Role
The Disability Inclusion Leader directs and supervises the work of other staff members to achieve specific objectives in relevant educational programs.
There is a degree of professional autonomy to determine how targets and goals are achieved within clearly established directions or framework.
Professional autonomy will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy is directed to a senior manager.
Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from a manager or senior practitioner where relevant.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause of the Education and Training Reform Act 2006 (Vic) or its successor.
Supervision of students cannot be required except where it is an integral part of the employee s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
Responsibilities
The Disability Inclusion Leader endeavours to ensure students with disability and additional needs are engaged in education and meeting their learning goals.
To do this they work collaboratively with the school s leadership, wellbeing staff and allied health team. They also work collaboratively with services / teams outside school, which may include Health and Wellbeing Inclusion Workforces, liaising with Student Support Services key contacts and external therapists.
A Disability Inclusion Leader plays a key role in coordinating the team around the learner.
They have a responsibility for managing professional student support positions where standard professional services are delivered.
Management responsibility extends to ensuring appropriate support levels are maintained across the school.
The Disability Inclusion Leader :
- is an advocate and champion for students with disability and additional needs and work with school staff to implement strategies for supporting the education of these students
- plays a key role in supporting students with disability and additional needs to make a smooth transition to school, ensuring there are effective arrangements in place for efficient transfer of information between services and schools (the transition from primary to secondary school is particularly important to ensure continuity of support for students with disability and additional needs)
- prioritises resources and time to identify and consider the needs of students with disability and additional needs
- ensures each student with disability and additional needs has a quality individual education plan (IEP)
- ensures the student has a voice in setting learning targets during the IEP process
- determines whether other students with disability and additional needs could benefit from an IEP
- reviews school processes for student support groups, personalised goal setting and IEPs
- collaborates with services working in the school to deliver adjustments to students
- ensures students with disability and additional needs have a learning mentor (and may also act as a learning mentor)
- promotes a culture of high expectations and aspirations for the learning of students with disability or additional needs
- embeds inclusion and disability expertise in strategic planning and recruitment practices of the school
- acts as a source of advice for staff about differentiated teaching strategies appropriate for individual students with disability and with additional needs
- ensures full use of assessment for learning
- ensures parent(s) / carer(s) understand the importance of supporting learning at home
- liaises with the school s Student Support Services key contact as required
- promotes the implementation of all elements of Disability Inclusion at the school
- responds to any requests from facilitators for additional information
- ensures Disability Inclusion SSG meetings are booked for all students who require them
- supports school staff and the SSG to prepare and gather supporting information for Disability Inclusion profile meetings
- where required, supports the most appropriate school staff to prepare the student and parent(s) / carer(s) to contribute to SSG s
- ensures the establishment of student support groups (SSGs) for all students who may benefit from a Disability Inclusion meeting.
- Prepares funding applications, liaising with a range of agencies, the department and its key personnel
- Manages and provides support to the ES staff working within the school wide Disability program Regular team meetings; Planning;
Program support such as Life Skills.
- Works with the school leadership team to ensure our Disability Inclusion program is aligned to the School and Department policy and guidelines and maintain confidential and sensitive data on each student.
- Has an understanding of Disability Inclusion Facilitator Service (DIFS), Program for Students with Disabilities Management System (PSDMS) and Student Online Case System (SOCS).
Who May Apply
Individuals with the aptitude, experience and / or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction.
Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity.
Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.
It is our policy to provide reasonable adjustments for persons with a disability (see ).
Additional support and advice on the recruitment process is available to Aboriginal and / or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards.
All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at :
DE Values
The department's employees commit to upholding the department's Values : Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights.
The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools.
Information on the department values is available at :
Conditions of Employment
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
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