Working with children, adolescents and young adults with a disability
and their families
Working with students with a
disability and their families
A guide for school staff with student support roles
Working with students with a disability and their families – FINAL TEXT
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Published by Disability Services Division
Victorian Government Department of Human Services
50 Lonsdale Street Melbourne Victoria Australia
June 2012
© Copyright State of Victoria, Department of Human Services and Department of Education and
Early Childhood Development, 2012.
This publication is copyright. No part may be reproduced by any process except in accordance with
the provisions of the Copyright Act 1968.
ISBN 978-0-7311-6527-8 (online version)
Authorised and published by the Victorian Government
50 Lonsdale Street, Melbourne
(0210212)
If you would like to receive this publication in another format, please phone 1300 336
731, using the National Relay Service 13 36 77 if required.
This document is available as a word file and a PDF file on the Internet at
www.dhs.vic.gov.au
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Acknowledgements
The Department of Human Services and the Department of Education and Early Childhood Development
wish to acknowledge the contribution of colleagues from around Victoria who provided information and
feedback during the development of the family-centred practice guides suite.
This project aimed to be family centred in its approach; grateful thanks to all the families and people with a
disability who shared their stories and ideas for the project with generosity, courage and candour. Names
and other identifying features have been changed to preserve anonymity.
The project team were: from Red Tree Consulting, consultants, researchers and writers Sarah Marlowe,
Elizabeth Wheeler and Cara Brough; from the Association for Children with a Disability, project manager and
Chief Executive Officer Elizabeth McGarry, project worker Janice Chan and other ACD staff and members;
and researchers and critical readers Carmel Laragy from the RMIT School of Global Studies and her
colleagues Mary Collins and Enza Santangelo.
Suggested citation: Department of Human Services and Department of Education and Early Childhood
Development 2011, Working with students with a disability and their families: a guide for school staff with
student support roles, State Government of Victoria, Melbourne.
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Contents
1 Introduction ...................................................................................................................... 6
About this guide ................................................................................................................................................. 6
Principles and context........................................................................................................................................ 6
The broader context for students and families .................................................................................................. 6
2 Foundations ..................................................................................................................... 8
Build on good practice ....................................................................................................................................... 8
Defining family-centred practice ........................................................................................................................ 8
The case for family-centred practice ................................................................................................................. 9
Family and person centred ................................................................................................................................ 9
Family-centred practice in our diverse community .......................................................................................... 10
Working with Aboriginal families ...................................................................................................................... 10
Working with culturally and linguistically diverse families ................................................................................ 11
Being part of a ‘system’ ................................................................................................................................... 11
A model for family-centred practice ................................................................................................................. 11
Good practice scenario: Lachlan ....................................................................................... 13
Good practice scenario: Milly ............................................................................................. 16
3 Practices that build relationships ................................................................................... 18
3 Practices that build relationships ................................................................................... 18
Your beliefs, attitudes and values .................................................................................................................... 18
Reflect on your values ..................................................................................................................................... 19
Understand and share power ..................................................................................................................... 19
Your interpersonal skills................................................................................................................................... 19
Acknowledge the whole family, including siblings ........................................................................................... 20
Provide accessible information, use interpreters ............................................................................................. 20
Keep people in the loop ................................................................................................................................... 20
Good practice scenario: Tasanee ...................................................................................... 22
4 Practices that support choice ......................................................................................... 24
4 Practices that support choice ......................................................................................... 24
Decision making and action ............................................................................................................................. 24
Establish positive student support groups .................................................................................................. 24
Involving students in student support groups ............................................................................................. 25
Work with families to set goals ................................................................................................................... 25
Take a proactive approach to disagreements ............................................................................................ 26
Support informed decision making ............................................................................................................. 26
‘Release’ people’s capacity to act .............................................................................................................. 26
Flexible and responsive support ...................................................................................................................... 27
Respond to change .................................................................................................................................... 27
Good practice scenario: Desi ............................................................................................. 29
5 Technical quality ............................................................................................................ 31
Apply core teaching practice skills, enhance knowledge, stay up to date ....................................................... 31
Develop appropriate learning plans for the whole student .............................................................................. 31
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Work well as a team ........................................................................................................................................ 32
Refer appropriately and use secondary consultations .................................................................................... 32
School as ‘natural learning’ environments for therapeutic outcomes .............................................................. 32
Take care of yourself ....................................................................................................................................... 33
Preserve privacy and confidentiality ................................................................................................................ 33
Reflect on your practice ................................................................................................................................... 33
Good practice scenario: Kyle ............................................................................................. 35
6 The importance of whole-school approaches ................................................................ 37
Develop school and staff capacity ................................................................................................................... 37
Provide leadership ........................................................................................................................................... 37
Open up to family input .................................................................................................................................... 37
Next steps ........................................................................................................................................................ 38
Definitions and glossary ..................................................................................................... 39
Definitions ........................................................................................................................................................ 39
Glossary ........................................................................................................................................................... 39
Endnotes............................................................................................................................ 40
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1 Introduction
The approach to working with families in specialist settings is changing. We now have student support
groups and work in partnership with parents because families know their child best. When I first began
working in a specialist setting 25 years ago, I met with the family once a year for a parent–teacher interview.
Now I plan goals for the children after I meet with parents, then I communicate with them on a regular basis.
– Team leader and teacher in a special development school
Michelle’s current teacher is fabulous. He takes suggestions on board and tries a lot. He knows I’ll support
her at home too. Sometimes when you ask questions, aides and teachers don’t realise you are supportive.
You’ve got to break through that, so they realise, ‘she’s not just complaining, just trying to make things
better’. – Melissa, mother of Michelle (who has Down syndrome and is in a mainstream school) and her
younger brothers, Stefan and Tad
About this guide
The guide aims to support school staff to work with families to help maximise students’ engagement and
outcomes. It aims to be a resource for all staff with a role in supporting students with additional needs in
mainstream and specialist settings, including principals, assistant principals, teachers, aides and education
support staff.
This is one of seven family-centred practice guides for professionals working with people with a disability
aged 0 to 25 years and their families in early childhood intervention (ECI), disability support, planning and
education. Readers interested in deeper exploration of ideas touched on here should read the foundation
and organisational guides in this suite. School staff in therapeutic roles within specialist settings might also
be interested in reading the guide for allied health professionals.
Principles and context
The principles underpinning these guides are listed below. Work to support students with additional needs
within education is shaped by various policy frameworks, standards and principles including the Victorian
early years learning and development framework (VEYLDF) and its associated practice principles 1 and the
Commonwealth Family–school partnerships framework.2 This guide should also be read alongside the
Student support group guidelines and Program for students with disabilities guidelines.3
This is not a guide for curriculum or teaching. Resources on these matters include:

