Disability Inclusion Coordinator

Location: Western Region | Melton

Job type: Full time / From 28/01/2025 - 27/01/2026

Organisation: Schools (Government)

**Salary**: Salary not specified

Occupation: Administration/Secretarial

Reference: 1455320

**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 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

**Role**:
This is a Full Time position
- 1.0 Time Fraction. Hours are 8:00am to 4:06pm (negotiable). School Holiday attendance may be required for up to 6 days across the year.

We are seeking a highly skilled and passionate Disability Inclusion Coordinator to join our school.

The Department of Education Disability Inclusion Program provides funding to assist schools to support eligible students with a disability and/or requiring reasonable adjustments to access learning.

The Disability Inclusion Co-ordinator will be a key member of the Disability Inclusion team which is engaged to support students with diagnosed learning needs and other students requiring reasonable adjustments during their time at Staughton College along with their families. This may commence during transition into Staughton College and continue through to gaining successful pathways post school. The DI Coordinator will be responsible for the day-to-day implementation of the Disability Inclusion Program.

As the DI Coordinator, you will play a vital role in supporting the DI Team to
- Work as a high performing team, meeting the expectations for collaboration at Staughton College.

Work towards a consistent vision for student support related to inclusion.

Embed inclusion and disability expertise in strategic planning, and teaching and learning practices within the school.

Embed evidence-based inclusive education into school policies and plans.

Promote a culture of high expectations and aspirations for the learning of students with a disability and/or students with additional needs requiring reasonable adjustments to access their learning.

Have a high level understanding of DET and Staughton College requirements, policies and process in relation to the Disability Inclusion Program, inclusive practices and the disability act.

Actively contribute to academic, social and emotional growth of students

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 s