Disability Inclusion Coordinator

Department of Education Victoria; Melbourne; On-site; AUD 90,000 - 120,000; Full time

Job summary

The Department of Education Victoria is seeking a Student Disability Inclusion Coordinator at NCAT in Melbourne. The role leads disability inclusion across the college, coordinating Student Support Groups, developing and maintaining Individual Education Plans, and collaborating with staff, families and allied health professionals to ensure optimal learning and participation for students with disability.

Responsibilities include preparing Disability Inclusion Profiles for funding, supporting

Qualifications

• Demonstrated knowledge of the Disability Inclusion Program and DET policies and processes.
• Experience coordinating Student Support Group meetings and developing Individual Education Plans.
• Knowledge of Disability Inclusion Profile processes and collaboration with families and professionals.
• Strong oral and written communication, and ability to build respectful relationships.
• Ability to provide guidance to school leadership on inclusion strategies.
• Commitment to ongoing professional learning and sharing expertise.

Responsibilities

• Lead and manage Disability Inclusion across the College.
• Prepare and submit Disability Inclusion Profiles for funding and DIP meetings.
• Coordinate SSG meetings and develop IEPs and related documentation.
• Liaise with staff, families and external agencies to support students.
• Advise on inclusive practices and reasonable adjustments for learners.

Skills

Disability inclusion

SSG coordination

IEP development

Stakeholder engagement

Leadership

Professional learning

Education

Education or related qualification in inclusion

Job description

Department of Education Victoria – Melbourne VIC

The Northern College of the Arts & Technology, (NCAT), caters for Year 10-12 and tertiary students in Melbourne's North and across Melbourne seeking a specialised education in the Visual Arts, Design, Photography, Performing Arts or Trades and Technologies. As well as being a Senior College it is also an RTO running over 25 VET programs from Certificate II to IV and Diploma level.

NCAT provides individualised programs and pathways for students wanting to pursue further study, employment or training in areas such as Art, Multimedia, Animation, Photography and Digital Imaging, Fashion & Graphic Design, Dance, Music, Sound Production, Screen/Video,Automotive, Electro-Technology, Integrated Technologies, Engineering, Plumbing, Furniture & Musical Instrument Production, Building & Construction, and Sport & Fitness.

NCAT received The Age newspaper's 2022 Schools that Excel Award for its VCE results. Inthe same year, the Vocational Major Learning Specialist was awarded Teacher of the Year Award for the outstanding and unique integrated VCALs/Vocational Majors running at NCAT. In 2024 an NCAT student, Carly Brown, was named Vocational Student of the Year at the Victorian Training Awards. Student work is regularly represented in the VCE Season of Excellence Top Acts and Top Designs.

From Year 10 students can choose to follow an Arts or a Technology or stream and then continue to specialise at Years 11 and 12 where they can do VCE, VET or a variety of specialist integrated VCE Vocational Major programs. Post Year 12 students can do Certificate IV programs in Music, Sound Production, Design, Visual Arts and Photography and the Diploma of Photography and Digital Imaging. NCAT is the only training provider in Australia running the Certificate III and IV in Musical Instrument Making and Repair.

As well as running programs for its own full-time students, NCAT is also a regional provider of VET in Schools training to 700 students from 75other State, Catholic and Independent schools who come for training one day per week.

NCAT has specialist Arts facilities includes purpose-built studios for drawing,painting, sculpture, printmaking and textiles/fashion disciplines as well as Apple Mac labs. Its Photography centre includes four photographic studios and blackand white and colour darkrooms.In the area of Music NCAT has tenfully equipped music practice rooms, twolarge music technologylabs, its own industry level music recording studio, Music recital room and performing arts centre. The college also has two dance studios and a dedicated theatre studies centre.

The college is a recognized leader in Technology Education with Leading School status. Its VET programs are highly regarded for the quality and innovativeness of the delivery and the close links with industry. NCAT has unique, trades and technology facilities including a Trade Training Centre. Facilities include extensive workshop for automotive, building & construction, engineering, electrotechnology, furniture/wood, integrated technologies/ robotics & telecommunications, musical instrument making & repair and plumbing.

