Students with Disabilities (AVN)

Purpose

This policy outlines Avondale School’s commitment to uphold the Disability Discrimination Act 1992 (Cth), the Disability Standards for Education 2005, and other applicable laws and regulations in New South Wales.

Guiding Principles

  • Inclusivity: We believe every student is created in the image of God and is valued and worthy of respect, dignity, and love. We aim to create an inclusive school environment that reflects our Christian ethos.
  • Potential: All students have the ability to learn and grow. We seek to understand the develop the unique potential of each student, despite their disabilities.
  • Equity: Students with disabilities will be provided with equitable access to education, resources, and opportunities to participate fully in school life.
  • Supportive Environment: We are committed to fostering a supportive and understanding community where individual differences are embraced.

Scope

This policy applies to all students with a disability enrolled at Avondale School and to all staff involved in the delivery of educational programs and services.

Definition of Disability

In accordance with the Disability Discrimination Act 1992, a disability includes physical, intellectual, sensory, neurological, learning, and psychosocial conditions, whether permanent or temporary, visible or hidden.

Identification and Disclosure

  • Parents/carers are requested to disclose any known disabilities during enrolment or as soon as the need arises.
  • The school will treat all disclosed information confidentially and respectfully.
  • Avondale School is committed to allowing all students to apply for enrolment, and to processing all applications on the same basis.

Reasonable Adjustments

  • The school will consult with parents/carers, relevant professionals, and the student (where appropriate) to identify and implement reasonable adjustments.
  • Adjustments may include modified learning plans, physical accommodations, specialised resources, or support services.
  • Adjustments are made to ensure students can participate on the same basis as their peers without causing unjustifiable hardship to the school.

Responsibilities

School Leaders
  • Ensure the school complies with relevant disability legislation and standards.
  • Promote a culture of inclusion and respect for diversity.
  • Allocate appropriate resources and staffing to support students with disabilities.
  • Facilitate collaboration among staff, families, and external specialists.
  • Monitor the effectiveness of adjustments and inclusive practices across the school.
  • Lead professional development to build staff capacity in inclusive education.
  • Ensure the rigorous National Consistent Collection of Data processes are embedded in the school.
Learning Support Staff
  • Oversee the development, implementation, and review of Individual Plans (IPs). 
  • Assist with the planning and implementation of reasonable adjustments and targeted interventions.
  • Work collaboratively with classroom teachers to support differentiated instruction.
  • Provide direct support to students with disabilities, either individually or in small groups, based on identified needs.
  • Maintain accurate records of student progress and support provided.
  • Liaise with external specialists or therapists as required, ensuring recommendations are integrated into classroom practice.
Classroom Teachers
  • Identify students who may require additional support and refer appropriately.
  • Develop inclusive lesson plans that incorporate differentiated strategies and reasonable adjustments.
  • Implement support strategies outlined in IPs with consistency and care.
  • Monitor and document student progress, and adapt instruction as needed.
  • Communicate regularly with families regarding student needs, goals, and progress.
  • Collaborate with Inclusive Education staff and Leadership to ensure the effective delivery of support.
  • Foster a supportive classroom environment that promotes the dignity, participation, and learning of all students.

Support Services

  • The Heads of Inclusive Education manage a team of support staff who manage the development and implementation of Individual Plans.
  • The school also provides counsellors, and chaplains who provide support services as required.
  • Staff are supported with professional development and resources to effectively meet the needs of students with disabilities.
  • Stage coordinators provide support for wellbeing, attendance and general progress.
  • The Assistant Head of School provides support with behaviour, regulation and wellbeing.

NCCD

  • The Nationally Consistent Collection of Data on School Students with Disability (NCCD) is an annual process that all Australian schools, including Avondale School, participate in. 
  • It involves identifying and recording the adjustments made to support students with a disability so they can access and participate in education on the same basis as their peers.
  • The NCCD ensures schools are recognising the needs of these students and implementing reasonable, evidence-based supports across a range of learning and wellbeing areas.
  • The information collected helps inform inclusive practices, professional learning, and resource planning, and it also contributes to funding allocation from the Australian Government to support students with disability. 
  • All data is collected and reported in accordance with privacy requirements.

Anti-Discrimination and Complaints

  • Discrimination, harassment, or victimisation on the basis of disability will not be tolerated.
  • Concerns or complaints can be raised with the Principal or another designated staff member and will be handled in accordance with the school’s grievance policy.


EVALUATION: This policy was last updated in June 2025 and will be reviewed as part of a three-year school policy review cycle in 2028.