her customers and
addition, team members provide Helen with engages her team members. By supporting
assistance to move around the workplace. employees with disability like Helen, the
Recently, Helen’s team relocated to a new Department is retaining a skilled staff
building, which presented navigation and member, reducing staff turnover, recruitment
familiarisation challenges for Helen. She and and retraining costs, and contributing to
Christine worked together to come up with overall organisational diversity.
solutions to help Helen navigate the building.
This included the mobility assessor from
Guide Dogs’ Victoria working with Helen,
and increased and continued support from
her colleagues.
22CONCLUSION
Victorians living with disability are going through a period of significant transition
and change. The foundations for a more inclusive state start with education.
The Department’s Disability Action Plan lists a series of actions which were developed
to ensure the Department is able to deliver inclusive education for all Victorian children
and young people. Education is the pathway to participation in civic processes and the
economy and the Department has developed actions to ensure Victorians with disability
can and do contribute.
GLOSSARY
Acronyms What it means in the plan
Early ABLES Early Abilities-Based Learning and Education Support
Auslan Australian sign language
Department Department of Education and Training
DHH Deaf and Hard of Hearing
LGBTI Lesbian, gay, bisexual, transgender, intersex
MCH Maternal and child health
NDIS National Disability Insurance Scheme
OSHC Outside school hours care, which includes before school care, after
school care and holiday programs
PSD Program for Students with Disabilities
SVRC Statewide Vision Resource Centre
TAFE Technical and further education
VANP Victorian Approved NDIS Provider
VCAA Victorian Curriculum and Assessment Authority
VCE Victorian Certificate of Education
VDEI Victorian Deaf Education Institute
DISABILITY ACTION PLAN 2018–2021 23You can also read