Overview of NCAT

https://youtu.be/mQIOejWVOQM

Selection Criteria

SC1. Technical knowledge and expertise

Demonstrated knowledge of, and expertise in, the Disability Inclusion Program, including relevant Department of Education policies, procedures, eligibility requirements and processes.

SC2. Student Support Group meetings and Individual Education Plans

Demonstrated experience in coordinating and facilitating Student Support Group (SSG) meetings, and developing, implementing, monitoring and reviewing Individual Education Plans (IEPs) for funded and nominated students.

SC3. Disability Inclusion Profile process

Demonstrated knowledge and experience in preparing comprehensive documentation and supporting evidence for Disability Inclusion Profile (DIP) meetings and coordinating and facilitating the process in collaboration with students, parents/carers and relevant professionals.

SC4. Communication and collaborative relationships

Highly developed oral and written communication skills, with the capacity to work collaboratively and build effective, respectful relationships with students, parents/carers, colleagues, allied health professionals and external agencies.

SC5. Leadership, advice and support

Demonstrated capacity to provide informed advice, guidance and practical support to school leadership and staff on disability inclusion, reasonable adjustments and strategies to support the learning, participation and wellbeing of students with disability.

SC6. Professional learning and continuous improvement

Demonstrated commitment to ongoing professional learning and the capacity to share expertise, build staff capability and contribute to the continuous improvement of inclusive practices across the college.

Role

8am-4.06pm or 8.30am to 4.36pm as negotiated 5 days per week.

Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions.Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.

Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal.Management responsibility extends to ensuring appropriate support levels are maintained across the school.Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.

Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 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.

The Student Disability Inclusion Coordinator leads and manages the implementation of Disability Inclusion across the College.

Responsibilities

The Student Disability Inclusion Coordinator leads and manages the implementation of Disability Inclusion across the College. The role ensures that students with disabilities or additional learning needs are identified, supported, and monitored through effective planning, documentation, and collaboration with staff, families, and external agencies. A key element of the role is the preparation and submission of Disability Inclusion Profiles for funding and the running of those meetings.

Key Responsibilities

• Liaise with student coordinators and teachers about students with learning or social-emotional difficulties.
• Refer students for assessment when required and coordinate new applications for Disability Inclusion funding and support.
• Maintain up-to-date records for all PSD and Disability Inclusion funded students and communicate relevant information to staff.
• Liaise with the enrolment team re new students coming to NCAT that require support and contact schools to start the process for the compilation of a Disability Inclusion Profile submission for them.

Planning and Case Management

• Coordinate and organise Student Support Group (SSG) meetings and develop and oversee Individual Education Plans (IEPs) and associated documentation for funded and nominated students. Where required, collate recommendations into the supporting documentation for the DIP meeting
• Support the development, review, and distribution of IEPs, Safety Plans, and Behaviour Support Plans.
• Oversee the operation of Disability Inclusion in the College, ensuring DET processes and timelines are met.

Coordination and Administration

• Prepare and submit Disability Inclusion Profiles (DIPs) and collate allied health reports to support funding applications.
• Schedule meetings, manage communication with staff and families, and coordinate visiting allied health and NDIS specialists.
• Oversee the transition of students with disability between programs or year levels, ensuring smooth handover of information.

Staff and Family Support

• Provide advice and guidance to teachers and education support staff on inclusive practices and adjustments.
• Support staff in implementing specialist recommendations and strategies.
• Communicate clearly and respectfully with families about learning adjustments, IEP goals, and the Disability Inclusion process.
• Manage teacher aides and organise their in class support timetable in conjunction with the Principal. Provide guidance and PD so they can support students and the compilation of data required for DIPs.

Collaboration and Compliance

• Work with the Assistant Principal to ensure that the DI processes run efficiently
• Support the school with NCCD data collection, and verification.
• Where required, liaise with DET Student Support Services, allied health professionals, and other agencies to coordinate student support.
• Contribute to the development and continuous improvement of the College's Disability Inclusion policies and procedures.

Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

Diversity and Inclusion

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces.It is our policy to provide reasonable adjustments for staff with disability (seeWorkplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via*******@education.vic.gov.au

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‑basis and will be subject to the operational requirements of the school.

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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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