Inclusive classroom school resource4

Bar none community awareness kit for schools 5

Positive education planning (for parents of a child or young person with a disability) 6

Transitions to school: a positive start7

Sharing our journey.8
The broader context for students and families
For families the decision about where and how to educate their child with a disability, high medical needs or
development or learning delay is rarely made swiftly or easily. Considerations will include how welcoming
and inclusive a school seems to be, its reputation for supporting students with additional needs, school
resources, where the child’s siblings are being educated, cost, transport and options for inclusive before- and
after-school care.
 All subsequent references will be to ‘students with a disability’ or ‘students with additional needs’ for ease of reading.
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The main factor for most, however, is the fit between a school and their family’s hopes for their child. Some
things many families want include:

an inclusive environment their child feels part of

contact with a range of other students

positive experiences of learning and being taught

maximal academic outcomes for their child

role modelling from peers

a common school experience for all the children in their family

opportunities for their child to make connections in their local community

extracurricular opportunities their child might otherwise miss out on.
Most (but not all) families will have had a number of encounters with support services before their child
enters school. These might include ECI, respite, health care and specialist early childhood education
providers. These experiences – and those of others in the family’s networks and community – are likely to
shape their expectations of school. Although many families have positive experiences of support,
consultations for these guides highlighted some families’ frustration with issues including a lack of service
integration and waiting lists. Therefore, parents and caregivers’ hopes about school might be tempered by a
‘wait and see’ approach to how their child and family will fare in a new setting.
It is also important to recognise that many families put a lot of time and energy into working towards and
supporting the educational experiences they want for their child, and many are highly invested in both the
process and the outcome.
Pull out Text Box - Principles
Children and young people with a disability or developmental delay and their families are best placed to know what mix of
services and supports are likely to meet their needs. Services should be based on the priorities of children and young people
and their families, responding to the particular stage of the child or young person’s development.
A child- and family-centred approach based on a partnership between parents and professionals should maximise the
choices and opportunities available to children and young people with a disability or developmental delay and their
families.
Services provided to children, adolescents and young adults with a disability or developmental delay and their families
should be guided by the following principles:

The best interests of children and young people are paramount.

