On this page:
The school education system includes all primary schools and high schools. This includes public schools, independent and religious schools, and schools for students with disability.
When we say reasonable adjustment, this means reasonable changes that services need to make so they are accessible for people with disability.
We also have a guideline about work and study supports .
The school education system is responsible for supports where the main purpose is to help you learn, study and achieve education outcomes. This includes:
adjusting teaching methods
providing learning assistance and aids
modifying the school building
providing transport between school activities, such as to excursions and sporting carnivals.
Examples of supports the school education system should provide
Making changes to school buildings so that students can access the school, such as ramps, lifts and hearing loops
Providing fixed assistive technology that students may need in the school, such as hoists, and other items that can’t be moved around
Providing learning aids or electronic equipment needed for learning, such as modified computer hardware, education software and braille textbooks
Inclusion supports, such as an Auslan interpreter, that students need to help them learn
Teaching and learning assistance from teachers and other school staff in places other than school, such as alternative education and home-school settings
Changes to the curriculum to meet students’ learning needs
Day-to-day support and supervision of school-age participants, whether they are at school, excluded from school or attending school on reduced hours
General support, tools, training and awareness building for teachers and other school staff to support and engage students with a disability
Therapy delivered in schools for education purposes, such as allied health practitioners helping classroom teachers to make adjustments to the curriculum
Case coordination for a student’s educational supports
Reducing school fees for families with financial difficulties
We’re responsible for supports for everyday activities that you need because of the functional impact of your disability, and aren’t related to learning. This includes:
personal care and support at school – learn more in our guideline for work and study supports
transport to and from school – learn more in our guideline for work and study supports
specialist support you need to transition to higher education, training or work because of your disability.
Remember, if we’re responsible for funding the support, it must also meet all the other NDIS funding criteria before we can include it in your plan.
Examples of supports we may fund
Assistive technology that students need no matter what activity they’re doing, such as hearing aids, wheelchairs, personal communications devicesSpecialised support and training for school staff to help them understand and carry out a student’s specific support needs, such as specialised behaviour intervention and support
Therapies to help students improve what they can do, if the therapy isn’t related to education
Support to build a student’s capacity for independent living and self-care
Support to develop social and communication skills
Specialist behaviour management plans
Specialist help students need for their disability to transition to primary school or high school, where it’s more than the transition supports that schools must provide
Travel training so students can travel to school independently
Help to plan and coordinate the supports a student receives from the NDIS, from their school, and from other services
Help for students to find or keep a part-time job
School leaver employment supports to help students get ready for work when they leave school.
Anna is starting high school soon. She wants to attend full time, like other students. Anna often takes longer to learn new things than other students, and needs behaviour support to help her while she is at school.
The school education system should provide supports to help Anna learn while she is at school. The school can adjust the curriculum and their teaching methods to better suit her needs. This could include providing a teacher’s aide, allowing extra time to complete school work, and making easy-read versions of lessons that Anna can use.
We may fund other supports that Anna needs because of her disability, to help the school and teachers adapt to Anna’s needs. For example, we may fund a specialised behaviour management plan and supports to help the teachers help her behavioural, social and communication skills.
We also may fund specific training for teachers and staff at Anna’s school about Anna’s disability support needs, so they know the best ways to teach her.
