Disability Inclusion Leader

3 weeks ago

Melbourne, Australia Education and Training Full time

Location: Melbourne | Western Metropolitan

Job type: Full time / From 24/04/2023

Organisation: Education and Training

**Salary**: Salary not specified

Occupation: Other

Reference: 1336774

**Selection Criteria**:
SC1 A sound knowledge of current key DET policies and programs relating to the Disability Inclusion Program.

SC2 Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people, to work holistically to support students with a disability and additional needs. As well as proven ability to collaboratively work within a team environment.

SC3 Proven experience in leading teams and disability inclusion initiatives resulting in better outcomes for young people and families.

SC4 Co-ordinate relevant professional development activities to enhance staff knowledge and understanding of students with specific learning or behavioural difficulties as well as lead the Integration team.

**Role**:
Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction mínimal. 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.

**Responsibilities**:
A Disability Inclusion Leader may 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.
- be 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
- play 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)
- prioritise resources and time to identify and consider the needs of students with disability and additional needs
- have oversight of individual education plans (IEPs) across the school, and ensure the school meets obligations for students who are required to have an IEP
- ensure each student with disability and additional needs has a quality IEP
- ensure the student has a voice in setting learning targets during the IEP process
- determine whether other students with disability and additional needs could benefit from an IEP
- review school processes for student support groups, personalised goal setting and IEPs
- collaborate with services working in the school to deliver adjustments to students
- ensure students with disability and additional needs have a learning mentor (they may also act as a learning mentor)
- promote a culture of high expectations and aspirations for the learning of students with disability or additional needs
- embed inclusion and disability expertise in strategic planning and recruitment practices of the school
- embed evidence-based inclusive education and human rights obligations into school policies and plans
- act as a source of advice for staff about differentiated teaching strategies appropriate for individual students with disability and with additional needs
- ensure full use of assessment for learning
- ensure parent(s)/carer(s) understand the importance of supporting learning at home
- liaise with the school’s Student Support Services key contact as required
- promote the implementation of all elements of Disability Inclusion at the school
- respond to any requests from facilitators for additional information
- ensure Disability Inclusion SSG meetings are booked for all students who require them
- support school

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