Services and supports protect and promote human rights, including the rights of the child and young person with a
disability or developmental delay.

Services and supports adopt a child- and family-centred approach that promotes choice and opportunity.

Services and supports are accessible and coordinated to intervene early and adopt a life-cycle approach to the
planning and provision of services.

Services and supports are integrated to meet the holistic needs of children and young people with a disability or
developmental delay and their families.

Services and supports promote social inclusion.

Services and supports are accessible and appropriate for children and young people from diverse cultures and their
families.
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2 Foundations
At the start of Grade 4, my son’s new teacher came up to me and said, ‘I’ve read all Michael’s files and I
really want to make a time to meet with you because you know him best’. It was such a great start. He talked
to me every step of the way. That doesn’t mean there weren’t issues but nothing that wasn’t resolved. He
was Michael’s teacher for two years. We communicated frequently and developed a really great ‘partnership’
during that time. – Anita, mother of Michael (who has Down syndrome) and his younger siblings, Ryan and
Claire
Before I have even set the child’s learning plan, I try to get information from parents about what they would
like their child to achieve for the year. In every situation where I’ve worked with the family, the family has
always had a very good picture of their child. We work together to create a realistic, functional learning plan.
– Team leader and teacher in a special development school
Build on good practice
A key message from the policy documents and resources listed in the introduction is that all students are
entitled to rich, engaging educational experiences. These are most likely to be achieved when families are
partners in their children’s learning and development 9 – supporting learning at home, having the opportunity
to make meaningful choices and be actively involved at school – and when whole-school communities work
towards a culture of inclusion and access10 for people with different levels of ability and other forms of
diversity.
Family-centred practice can therefore be seen to be at the core of quality education. Many aspects of familycentred practice are already evident in the existing approaches of many education professionals and
schools. This guide builds on those good practices to extend both thinking and practice in ways that
maximise the effectiveness of schools’ responses to students with disabilities.
Defining family-centred practice
Family-centred practice is a set of values, skills, behaviours and knowledge that recognises the centrality of
families in the lives of children and young people. It is grounded in respect for the uniqueness of every
person and family, and a commitment to partnering with families and communities to support children and
young people with a developmental delay or disability to learn, grow and thrive. It puts family life – and the
strengths, needs and choices of people with a disability and their families – at the centre of service planning,
development, implementation and evaluation.
It puts family life – and the strengths, needs and choices of people with a disability and their families – at the
centre of service planning, development, implementation and evaluation.
Family-centred practice is not an end it itself, rather it enables professionals to do what they do more
effectively. It is no less important because of that. Evidence shows that the way support is provided has an
impact on families, as well as the support itself.11 The concept of ‘family life’ is central, and goes beyond the
student and family themselves. It is them and everything that makes up their world: their relationships,
resources and daily lives; their culture, community and language; their stressors, needs and tensions; their
preferences, interests and priorities; and their goals, hopes and aspirations.
As Casey’s mother describes, excellent family-centred practice has many features:
The school saw Casey as a unique young person and absolutely respected her and worked to her
strengths. They saw Casey as part of a family, and that family was important for her. They set goals about
what Casey needed, and what we needed. They were more than willing to work with us to make sure
Casey was safe at school but could also participate in learning. They brought expertise to the table in
education and I brought my expertise to the table in terms of being Casey’s mum. Our goals were for her
to become more independent in small ways.
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They got to know Casey as a person and, through knowing her personality, they knew when to push her
and when to back off. They knew who was who in the family. They knew the right questions to ask [me] so
they could talk about those things with Casey. They knew about what the family did and what Casey liked
to do at home. Casey adored watching her brother play basketball – they knew about that and talked with
Casey about it at school. They knew that my mother, her grandmother, was also very important to Casey.
– Donna, mother of Casey (who had an intellectual disability and complex medical needs and passed
away at age 10), and her older brother, Ben
The case for family-centred practice
Working in family-centred ways enables schools to understand better what families want and need. There is
good evidence that increased family involvement leads to improved academic achievement, health and
wellbeing for all students. The impacts of successful family partnerships can include:

