Direct and group supports in schools

The content of this document is OFFICIAL.

Please note:

The research and literature reviews collated by our TAB Research Team are not to be shared external to the Branch. These are for internal TAB use only and are intended to assist our advisors with their reasonable and necessary decision-making.

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The Research Team are unable to ensure that the information listed below provides an accurate & up-to-date snapshot of these matters

Research question: What direct and small group supports are available for students with disability in Australian schools? What allied health services are available in schools and funded by State or Territory governments?

Date: 9/5/2024

Requestor: Star redacted: s22(1)(a)(ii)-irrelevant material

Endorsed by: Sarah redacted: s22(1)(a)(ii)-irrelevant material

Researcher: Aaron redacted: s22(1)(a)(ii)-irrelevant material

Cleared by: Aaron redacted: s22(1)(a)(ii)-irrelevant material

1. Contents

Direct and group supports in schools …………………………………………………………………………….. 1

Contents ………………………………………………………………………………………………….. 1
Summary ………………………………………………………………………………………………….. 2
Previous TAPIB Research ……………………………………………………………………………….. 2
National ………………………………………………………………………………………………….. 2
State and Territory ………………………………………………………………………………………….. 5

5.1 Australian capital territory ……………………………………………………………………… 5

5.2 New South Wales ……………………………………………………………………………………. 6

5.3 Northern Territory …………………………………………………………………………………….. 8

5.4 Queensland ………………………………………………………………………………………………… 9

5.5 South Australia ………………………………………………………………………………………….. 10

5.6 Tasmania ………………………………………………………………………………………………….. 11

5.7 Victoria ………………………………………………………………………………………………….. 13

5.8 Western Australia ……………………………………………………………………………………. 14

References ………………………………………………………………………………………………….. 16

2. Summary

All State or Territory departments of education are committed to providing reasonable adjustments to ensure children can access school and learning activities. In practice, services may vary based on school, region and student disability cohort. Most services are either provided free of charge to schools or through funding allocated to schools. In the latter case, schools often have discretion about how the funds are spent.

This paper lists services available for students in early childhood education, primary and secondary schools. The focus is on direct supports available to students. Information is drawn from federal, state and territory government documents and online resources. Other services may be available that are not described in publicly available resources.

3. Previous TAPIB Research

Refer to RES 240 Mainstream interface – education supports for more information on the policy and legislative framework related to disability support in school. This research paper details rights and responsibilities of state, territory and federal government departments and agencies, explains key legislation and introduces state and territory school-based disability support programs.

[RES 147 Learning Supports for children with a disability in public and catholic school system](https://example.com) provides some detail around specific programs (e.g. Arrowsmith program) that may be provided in mainstream and independent schools to support people with disabilities.

Other research papers that include information relating to mainstream education supports include:

RES 259 Middle childhood and adolescent development
RES 260 Sex education and sex therapy services
RES 339 Auslan and Mandarin interpreting services in NSW.

4. National

The Federal government provides funding to services to support the inclusion of student with disability in the learning environment.

For further information refer to federal Department of Education resources:

Students with disability (Primary and Secondary)
Inclusion Support Program (Early Childhood Education and Care)
Best practice adjustments for Students with Disability.

Positive Partnerships

The Positive Partnerships program provides learning resources and training programs focussed improving outcomes for school-aged autistic people. Resources are aimed at educators, parents and carers and include professional development activities for teachers. The program is funded by the federal Department of Education and delivered by Aspect (Department of Education, 2022; Positive Partnerships, n.d.).

For further information refer to the Positive Partnerships website.

Inclusion Support Program

The Inclusion Support Program provides professional support, specialist equipment and funding to address barriers to inclusion in early childhood education and care settings. Supports are available directly to centre-based day care centres, family day care centres and outside school hours care. Children that services intend to support through the program must also be eligible for Child Care Subsidy (Department of Education, 2020; Department of Education, 2023a).

Professional support is provided by different Inclusion Agencies in each state and territory (Table 1). Services can contact Inclusion Agencies directly (Department of Education, 2020; Department of Education, 2023a-b).

Centre-based day care centres and outside school hours care centres can access a Specialist Equipment Library. This includes equipment such as:

portable ramps
standing frames
hoists, slings, harnesses, change tables, toilet sets or steps, potty chairs, mobile stools and seating or posture aids
sensory toys
specialised furniture
communication cards or charts, including Auslan dictionaries
books in languages other than English (Department of Education, 2023a).

