FACT SHEET
Answers to your questions:
Response to the Program for Students with Disabilities Review
April 2016
INCLUSIVE EDUCATION FOR ALL STUDENTS
WITH DISABILITIES AND ADDITIONAL NEEDS
Answers to your questions
to go here
WHY WAS THE PROGRAM FOR STUDENTS WITH
DISABILITIES (PSD) REVIEWED?
In the lead up to the 2014 election, the Government made a
commitment to make Victoria the Education State - a state
where every Victorian child has an equal right to the
knowledge and skills to shape their lives, regardless of their
personal circumstances.
The Government promised to implement nine initiatives under
a Special Needs Plan to help achieve this vision of equity and
inclusion, so that students with disabilities and special needs
get the same opportunities as other students who do not face
these additional challenges.
One of those initiatives was the Review of the PSD, to
investigate how schools can best maximise the learning of
children and young people with disabilities. It focused on the
transition from primary to secondary school and the specific
needs of children and young people with autism and with
dyslexia.
The Review heard from parents, teachers, students and the
community about the challenges in inclusive education and
made 25 recommendations to create inclusive, fair and safe
school environments.
WHAT ARE THE KEY POINTS IN THE
GOVERNMENT’S RESPONSE?
Victoria’s future prosperity starts with a quality education – for
every child, regardless of location, background or
circumstance. An investment in improved education outcomes
for students with disabilities is an investment in our future.
The Government has immediately accepted 21 of the 25
recommendations and work will begin immediately on
implementation. As part of this the Government has
announced a $22million funding boost, which includes:


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An extra $17 million funding to better support the
needs of students with learning difficulties such as
dyslexia or with autism who are not eligible under the
PSD
A $3 million funding boost to provide support for
students who are transitioning to Year 7 who are no
longer eligible for PSD funding
$2 million for a dyslexia and learning difficulties
strategy to deliver professional learning, advice, and
resources for teachers and families.
The Government’s response centres on the development of a
new, personalised approach to learning for students with
disabilities – because no two kids are the same. The focus will
be on their aspirations – not limitations.
WILL THE GOVERNMENT IMPLEMENT A NEW
FUNDING MODEL?
The Review made four recommendations proposing a new
funding model. The Government acknowledges the potential
merits of a new funding model and will carefully consider
these recommendations in the context of other national and
state-based reforms which will also impact support systems
for students with disabilities in the near future. These include:

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The rollout of the National Disability Insurance
Scheme
Ongoing negotiations with the Turnbull Government
to ensure it honours its commitment to the final two
years of the Gonski funding agreement
The Government response to Bracks Review into
Government School Funding
FACT SHEET
Answers to your questions:
Response to the Program for Students with Disabilities Review
April 2016
INCLUSIVE EDUCATION FOR ALL STUDENTS
WITH DISABILITIES AND ADDITIONAL NEEDS
Answers to your questions
to go here