better learning and development outcomes in the early years and in school

increased engagement in learning and development

smoother transition to and from school

higher retention rates

increased confidence, social skills, emotional resilience, communication skills, better classroom
behaviour and general wellbeing

a reduction in the effects of disadvantage among children from low socioeconomic backgrounds. 12
In recent years, increasingly strong evidence has begun to emerge about the efficacy of family-centred
practice in a range of settings. A 2005 Australian literature review found it produces ‘positive parent and
family benefits beyond those produced by structural intervention factors (such as the form and frequency of
services provided) and non-intervention factors (such as employment, housing and health care)’. 13 A 2007
synthesis of 47 studies investigating the effects of family-centred practices reported links with:

increased family satisfaction with the helpfulness of services

increased parental self-efficacy

increased levels of social support

improved child behaviour and wellbeing

improved family functioning.14
In 2010 a further synthesis of 52 studies concluded that family-centred approaches had both direct and
indirect effects on parent, family and child behaviour and functioning – that indirect effects were the strongest
and that these occurred through strengthened parental self-efficacy beliefs. That is, parental self-efficacy and
wellbeing influenced parent–child interactions, which in turn had a positive effect on child development. 15
Family and person centred
Over the past three decades, schools have shifted from regarding students as the passive recipients of
learning to seeing them as active participants in their education. At the same time, the perception of a
family’s role has widened from ensuring their child gets through the school gate to active partnership in their
child’s learning and development.
In disability services outside specialist settings, a similar reorientation has occurred. Services have moved
from a largely medical model – with the professional as sole expert and key decision-maker – to first a more
person-centred and, more recently, a more family-centred approach.
In both schools and disability services the central focus remains the child or young person with the disability
themselves. This is because supporting their potential, wellbeing, inclusion and participation is the ultimate
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goal. It is also because almost all children and young people, as they mature, want a greater say in their dayto-day lives and futures.
As they grow towards adulthood, all young people require support to develop the skills and confidence
needed to make their own decisions or to contribute to decision making according to their capacity. With
support from families and professionals, including teachers and other school staff, this process can start
when children are quite young.
In some ways, family-centred and person-centred approaches are two sides of a coin, requiring similar skills
and behaviours. Yet they can come into tension if the views of young people and families conflict, as can
happen in any family. In adolescence the views and needs of young people often diverge from those of their
families. Issues such as identity, sexuality, individuality and independence concern most adolescents,
including those with a disability.
Family-centred practice in our diverse community
Victorians are very diverse. We come from more than 200 nations and 120 faiths, speak more than 200
languages and dialects, and include more than 30,000 Aboriginal people, representing more than 30 distinct
communities. Almost a quarter of us were born overseas, 74 per cent from non-English-speaking countries;
one in five of us speak a language other than English at home.16
Culturally responsive practice is when schools can respond respectfully and skilfully to the needs of diverse
communities. Culturally responsive and family-centred practice are deeply linked because culture profoundly
shapes both human development and family structures, whatever a family’s cultural background.
Understanding and responding skilfully to this is crucial to ‘looking at the whole child and not just the
presenting problem, looking at the whole extended family and not just the parents, and looking at the whole
community and not just the family … culture is a key mediator between people and their social
environments’.17
The principles and basic approaches to cultural responsiveness with Aboriginal and culturally and
linguistically diverse (CALD) families are similar, but the practices and key issues are very different, in part
due to cultural differences, but also because of Aboriginal communities’ particular experiences of
colonisation, institutional racism and exclusion.
Working with Aboriginal families
Family-centred practice with Aboriginal families requires school staff to have some understanding of a
family’s kinship network, and often to engage at a community level, recognising the culturally specific role of
extended families, Elders, grandparents and other relatives with responsibilities for culture and care.
Partnering with Aboriginal workers and organisations is crucial, including Koorie education workers (see the
good practice scenario on page 35).
Professionals also need to understand the importance of cultural safety to Aboriginal children and young
people’s wellbeing.18 Supporting cultural safety might include ensuring children (for example, those at special
schools or living in care) have ongoing opportunities for connection with culture and community and other
children from their background. Cultural safety is also about families feeling able to approach school staff for
assistance;19 it requires that staff show appropriate cultural respect (for example, when addressing Elders),
and strive to learn, reflect and share decision making with families.
When schools and staff are culturally sensitive, responsive, reflective and respectful, this creates space for
Aboriginal families to feel culturally safe and to ‘be themselves’.20 This makes it more likely that they will be
open with staff about their preferences and needs:
Workers need to have an understanding of kinship, and of cultural safety. But even if they don’t
understand the family’s kinship and history, an understanding of cultural safety will allow them to actually
work with people, and learn as they go. – Jody Saxton-Barney, Victorian Aboriginal Disability Network
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Working with culturally and linguistically diverse families
Partnership is also fundamental to culturally responsive practice for school staff working with CALD
families.21 This includes partnership with families, but might also include working with staff in specialist
services (including Migrant Resource Centres and others with cross-cultural expertise and networks) to seek
secondary consultation, training, referral and co-case management.
Staff need to learn about aspects of a student’s and family’s culture that might influence how they offer
support. These might include the family’s: cultural beliefs and practices in relation to disability; make-up and
who is responsible for caring for people with a disability; understandings of human development, raising
children and the knowledge and skills appropriate to children of differing ages; attitudes to gender and
separation of the sexes; practices around interpersonal communication, touch and personal space; beliefs
about which matters are private and which can be discussed openly; and management of everyday family
life, including meals, transport, leisure and cultural observances and celebrations.
Remember that all cultures (including the dominant one) are complex and evolving, and every individual and
family has their own relationship to cultural norms. Staff should always be wary of the subtle power of
stereotypes; many cultural beliefs and practices are complex and sometimes not well understood by
professionals. Secondary consultation can be invaluable, but the most relevant source of information about a
family’s culture will always be the family members themselves.
As with Aboriginal families, culturally responsive practice with CALD families requires organisational capacity
and commitment – the tools, policies, systems and training – to support good practice. Professional
development is also important, for example, in working with language services, and around specific issues
relevant to working with disability in the organisation’s catchment.
Being part of a ‘system’
Most families of a child or young person with a disability use many different services. From their perspective
these services are part of ‘the system’, which includes schools. Consultations for these guides have
highlighted many families’ experiences arising from inadequate communication between services, or
confusion about roles and responsibilities, or contradictory information or advice from professionals.
Students and families will always benefit from better communication between school staff and professionals
involved in providing services to them in other settings, such as medical, respite or allied health providers.
This includes striving for greater consistency across the messages, information and approaches offered to
students and families.
Coordination and communication is likely to be more straightforward when other professionals are employed
by the school (for example, allied health staff in specialist settings) or within Student Support Services
networks or similar services. However, whenever possible school staff should endeavour to reach beyond
the boundaries of their school or the department to coordinate with other service providers involved with a
student and family. Strategies might include direct communication, information sharing (with student or family
consent), and invitations for services to attend student support group (SSG) meetings.
A model for family-centred practice
When thinking about complex ideas a model can be a useful tool to break down and focus on key ideas.
These guides use one drawn from the work of American researchers Carl Dunst and Carol Trivette,22 which
divides family-centred practice into three key elements, and associated aspects (see Figure 1).
Figure 1: The three elements of family-centred practice
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Adapted from Dunst and Trivette, 2007