Funding is provided when equipment or advice does not address the child’s barrier to inclusion. Funding can be used for innovative solutions, immediate or time-limited support or to hire additional educators (Department of Education, 2024a).

For further information refer to:

Inclusion Support Program Fact Sheet
Inclusion Support Program Guidelines.

Table 1 Inclusions Agencies in each State and Territory (Source: Department of Education, 2023b)

State / Territory	Inclusion Agency	Contact Details
ACT / NSW	KU Children’s Services	Website: inclusionagencynswact.org.au Email: inclusionagency@includeme.com.au Phone: 1800 703 382
NT	Early Childhood Australia Northern Territory Branch	Website: ecant.org.au Email: ecant@earlychildhood.org.au Phone: 1800 959 995
QLD	KU Children’s Services	Website: inclusionsupportqld.org.au Email: inclusionsupportqld@ku.com.au Phone: 1800 811 039
SA	Gowrie SA	Website: gowriesa.org.au Email: inclusion@gowriesa.org.au Phone: 1800 129 606
TAS	Lady Gowrie Tasmania Inc.	Website: gowrie-tas.com.au Email: inclusion@gowrie-tas.com.au Phone: 1800 647 718
VIC	Community Child Care	Website: viac.com.au Email: via@cccinc.org.au Phone: 1800 177 017
WA	Communicare Inc.	Website: wainclusionagency.org.au

| | | Email: info@communicare.org.au

Phone: 1800 119 247 |

National Student Wellbeing Program

The National Student Wellbeing Program provides funding to schools to employ a chaplain or wellbeing officer. Chaplains or wellbeing officers may provide pastoral care to students, organise volunteer activities, workshops, excursions or other programs (Department of Education, 2024b).

For further information refer to the National Student Wellbeing Program.

5. State and Territory

5.1 Australian capital territory

The ACT Student Disability Criteria describes how students meet the criteria for eligibility for ACT disability support programs. It also describes evidence required to substantiate eligibility (Education Directorate, 2023).

Primary and Secondary school students are assessed using the Student Centred Appraisal of Need to determine additional supports a student may require (Education Directorate, 2019).

ACT schools may provide specialist staff to assist students with disabilities including:

Autism support assistant
Vision support assistant
Communication support assistant (Education Directorate, n.d.a)

For further information refer to Education Directorate resources:

Students with Disability
Students with Learning Difficulties
Support for Students at School.

School Psychology and Allied Health Services

All schools in the ACT have access to school psychologists. School psychologists may consult with other staff around complex student issues, facilitate training or other professional activities. They may also provide group or individual psychological support to students, conduct assessments and complete referrals.

Schools may request additional support from a multidisciplinary allied health team. Occupational therapists, speech therapists and physiotherapists from the Allied Health Service do not provide direct therapeutic support to students. Instead they may assess students skills and recommend strategies or supports required in the school environment. Social workers in

the Allied Health Service may work directly with students and families to support students participation in learning activities.

Some schools employ youth workers to “help a student develop independence, connectedness, self -efficacy and meaningful participation in society including education”.

School nurses can consult directly with students in health-related matters or provide small group or whole of school health education support (Education Directorate, n.d.b).

For further information refer to School Psychology, Allied Health and school-based supports.

Health Healthcare Access At School Program

The Health Healthcare Access At School Program provides Learning Support Assistants trained to support students with complex or invasive health care needs, such as an enteral feed or tracheostomy management (Education Directorate, 2016).

For further information refer to Healthcare Access at School Frequently Asked Questions.

5.2 New South Wales

The NSW Department of Education has committed to the support of students with disability through their Disability Strategy (Department of Education [NSW], 2022a).

For further information refer to:

Disability Strategy
Adjustments in early childhood education
Adjustments for Primary School Students
Adjustments for High School Students

Tailored health and wellbeing approaches

NSW Department of Education includes student health and wellbeing in their outcomes framework (Department of Education [NSW], 2022a). Resources and supports available to address student health and wellbeing will vary depending on the approach or combination of approaches that schools choose to implement. Strategies can include:

school-wide policies and initiatives
dedicated health and wellbeing or learning support teams
on-site allied health professionals
cooperation with other government departments or agencies
implementing state or federal programs (Department of Education [NSW], 2022b).

