Schools for Students with
Disability or Additional Needs

What parents and carers can expect from schools for students with disability or additional needs

Students with disability or additional needs have the right to access education in ACT public schools on the same basis as their peers. Schools have legal obligations to provide reasonable adjustments so students can participate in learning and school life.

Understanding what you can expect from a school, and how support is usually provided, helps families work confidently and constructively with school staff.

Why this matters

When expectations are unclear, parents and carers can feel frustrated, unheard or unsure whether their child is receiving appropriate support. At the same time, schools are managing complex environments with many competing priorities.

Clear, shared understanding helps:

Ensure students receive appropriate and timely support
Reduce misunderstandings and conflict
Support realistic, sustainable planning
Build stronger partnerships between families and schools

Knowing what schools are expected to do, and how support is usually delivered, puts everyone on firmer ground.

What support can look like at different levels of need

Support is not one-size-fits-all. What a student needs, and what a school provides, will depend on the level and type of need.

Accordion Dropdown

Classroom-level adjustments +

For some students, support may be provided through:

Differentiated teaching approaches
Adjustments to tasks, assessment or pace
Changes to classroom environment or routines

These supports are often designed and implemented by classroom or subject teachers.

Individual plans and more structured support +

For students with more complex needs, support may include one or more individual plans, such as:

Individual Learning Plans
Behaviour or Positive Behaviour Support Plans
Toileting or bathroom plans
Health, nutrition or mealtime plans
In partnership with the family
With input from teachers and school leadership
Often coordinated by the Disability Education Coordinator (DECO)
Informed, where appropriate, by external professionals such as allied health practitioners or medical specialists

Plans should be clear, practical and reviewed regularly.

Working in partnership with the school +

Effective support planning works best when:

Families and schools share information openly
Goals are clear and achievable within the school context
Roles and responsibilities are understood
Plans focus on supporting participation and learning

Schools aim to be inclusive, but adjustments can sometimes be missed or applied inconsistently. Ongoing communication helps keep support on track.

The importance of records and follow-up +

It is reasonable for parents and carers to:

Keep notes of conversations and meetings
Ask for agreed plans or adjustments to be documented
Clarify timelines and review points
Check in if supports are not working as intended

Clear records help maintain shared understanding and continuity, particularly when staff change.

Keeping expectations realistic and effective +

Strong advocacy balances clarity with realism. Effective planning focuses on:

What will make the biggest difference for the student
Supports that can be implemented consistently
Adjustments that fit within the school environment

Focusing on achievable, practical supports increases the likelihood that adjustments will be implemented well and sustained over time.