Practices that build relationships are summarised in the model as your beliefs, values and attitudes,
and your interpersonal behaviours and skills.

Practices that support choice and participation are those that seek to empower students and families
to make informed decisions and take action, and those that ensure professionals respond to their unique
and changing needs.

Technical quality is about applying the information, knowledge and expertise acquired through preservice education, professional learning and on-the-job experience to benefit students and families.
We explore various aspects of each element of family-centred practice in the chapters that follow and offer
tips and ideas for informing practice. In between each chapter we explore their implications for practice
through good practice scenarios drawn from the experiences of students with additional needs, families and
educators.
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Good practice scenario: Lachlan
The people in this story
Lachlan was in a number of short-term foster placements before coming to Jane and Rosa. He had
occasional behaviours of concern when he first arrived, but a loving, stable home and a range of ECI
supports have helped him settle down, and his communication and emotional healing and development are
progressing, if slowly.
Margaret is the early years team leader at Lachlan’s new school, and is responsible for school transition
and family liaison. When Rosa contacts Margaret to enrol Lachlan, Margaret asks for Rosa’s permission to
obtain all of the available information from Lachlan’s kindergarten and ECI service, including his transition
statement. She also suggests an initial meeting with the family and their ECI family support worker, Jedda,
once she has had a chance to read Lachlan’s files.
At the meeting they begin with Lachlan’s experience of kindergarten, and what strategies have worked best
in that environment. Jedda has a teaching background, and Rosa and Jane are very informed caregivers,
so they have a lengthy discussion, with Margaret taking notes to pass on to the prep teacher.
Margaret then asks about Lachlan’s interests, likes, dislikes and routines. ‘Having his favourite songs and
stories at circle time will help to engage him,’ she explains. ‘And talking through his routines will help
identify things you might want us to work on with him.’ She explains about individual learning plans (ILPs),
and how they can include all kinds of skills, not just ‘the three Rs’, especially for students with additional
needs. ‘Knowing Lachlan’s routine might also help identify issues that could affect him at school, like lack of
sleep.’
Jane laughs. ‘Got it in one! Lachie has real trouble going to sleep, and is up and down all night.’ She
describes strategies they have tried with Jedda’s support, but sleep continues to be a major issue. ‘He’s
exhausted, and so are we!’ Jane says. Margaret asks if the family ever use respite.
‘Not yet,’ Jane says. ‘Lachie has been shunted around so much we decided it would be too unsettling.
School will give us some respite, although we fully expect the transition to be a challenge! But maybe once
he’s settled in we’d consider a bit of respite.’ Rosa nods. ‘I dream of an evening off! Because of his sleep
and behavioural issues, we haven’t wanted to ask our friends to babysit.’ Margaret makes a note to check
in about respite at future SSG meetings.
By the time the meeting ends Margaret has a good understanding of Lachlan’s abilities, challenges, family
and environment, including that Rosa is called ‘Mama’ and Jane ‘Mummy’, and that they share Lachlan’s
care equally. She has learned that he has a strong routine and resists change, and that his sensory issues
have become more pronounced recently. Jedda says that he has had some contact with the occupational
therapist in her team, and they all agree that a sensory assessment by the school occupational therapist
(OT) would be useful. They also agree that the school will prioritise work on Lachlan’s social skills, and that
the kitchen garden program will be a great way of encouraging him to eat food other than white bread, milk
and bananas.
***
Lachlan takes a long time to settle in but by the end of prep is enjoying himself. He loves being in the
school vegie patch, and the staff member in charge has given him his own watering can and calls him her
‘assistant’. The first week after holidays is always hard, but the staff now know what helps comfort Lachlan
and he settles back in more quickly each time. He is also benefiting from working with the OT, speech
therapist and psychologist.
When Lachlan is in Grade 1 a couple of other parents make comments implying Lachlan’s real problem is
that he has two mums and no dad. They make comments to Jane, and to several staff and other parents.
One teacher comes to Margaret, who contacts Jane and Rosa to ask whether they have been experiencing
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discrimination directly, and to get their input into the school’s response. ‘It’s our responsibility to provide a