Learning and Support staff

Every NSW public school has a learning and support teacher. Schools have access to additional funding for learning and support to assist students with additional learning needs.

This funding will vary by student need and enrolment data (Department of Education [NSW], 2024b).

Students with moderate to severe intellectual disability, physical or psychosocial disability, autism spectrum disorder, hearing or vision impairment may be eligible for additional funding through the Integration funding support program. Funding can be used for additional staffing, training or resources needed to support the student (Department of Education [NSW], 2024d).

A school’s learning and support team may provide students access to in-class support staff and specialist staff to support their learning. The team can include:

Transition support teachers assist students with disability prior to and during their first year at school, or during transition to post-schooling activities.
Itinerate support teachers work with students with hearing or vision impairment throughout their schooling.
Specialist Assistant Principals coordinate school programs, professional development activities and complex supports for students with disability.
Learning support officers assist teachers and students during class.
Counsellors or psychologists can provide assessments and support for individual students or facilitate skills building workshops or professional development activities (Department of Education [NSW], 2023c).

For more information refer to NSW Department of Education resources:

Inclusive Learning Support Resources
Integration funding support
Getting Ready for School – a guide for parents of a child with disability
Students with disability and additional learning and support needs.

Inclusive Practice Hub

The Inclusive Practice Hub has been developed with Monash and Deakin universities. It includes teaching strategies, classroom resources and information about professional development or training opportunities (Department of Education [NSW], 2023a).

Disability and Inclusion Program

The Disability and Inclusion Program provides funding for community pre-schools to enable young children with disability to access quality early childhood education. It can include funding for modifications, professional development and training, and learning supports (Department of Education [NSW], 2023b). Pre-schools educating students with high learning support needs can access up to $15,402 – up to 600 hours of support at $25.67/hour – per eligible student per year. Funding can be used for additional staff, specialist support or

professional development. Funding cannot be used for assessments or to engage therapists for the child (Department of Education [NSW], 2024c).

For further information refer to NSW Department of Education resources:

2024 High Learning Support Needs Funding Guidelines
2024 Inclusive Environments Funding Guidelines
2024 Sector Capacity Building Program Guidelines

External programs

The Student Wellbeing external programs catalogue lists programs that have been vetted by the NSW Department of Education. Some programs may be free for schools to adopt, while others incur a fee.

5.3 Northern Territory

Individual learning plans and certain assessments such as routine vision and hearing checks can be conducted with local school resources. Student Wellbeing and Inclusion Programs and Services (SWIPS) provides any additional support required for students with disability, their families and schools. SWIPS can help with:

assessment, referral and other direct support for eligible students
connection and coordination of services for eligible students and their families
managing critical incidents
staff training and professional development (Department of Education [NT], n.d. a; Department of Education [NT], 2019).

To support access to NDIS, schools will provide families or carers with existing reports and documents. It is at the school’s discretion whether further assessments are provided for the sole purpose of support NDIS access applications (Department of Education [NT], n.d. a-b).

The Disability Equipment Funding program can provide funding for necessary equipment including costs associated with prescription and assessment, maintenance and training for when:

the student is in pre-school, primary or secondary school
the student has a diagnosed disability
the equipment is required to access education
the equipment costs at least $500 (Department of Education [NT], 2023).

For further information refer to:

Students with disability
Disability equipment funding program

Diagnostic-Assessment Guidelines.

5.4 Queensland

Queensland schools receive core funding to support the learning needs of all students. They may also receive addition funding to support students with disability based on the level of need for that school’s students (Department of Education [Qld]; 2024a). Direct supports provided by the school may include additional staffing in the classroom or assistance with personal care (Department of Education [Qld]; 2024b).

For general information refer to:

General information for students with disability
Specialist Disability Support in Schools Program
List of Specialist Disability Support in Schools organisations

The Queensland Department of Education has compiled tools, resources and supports for disability cohorts:

Autism
Vision impairment
Deaf or Hard of Hearing
Health condition
Intellectual disability
Learning disabilities
Neurological conditions
Physical impairment
Psychosocial conditions
Speech, language and communication difficulties.

