We are delivering an inclusive education agenda to give schools extra resources, support and guidance.
The aim is to create safe and inclusive school environments for students with disabilities and additional needs.
The initiatives focus on developing the knowledge and skills of school staff, and giving schools clearer guidance and specialist support to better respond to the needs of students with disabilities.
What Victorian students have to say about inclusive education
What inclusion means to me poster (pdf - 3.28mb)
The activities in the inclusive education agenda are a response to recommendations from the Review of the Program for Students with Disabilities.
The review investigated how schools can provide the best learning for children and young people with disabilities.
The review provided recommendations on:
- the current program for students with disabilities' ability to meet the needs and maximise the learning of all children and young people with disabilities in Victorian government schools.
- the future capacity of the government school system to meet the specific needs of students with autism spectrum disorder and dyslexia.
- the feasibility of shifting to a strength-based, functional needs assessment approach for students with disabilities. This is consistent with the directions of the National Disability Insurance Scheme.
- the efficacy of the current year 6–7 program — its purpose, timing, requirements and influence on students' transition from primary to secondary school, and recommendations of alternative models.
- the program's capacity to support the Victorian Government's commitment to excellence in inclusive education, including an assessment of accountabilities.
- advice on operationalising the recommendations of the review, including transition implications.
Review report and response
To read the Review report and the Government's response, see:
The review was informed by a number of resources, including:
- academic research
- Australian Government reports
- material from disability organisations.
The research provides an ongoing evidence base that may assist with implementing the Government's response to the review.
The literature used in the review represents the views of the authors and does not necessarily reflect the views of the Department or the State of Victoria.
Consultations were run with more than 100 participants representing 24 organisations, facilitated by Dr Graeme Innes, the former Australian Disability Discrimination Commissioner.
170 submissions were received from the public and there were 1400 respondents to an online survey to determine the attitudes of key stakeholder groups towards potential policy options.