safe environment for every child and family,’ Margaret says. ‘That includes being free of homophobia or
racism or any other kind of discrimination. But I want you to okay our response because it’s likely to cause
more discussion in the school community.’
‘Discussion is good! We’re always very open about our family. But thanks for asking,’ says Rosa. ‘Honestly,
aside from those two parents, everyone has been completely accepting of us, including all of the other
families and the staff.’ Jane agrees. ‘There are so many different families in this school,’ she says. ‘Kids
with single mums, or grandparents or foster carers. Every kid needs their family affirmed, not only the ones
living with their mum and dad.’
Margaret does some research online and orders picture books and posters about family diversity. She
organises staff training and writes a story for the school newsletter about these initiatives and the school’s
diversity policy. The school already has a family book, with pictures and stories of every student’s family but
with permission the school also creates a set of family posters, with photo montages of a range of families
that are part of the school community.
Practice Tips:
With family permission, obtain all available information about the student
Meet with parents/caregivers and other service providers to gather information
Learn about prior/current positive strategies to build on
Learn about the student’s strengths, interests, likes and dislikes, environment, routine and challenges
Learn about issues that might affect the student’s ability to learn
Ask about support for parents/caregivers, including respite if desired
Make notes and remember to check in on potential ongoing issues
Ask about family relationships, including roles in the family
Identify issues for referral and assessment by school staff or other services
Identify family priorities for learning and incorporate them into an ILP
Build on a student’s interests and strengths
Know what strategies can help students settle in and manage emotional issues
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Address issues of discrimination that undermine student and family belonging
Ask for family input on responses to incidents affecting students or families
Choose strategies that emphasise inclusion of all students and families
Seek secondary consultation, reading and training to enhance staff capacity regarding inclusion of family
diversity
Affirm family diversity and other forms of diversity in school communications
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Good practice scenario: Milly
The people in this story
Milly: student with a disability
Kerry: Milly’s mother
Steve: school principal
At Milly’s school her first SSG meeting of the year always includes a discussion of camps and excursions.
This enables forward planning and, most importantly, allows the school to set aside the required funds and
funnel the rest into classroom support, as agreed in previous SSG meetings. Before the meeting Steve
reviews Milly’s file. He sees she has previously attended camps with her mum, and wonders whether she
might be ready to go independently.
Steve is aware that he doesn’t know Milly or her mother. He has no idea how they might feel about
separating, and doesn’t want to offend Kerry by suggesting she isn’t needed. If Milly is keen on the idea, he
also worries about getting her hopes up, in case it can’t happen. On the other hand, if the decision results in
planning for an independent trip, even the following year, that would be positive. He decides to simply ask
whether they have given the idea of a solo trip any thought.
When camp is mentioned in the meeting Kerry says they can’t go this year. In previous years Milly’s
grandma had stayed with Milly’s brothers and sister so Kerry could go to camp with Milly. But Milly’s
grandma died a few months ago and there isn’t anyone else to mind the other kids. It’s clear that it hasn’t
crossed Kerry’s mind that Milly might go without her. Milly says that she loves camp, and that she is very
sad not to go.
Steve wonders what to do. The stakes in him mentioning the idea of an independent trip are suddenly
higher: either Milly goes alone or she can’t go at all. He waits to see what Milly’s teacher says, but when
she just accepts Kerry’s decision, he realises he needs to raise the idea now. If they don’t allocate any
money needed to support Milly going to camp at this meeting, there’s a chance that other decisions will be
made that preclude it happening later.
Steve talks about the idea that school camp is as much about students having an independent experience
away from their families as anything else. He comments that it might be too hard for everyone, and might
not be possible, and then tentatively asks Milly and Kerry what might need to happen for Milly to go to camp
without her mum. Milly’s eyes light up, and Kerry looks sceptical.
A quick brainstorm identifies that there would be some extra personal care issues, but a local care worker
could be employed for a few hours a day to address those. Several staff who are going to camp already