Early Childhood Development Programs

Children with diagnosed disability may be eligible to receive services from an Early Childhood Development Program (ECDP). ECDP provides intensive, multidisciplinary early intervention to prepare children for schooling (Department of Education [Qld]; 2024b; Department of Education [Qld]; 2021a).

Specialist Disability Support in Schools Program

The Queensland Department of Education provides funding to non-government organisations through the Specialist Disability Support in Schools Program (SDSS) to improve outcomes for students with disability and to address barriers students might experience to access and participation in school and learning.

Students are eligible if the meet the Nationally Consistent Collection of Data on School Students with Disability criteria for supplementary, substantial or extensive adjustments, or if the school requires assistance to address a physical access barrier to the school environment (Department of Education [Qld]; 2023a).

Eligibility criteria and services provided by SDSS organisations may vary. SDSS organisations may provide:

education support
allied health support
equipment and other resources for students
funding for specialist equipment purchases or rental for schools
training and professional development (Department of Education [Qld]; 2023b).

State School Nursing Service

The State School Nursing Service provides training and education to schools and support to students who require additional support with health conditions. School nurses can provide support with

enteral device feeding/medication administration
urinary catheterisation or urostomy
airway/breathing, oxygen therapy/oxygen concentrator
stoma or collection bag/attachment device
diabetes management
seizure management and first aid
complex asthma, allergy and anaphylaxis management (Department of Education [Qld]; 2021b).

For further information refer to the State schools nursing service practice guideline.

5.5 South Australia

Statewide Inclusive Education Services

The South Australian Department of Education provides support for to schools and families to maximise inclusion and outcomes for students with disability through Statewide Inclusive Education Services (SIES). Services available through SIES include:

Teaching and Learning service
Early Intervention Service for Deaf/Hard of Hearing
Conductive Education Service

Learning Difficulties Service
Inclusive Technology Service (Department of Education [SA], 2024a; Special Education Resource Unit, n.d. a).

For further information refer to Statewide Inclusive Education Services.

The Teaching and Learning service provides advice and support to families as well as training and resource development aimed at improving inclusive practice in schools (Special Education Resource Unit, n.d. b).

The Early Intervention Service provide support for children and families from birth until school age. This includes support children and staff in early childhood education centres. The service can provide advice and support and programs focussing on developing communication skills including Auslan (Special Education Resource Unit, n.d. c).

The Conductive Education Service is available for students with physical or multiple impairments and focusses on developing mobility, language, social skills and self-care skills (Special Education Resource Unit, n.d. d).

The Inclusive Technology Service provides advice, support and training related to assistive technology in schools. They offer long term equipment loans for students with physical or vision impairments and short-term loans for equipment trial. The service does not provide formal assistive technology assessments (Special Education Resource Unit, n.d. e).

More information on the range of equipment provided can be found:

Assistive Technology
Access Equipment catalogue.

The Learning Difficulties Service provides advice and support to families as well as training and resource development aimed at improving inclusive practice in schools for students with learning difficulties (Special Education Resource Unit, n.d. f).

Access Assistant Program

The Access Assistant Program is provided in South Australian schools by 3D Health. The program offers support for children with complex health care needs or a disability to participate in education and care services (Department of Education [SA], 2024b). Registered nurses can assist families and schools to develop health care plans to determine supports required for students. For further information refer to the Access Assistant Program brochure.

5.6 Tasmania

All Tasmanian schools administer by the Department of Education, Children and Young People (DECYP) have a Support Teacher whose role involves supporting students with disability. If students require other supports outside the base level school resources, schools may receive additional funding targeted to support individual students with substantial or

extensive need for adjustments (DECYP, 2023b; DECYP, 2024a). Targeted funding can be used for:

specialised equipment
specific planning for access to activities or facilities
closely monitored playground supervision
modification to school environments, such as buildings and facilities
environmental adjustments to support participation in learning
provision of specialist advice on a regular basis
support from specialist staff (DECYP, 2021).

For further information refer to the Education Adjustment Descriptor Tool.

School Psychologists

If a student’s mental health is affecting their learning and participation in school, parents can request a referral to a school psychologist. Support can include:

individual or group counselling or therapy
assessments and referrals
support and advice for parents and families
assisting with crisis response (DECYP, 2024b).

