Funding for student inclusion
Every mainstream school will receive an annual flat rate amount for each full-time student. This funding is used for inclusive teaching practices and for improving educational adjustments for students.
Funding models
Funding is provided to schools to help with creating an equitable learning environment for all students.
Nationally consistent collection of data (NCCD) based funding
Every year non-identifiable data is provided to the NCCD. Following the guidelines, schools will report on the level of adjustments being provided to each student. This information is also used to allocate funding.
Adjustments are recorded as:
- extensive
- substantial
- supplementary
- quality differentiated teaching practice (QDTP).
Find out more about the adjustment levels on the NCCD website.
High extensive funding
High extensive funding supports students who need complex, ongoing extensive adjustments in mainstream schools. Only mainstream schools can apply for this funding and must reapply each year for students.
To be eligible students must have been reported in the previous years NCCD as needing extensive adjustments and either:
- requires complex, extensive and sustained adjustments across several teaching and learning domains, or
- has significant hearing loss and requires a sign language interpreter.
In both cases the student needs adjustments coordinated by a multi‐disciplinary team which has been documented in a personalised plan within the last 6 months.
Schools can contact the SWIPS team to learn more about the eligibility for this funding.
Professional dialogue fund
The professional dialogue fund will provide funding for schools whose students were not recorded in the previous years NCCD because of a:
- sudden onset of a disability
- did not have an active enrolment
- are a new enrolment to the school.
The funding amount is the same as the NCCD based funding but may be provided on a pro rata basis.
Targeted funding for specialist schools and classes
Funding for specialist schools, education centres and special programs is based on past costs and is adjusted twice a year for changes in student numbers.
Specialist schools receive funding according to the needs of their students, considering the high number of students with significant needs and the diversity of those needs.
Emergency extreme behaviour funding
Funding can also be provided to schools for students who have significant behaviours that impact on their learning or other learners at school.
This is often for students who may have been in trouble with the police or have been given a court order to attend school.
Schools can contact Student Wellbeing and Inclusion Program and Services (SWIPS) to learn more about the eligibility for this funding.
Funding amounts
| Funding type | 2024 funding amount |
|---|---|
| Supplementary | $1,278 |
| Substantial | $3,621 |
| Extensive | $5,432 |
| High-extensive | $21,303 |
| Targeted funding | Variable |
| Extreme behaviour | $5,000 |
How funding can be used
Mainstream schools can choose how to use their funding to support students with disabilities, as long as they follow the funding guidelines.
| Funding category | Description |
|---|---|
| Specialist recruitment | Schools can hire staff specifically trained to support students with disabilities, like sign language interpreters, speech therapists, special education teachers, occupational therapists, counsellors, psychologists, and support officers. |
| Increasing workforce | Hiring staff to help students with disabilities, such as:
|
| Professional learning | Professional learning in inclusive education, including:
|
| Support programs and resources | Purchasing programs and resources. |
| Equipment and technology | Purchasing specific equipment or assistive technology to support learning for students with disability. |
| Infrastructure and environmental modifications | Making small, low cost changes to buildings or indoor spaces to help students with disabilities or improve inclusivity. |
Requesting specific use of funds
The NCCD based funding is often used to support a whole school, teacher or classroom approach.
If your child could benefit from specific resources, this should be identified in their personalised learning plan.