The continued implementation of the Special Needs
Plan for Victorian Schools
The broader reforms to the Victorian education
system proposed through the Government’s
Education State agenda.
WHAT DOES THE GOVERNMENT’S RESPONSE
SAY ABOUT SPECIALIST SCHOOLS?
The Government recognises that special schools have an
important role in building the Education State where every
student in Victoria has the chance to succeed, with valuable
expertise specific to meeting the needs of students with
disabilities.
Most of the Review’s recommendations are relevant to
specialist schools and taking action on these will include
consultation with specialist schools. The Government
supports an enhanced role for specialist schools as ‘centres
of expertise’ to share their knowledge with mainstream
schools.
critical tool to profile their own success and work with their
communities on strengthening their approach to inclusion.
WHAT DOES THE GOVERNMENT’S RESPONSE
MEAN FOR NON-GOVERNMENT SCHOOLS?
Many of the actions arising from the PSD Review will be
relevant for non-government schools. For example, the
Inclusive Schooling Index could be used by non-government
schools as could the guidance on the better use of Education
Support staff.
To build excellence in inclusive schooling, the Government
will continue to explore areas of shared interest in
consultation with stakeholders, which includes Independent
and Catholic schools.
WHAT DOES THE GOVERNMENT’S RESPONSE
MEAN FOR TEACHERS?
All of the Review’s recommendations are relevant to
mainstream schools. The Review identifies issues around
equity, accountability and student inclusion for those with
disabilities. There is likely to be at least one child with a
disability or special needs in every classroom in Victoria, and
it is critical to ensure those children have the same
opportunities to succeed alongside their peers.
The quality of teaching is the most important in-school factor
in improving student outcomes. As part of the Special Needs
Plan, all teachers in Victoria now have to complete
professional learning on teaching students with disabilities as
a condition of registration with the Victorian Institute of
Teaching. To ensure the next generation of teachers are
properly prepared, the Government is ensuring that initial
teacher education programs include specific learning activities
about teaching children and young people with disabilities in
order to be accredited by the Institute.
The Government is committed to building excellence in
inclusive schooling and will develop a clear policy framework
for that and build teacher capability. Developing an Inclusive
Schooling Index would provide mainstream schools with a
An Inclusive Education Workforce Capability Strategy will be
developed to further support teachers in meeting these new
professional learning requirements. The Strategy will involve
consultation with all relevant stakeholders throughout 2016
WHAT DOES THE GOVERNMENT’S RESPONSE
SAY ABOUT MAINSTREAM SCHOOLS?
FACT SHEET
Answers to your questions:
Response to the Program for Students with Disabilities Review
April 2016
INCLUSIVE EDUCATION FOR ALL STUDENTS
WITH DISABILITIES AND ADDITIONAL NEEDS
Answers to your questions
to go here
and will consider how to align with and strengthen the
workforce capability initiatives as part of the Education State
agenda.
WHAT DOES THE GOVERNMENT’S RESPONSE
MEAN FOR STUDENTS WITH AUTISM OR
DYSLEXIA?
While the Strategy will consider the future professional
learning needs of our workforce and potentially identify new
initiatives and programs to support them, the Government will
also look at how we can improve access to and participation
in the range of training which already exists. This includes all
existing online learning, programs, seminars, workshops and
other professional learning opportunities.
The Government will work with experts to implement a range
of strategies to maximise opportunities for schools to access
support for students with autism or dyslexia.
WHAT DOES THE GOVERNMENT’S RESPONSE
MEAN FOR EDUCATION SUPPORT STAFF?
Education Support staff can play a vital support role for
schools and teachers and many students with disabilities.
To help principals, teachers and Education Support staff work
together to help students learn and thrive, clearer role
descriptions for support staff will be developed.
The Government will work with stakeholders to develop
guidance to offer clarity on role descriptions for working with
students with disabilities and provide principals and teachers
with information on best practice in how and when to most
effectively use Education Support staff in the classroom, as
part of collaborative student support approaches.
The guidance will also include training to build knowledge and
skills for Education Support staff and teachers to better
support students to improve outcomes.
The Government will provide an extra $17million over two
years to better support the needs of students with learning
disabilities such as dyslexia or with autism who are not
eligible for PSD funding, through an expansion of the
Language Support Program.
Over the next two years the Government will also implement a
dyslexia and learning difficulties strategy, to provide advice
and expertise to enhance student outcomes. This strategy will
be supported through $2million of funding and deliver face-toface, accessible professional learning opportunities for all
schools, the improved rollout of existing online training
courses, and provide better advice and resources for teachers
and families, including practical examples.
WHAT WILL THE EXTRA $17 MILLION TO EXAPND
THE LANGUAGE SUPPORT PROGRAM BE USED
FOR?
The extra $17 million over two years will be used by schools
to better support the needs of students with learning
disabilities including dyslexia, some students on the autism
spectrum, reading disorders and difficulties and speech and
language delays.
A new Language and Learning Disabilities Support Program
will be established, to incorporate and expand the existing
$35 million Language Support Program.
FACT SHEET
Answers to your questions:
Response to the Program for Students with Disabilities Review
April 2016
INCLUSIVE EDUCATION FOR ALL STUDENTS
WITH DISABILITIES AND ADDITIONAL NEEDS
Answers to your questions
to go here
This extra funding will enable schools to implement reading
intervention and language screener programs, employ speech
pathologists or provide training for education support staff and
teachers about the latest knowledge in how best to support
and maximise the learning and wellbeing of children, or in
using specific assessment and intervention programs.
WHEN WILLTHE INTERIM FUNDING TO PROVIDE
ADDITIONAL SUPPORTS FOR STUDENTS
TRANSITIONING FROM YEAR 6 WHO ARE NO
LONGER ELIGIBLE FOR TARGETED PSD FUNDING
BE AVAILABLE?
The extra $3 million will provide transitional support in 2017
and 2018 for those who received the PSD in primary school
but are no longer eligible when moving to Year 7.
For the full Review report and the Government’s Response
see Inclusive education for all students with disabilities and
additional needs.