Physiotherapy and Occupational Therapy in Schools

Occupational therapists and physiotherapists can assist with professional development and training, resource development and consultation within their scope of practice. They may also provide advice around equipment or modifications (DECYP, 2020).

Social workers in Tasmanian schools can assist students, their families and schools with:

counselling, case management and group work
responding to critical incidents or crises
home/school liaison with student, parents and school staff
mediation between home, school and/or other agencies
referral to, and liaison with, other community agencies
advice, information and resources
training and professional development
limited financial assistance with school uniforms in exceptional circumstances (DECYP, 2024c).

School speech and Language Pathologists

School speech therapists can provide support for students, staff and families around language and communication. Services available include:

professional development
whole class programs
individual or group therapy
teacher assistant programs
home programs (DECYP, 2023b).

5.7 Victoria

Program for students with disabilities

Victorian schools are provided funding through the Student Resource funding package. If this funding does not meet the needs of individual students, they may be eligible for the Program for students with disability. This program provides additional funding to be used for:

learning resources and programs
teaching staff including education support staff
specialist and allied health staff
professional development
specialist equipment/materials, including assistive technology (Department of Education [Vic], 2024a-b).

Full eligibility criteria for the program are described in the Program for Students with Disabilities operational guidelines.

Language and Learning Disabilities Support Program

Students with severe language impairment that are not eligible for the Program for students with disability may be eligible for the Language and Learning Disabilities Support Program (Department of Education [Vic], 2024b). Funding and resources are provided to schools to enable them to access:

additional teaching staff including education support staff
specialist education or allied health staff
consultancy or professional development
specialist equipment or materials (Department of Education [Vic], 2024c).

This program is being phased out and by 2025 will be replaced by Disability Inclusion Tier 2 funding (Department of Education [Vic], 2024c).

For further information refer to Language and Learning Disabilities Support Program.

Schoolcare and medical intervention support programs

Students who would not be able to attend school without regular medical procedures and for whom staff need specific training to assist with the support may be eligible for the Schoolcare program The Schoolcare program provides training and support to school staff to assist children with high level medical medical needs. Training includes instruction in procedures such as tube feeding, tracheostomy care, suction, stoma care, ventilation or oxygen therapy (Department of Education [Vic], 2023).

Students who are eligible for the Program for students with disabilities and who require complex medical care during school hours may be eligible for Medical intervention support. This involves access to trained staff to assist students with:

tube feeding
mechanical ventilation
oxygen
tracheostomy care
suction
ostomy management
management of faecal output (Department of Education [Vic], 2023).

For further information refer to Support for students with high care needs.

5.8 Western Australia

Student-centred funding model

For students with additional learning needs in Western Australian schools, the school sets up a support team. The support team may include the student’s parents, teacher, support staff, school psychologist, principal, and other medical or allied health supports. The support team will coordinate and discuss reasonable adjustments, develop learning plans, health plan, consider and implement other supports the student may require (Department of Education [WA], n.d. a).

Schools access funding for students supports through the student-centred funding model. This model allocates resources for schools based on the number and characteristics of students enrolled at the school. There are two components to funding provided for students with disability: the individual disability allocation and the educational adjustment (Department of Education [WA], n.d. b). Specific eligibility criteria for these two funding programs were not found.

The individual disability allocation makes available seven levels of funding provided for students with disability based on disability type, school type, degree of disability and level of

teaching and learning adjustment. Schools with students that have very high support needs may be provided additional funding (Department of Education [WA], n.d. b). Schools determine how best to use the allocated funding. This may be through staffing or other supports (Department of Education [WA], 2018).

The educational adjustment is flexible funding provided to schools based on the proportion of students scoring the lowest 10% on the NAPLAN tests. This additional allocation is intended to fund learning supports and programs for students that may not have a diagnosed disability and may not be eligible for the individual disability allocation (Department of Education [WA], n.d. b). However, there is limited evidence that the funding instrument achieves this goal (Department of Education [WA], 2018).

Schools of Special Education Needs

Schools of Special Education Needs (SSEN) provide specialist educational advice and support, day programs and special schools. SSENs can provide support to mainstream schools and students in mainstream settings in the form of:

professional development
consultation and support planning
direct support for students or staff (Department of Education [WA]; n.d. c-g).

