Disability Inclusion Coordinator

**Overview**:
**Work Type**:Ongoing - Full-time

**Salary**: Salary not specified

**Grade**:Education Support - Level 1, Range 3

**Occupation**:Other

**Location**:Melbourne - Western suburbs

**Reference**:1491143

**Selection Criteria**:

- Please provide a written response to each written criteria of no more than 1 page.
- Preferred documentation format in a single PDF document.
- 1. Demonstrated knowledge and expertise in inclusive education and supporting learners with additional needs including the capacity to work directly with students who have complex behavioural and learning needs.
- 2. Demonstrated capacity to work collaboratively with members of leadership, teachers, Education Support staff, parents and allied health professionals, for the purposes of coordinating specific education support functions.
- 3. Demonstrated capacity to supervise the work of other support staff and to develop procedures and guidelines relating to the work.
- 4. Demonstrated high level skills in oral and written communication, organisation and coordinating specific education support functions.
- 5. Demonstrated commitment to ongoing professional development and growth.
- 6. Demonstrated understanding of the Victorian Department of Education Disability Inclusion Model.

**Role**:

- 48/52
- Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
- Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
- The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with mínimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
- This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
- 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**:
**Position overview**
- The Disability Inclusion Coordinator is responsible for ensuring that students with disabilities or additional needs are fully supported to engage with their learning goals, both academically and socially. This involves proactively identifying barriers to learning, implementing appropriate adjustments, and ensuring classroom practices are inclusive and responsive to the diverse needs of all students. The role places strong emphasis on collaboration between learning support staff, wellbeing staff, parents, and students to foster inclusive pathways that enable every learner to achieve excellence.
- A central aspect of the role is establishing processes that support smooth transitions for students with a disability or additional needs from primary to secondary school. The Coordinator maintains and distributes relevant information to school staff to ensure equitable access to learning and engages with students, families, health professionals, and school staff in relation to Disability Inclusion Profile meetings. The role also provides guidance on the development and review of Individual Education Plans (IEPs) and Student Support Group (SSG) processes, ensuring that goals are measurable, student-centred, and aligned with the curriculum. Monitoring student progress and using evidence-based data to inform adjustments, interventions, and targeted support is a key respons