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| 30 Apr 2026 | |
| Written by Veronica Elliott | |
| Australia | |
| Parents & Carers |
The ACT Government’s Inclusive Education and Disability Inclusion Strategy 2024–2034 is introducing a new adjustment-based funding model.
This means:
The Directorate has advised ACT Parents:
“Schools will use the Adjustment Matrix as a common scaffold for tracking the reasonable adjustments provided to their students.”
There is also a shift in how support is documented:
“ILPs will continue to play an important role… for students who receive substantial or extensive adjustments.”
For other students, adjustments may be captured through the SAM rather than a formal Individual Learning Plan.
We are hearing from parents and carers that some students who previously had Individual Learning Plans (ILPs) are now being told they no longer qualify, and instead will receive quality differentiated teaching or supplementary adjustments through a Student Adjustment Plan.
Families are asking:
These are fair and reasonable questions.
The new approach relies more heavily on the professional judgement of teachers and school leaders to determine the level of support a student requires.
We know teachers are highly skilled professionals. We also know they are not clinicians.
Teachers cannot diagnose, and interpreting student behaviour, particularly where needs are complex or not yet understood, can be challenging. This is especially true for students who are:
Without the right information or input from specialists and families, there is a risk that some students may not receive the adjustments they need.
A key feature of the new model is that students do not need a formal diagnosis to receive support. This is often referred to as an imputed disability.
In principle, this is a positive shift.
In practice, families are telling us that diagnoses still play a critical role in helping:
Without that context, it can be difficult to get the right supports in place.
One of the most consistent messages we hear from families is the importance of being involved.
The previous SCAN process, while often stressful, created space for:
to come together and develop a shared understanding of a student’s needs.
As the system changes, that collaboration must not be lost.
The Directorate has acknowledged that:
“Parent engagement will continue to be important when identifying reasonable adjustments for all students with disability.”
For this to be meaningful, families need:
For ACT Parents, these are non-negotiable.
The Student Adjustment Matrix can be a useful tool. But it should not become a checklist that replaces thoughtful, individualised planning.
Finding the right adjustments is rarely straightforward. It often involves:
Parents and carers are central to this process. They bring insight that cannot be captured in a matrix alone.
We recognise that schools are managing complex demands, and that delivering every adjustment, every time, is not always possible.
But families should be able to expect:
Inclusive education only works when families are part of the process.
We will continue to advocate for a system that is not only inclusive in intent, but consistent, transparent and responsive in practice.
Has your child’s support changed, or have you been told they no longer qualify for an ILP? We want to hear from you.
Email Us
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