assist Milly with toileting and dressing. Most other issues – like needing sheets and blankets rather than a
sleeping bag – are already in the file from previous camps.
The main thing, Kerry says, is how Milly would go being away from her family for five days. Steve asks
whether they’ve ever spent nights apart, and Milly says she used to stay with her grandma when she was
little. Kerry says this became harder as Milly got bigger and her grandma frailer. They’ve considered
respite, but neither like the idea.
The discussion has taken up much of the time set aside for the meeting. Steve suggests that they budget
for Milly to go to camp without Kerry and that the family think it over. Everyone agrees there will be other
opportunities to use the funds if Milly decides she’d like to stay back at school during camp time.
***
It’s the start of term 4. Milly, Kerry and Milly’s teachers have finished her preparation for camp. They have
used a photo book to talk about what will happen each day. There has been a picture of the locally
employed care worker, Trish, on the fridge at home. Milly has worked out with her friends who will sit next to
her on the bus and who will share her room; she knows exactly who she can talk to if she has any
Working with students with a disability and their families – FINAL TEXT
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problems. And as the bus for camp pulls up out the front of school, Milly cheers the loudest.
Practice Tips:
Take all possible resource needs into consideration before talking about classroom support
Take a long-term view of relationships
Contribute your expertise about a student’s changing capacity
Respond to changing family circumstances
Allocate resources in a timely fashion
Try to avoid setting up unrealistic expectations
Ensure staff can respond to student needs
Ask the family about previous experiences of support and what support they might be open to
Keep options open, enable the student and family to decide when they are ready
Partner with the student and family to achieve goals
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3 Practices that build relationships
Ruth goes a couple of days a week to a specialist school and a couple of days a week to a Jewish school.
The coordination is brilliant: meetings, emails, phone calls. When Ruth first started at the Jewish school she
was a mess. She ran riot and the school had a hard time with her. Then the teacher from Ruth’s specialist
school came to the Jewish school and talked with the teacher about the issues and devised some strategies.
I tell you what, they did this and they had a different child. The Jewish school will do anything. They really
want Ruth. – Deborah, mother of Ruth (who has Down syndrome), her older brother, Aaron, and younger
siblings, Leah and Nate
Research demonstrates that open, trusting and collaborative relationships are very important to supporting
children and young people with a disability and their families to adapt to the changes and challenges that
disability brings to their lives.23,24 In school settings, positive relationships are also critical to ensuring
students and families achieve their desired educational outcomes.25
Relationships are, of course, shaped as much by the experiences, behaviours and values of children and
families as by those of staff. Families’ prior experiences of education and other services are critical. If these
were less than positive or not family centred, it can take time to build trust, optimism and a sense of
partnership. School staff are often very pressed for time, but evidence suggests that investing time in
engaging parents in their children’s education is well worthwhile (see page 11).
Your beliefs, attitudes and values
We each bring our own beliefs, values and attitudes to every interaction we have – with family, friends,
colleagues and clients. We rarely state them aloud, but they shape everything we do. Family-centred
practice asks staff to demonstrate certain values, including that students and families can adapt to the
challenges in their lives. This isn’t always easy. Resources are limited, and some families are struggling with
very complex issues.
Families highly value professionals they don’t feel judged by. Yet everyone makes judgements sometimes –
it’s part of being human. What matters is what you do next: how aware you are of your judgements, how you
challenge yourself, and how this affects your interactions with students and families.
It can help to seek out updated research about different forms of disability, including the ever-increasing
evidence available about effective teaching strategies for students with various diagnoses. For example, it’s
important for staff to remember severe cerebral palsy doesn’t mean a person has an intellectual disability, or
a person who has an intellectual disability might still be able to learn to read. Indeed, there is no evidence
that people with intellectual disabilities have a ceiling on what they can learn.
It might also be helpful to:

