Children with a Disability

The following resources complement the transition resource materials developed to support all children transitioning to school.

They have been designed to further assist a smooth transition to school and to promote and support collaborative partnerships between families and education professionals. These resources assist with planning, preparation and communication that leads to a shared understanding of a child’s strengths, abilities and needs.

Program Support Group

The Program Support Group (PSG) brings together key people to support the planning for inclusion of children with disabilities or developmental delays, or ongoing high-support needs or complex medical needs, from the time of enrolment in a kindergarten program until transition into school.

The early childhood teacher convenes the PSG and is the representative for the kindergarten program on the group. They organise meetings, and facilitate conversations to support planning for the child. Parents attend PSG meetings to share and contribute to the development of a program that responds to their child’s interests, abilities and support needs.

Any other person who supports the child’s learning, development and wellbeing may be invited to attend the PSG meetings as appropriate. These people may include early childhood intervention service professionals, relevant therapists or allied health professionals.

For more information, see: Role of the PSG fact sheet (docx - 381.01kb)

Enhanced transition from kindergarten to school

The Department has an enhanced process to support the transition to school for children with disabilities who have been supported with a Kindergarten Inclusion Support package.

Autism Spectrum Disorder (ASD)  

The Department assists parents and professionals by developing a transition support program for children and young people with an ASD. For more information, see: Transitions 

A primary school transition template has been designed to support gathering and sharing of relevant and useful information prior to a child with an ASD starting school. For more information, see: Primary school transition statement (docx - 140.46kb)

Deaf or hard of hearing

The Victorian Deaf Education Institute has designed a kit for educators and families to help with the transition to primary school for children who are deaf or hard of hearing with any level of hearing loss. For more information, see: Transition to primary school kit 

Positive Education Planning resource

The Positive Education Planning resource, developed by the Association for Children with a Disability (ACD), provides information and strategies to plan for a child’s inclusion and learning at primary school. For more information, see: Positive Education Planning resource

Disability Standards for Education

Over the years, there have been significant legislative and policy developments that recognise the importance of delivering an inclusive early childhood and care system for all children.

The right to inclusive programs is articulated in the United Nations Convention on the Rights of People with Disabilities 2009 and the Convention on the Rights of the Child.

Consistent with endorsing these conventions, the Australian government expresses its commitment to inclusive education through Disability Standards for Education 2005 which outline legal obligations for education under the Disability Discrimination Act 1992. This legislation ensures the right of every child with a disability to an education on the same basis as children without disabilities. 

For more information, see: Disability Standards for Education