There are four SSEN aimed to support students with disability: Disability, Medical and Mental Health, Sensory, and Behaviour and Engagement.

SSEN: Disability primarily provides professional development, consultation and training. The focus of SSEN: Disability services is building the capacity of school staff to assist them to support students with disability (Department of Education [WA]; n.d. c).

SSEN: Medical and Mental Health primarily provides educational services to students who are unable to attend school due to medical or mental health conditions. This SSEN provides services in hospitals and other facilities, but also provides some transition and outpatient support that may involve liaising with schools (Department of Education [WA]; n.d. d)

SSEN: Sensory provides online resources and professional development opportunities for teachers to support children with additional hearing or vision needs. SSEN: Sensory also provides direct visiting teacher support for students who meet the eligibility criteria:

hearing loss with a 4-frequency average loss of 30dB or greater in the better ear
visual acuity of 6/18 or less (in the better eye after correction)
a constricted visual field of 20 degrees or less
mild vision impairment associated with a degenerative vision condition (Department of Education [WA]; n.d. e-f).

SSEN: Behaviour and Engagement can provide teaching and learning resources to engage students with behavioural concerns. It can also provide positive behaviour support in schools where required (Department of Education [WA]; n.d. g).

6. References

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Department of Education [Cth]. (2022). Positive Partnerships. Australian Government. https://www.education.gov.au/swd/positive-partnerships

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Department of Education [NSW]. (2012). Getting Ready for School – a guide for parents of a child with disability. New South Wales Government. https://education.nsw.gov.au/content/dam/main-education/going-to-a-public-school/media/documents/translated-documents-/getting-ready-for-school---disability/english_SSD.pdf

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Department of Education, Children and Young People. (2020). Consultative Physiotherapy and Occupational Therapy Program. Tasmanian Government. https://publicdocumentcentre.education.tas.gov.au/library/Shared%20Documents/2PS- Consultative-Physiotherapy-and-Occupational-Therapy-Program-Information.pdf

Department of Education, Children and Young People. (2021). Educational Adjustment Descriptor Tool. Tasmanian Government. https://publicdocumentcentre.education.tas.gov.au/library/Shared%20Documents/Educ ation%20Adjustment%20Descriptor%20Tool%20-%20v11.pdf

Department of Education, Children and Young People. (2023a). Resourcing to schools to support students with disability. Tasmanian Government. https://www.decyp.tas.gov.au/learning/supporting-student-need/support-students- disability/students-with-disability-resourcing-to-schools/

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Department of Education, Children and Young People. (2024b). School Psychology. Tasmanian Government. https://www.decyp.tas.gov.au/learning/supporting-student- need/school-psychologists/

Department of Education, Children and Young People. (2024c). School Social Workers. Tasmanian Government. https://www.decyp.tas.gov.au/learning/supporting-student- need/social-workers/

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Education Directorate. (2016). Healthcare Access at School Frequently Asked Questions. Australia Capital Territory Government. https://www.education.act.gov.au/__data/assets/pdf_file/0009/872226/HAAS- Healthcare-Access-at-School-FAQs.pdf

Education Directorate. (2019). Student Centred Appraisal of Need. Australia Capital Territory Government. https://www.education.act.gov.au/__data/assets/pdf_file/0012/20127/Student-Centred- Appraisal-of-Need-Booklet.pdf

Education Directorate. (2023). ACT Student Disability Criteria. Australia Capital Territory Government. https://www.education.act.gov.au/__data/assets/pdf_file/0009/17829/ACT- Student-Disability-Criteria-Jan-2023.pdf

Positive Partnerships. (n.d.). What We Do. https://www.positivepartnerships.com.au/about- us/what-we-do

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Special Education Resource Unit. (n.d. b). Teaching and Learning Service. Government of South Australia. https://sies.sa.edu.au/services/teaching-learning-service/

Special Education Resource Unit. (n.d. c). Early Intervention Service. Government of South Australia. https://sies.sa.edu.au/services/early-intervention-service-deaf-hard-of- hearing/

Special Education Resource Unit. (n.d. d). Conductive Education Service. Government of South Australia. https://sies.sa.edu.au/services/conductive-education-service/

Special Education Resource Unit. (n.d. e). Inclusive Technology Service. Government of South Australia. https://sies.sa.edu.au/services/inclusive-technology-service/

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