reflect on any assumptions you might have about disability and other aspects of the lives of people with
disabilities

reflect on situations that make you uncomfortable (for example, not being able to understand a person’s
speech) and seek support such as mentoring from colleagues or professional development

engage in regular reflective practice (for example, with a mentor or a more experienced colleague)

challenge the negative ‘stories’ about a child or family that can arise

understand and value the knowledge and experience of children and families, however expressed

practise engaging with students and families on their own terms.
School staff need to accept and work with students and families as they are, and for who they are. This does
not, of course, mean you should not take action if a student’s safety is at risk, nor does it mean you cannot
Working with students with a disability and their families – FINAL TEXT
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respectfully engage families in discussion if you have strong concerns about how their choices might affect
their child’s education or wellbeing (see page 26).
Reflect on your values
Our deepest values are shaped by a blend of our ethnicity, race, history, socioeconomic status, location,
language, beliefs, values, education, lifestyle, politics, family make-up, gender, sexual orientation and
spirituality. Mostly, our values are invisible to us. We grew up with them and they shape our daily lives. Often
we take them for granted. Sometimes that means we also take for granted that our values and ways of doing
things are ‘normal’. But everyone has their own history, values and ways of doing things. Staff need to be
sensitive to this in their interactions with all students and families, of course, but especially those from
minority communities, including Aboriginal, CALD and same-sex parented families.
Understand and share power
A central concept in family-centred practice is that dynamics between professionals and families are
transformed from traditional relationships to relationships of collaboration and information sharing.26
Likewise, the Commonwealth Family–school partnerships framework says that partnership with families
requires ‘sharing of power, responsibility and ownership’. 27
Relationships between staff, students and families are also shaped by broader power structures and family
stressors. These including families’ level of access to education, financial resources and support networks.
Although in some ways staff might feel powerless – for example, to address issues students might
experience at home – it is important to recognise the authority that teachers and principals do possess.
Many families can feel intimidated by education and other ‘authorities’, especially those from minority
communities. This is compounded by the continuing discrimination that Aboriginal and CALD people are
shown to still experience in Victoria, including within educational environments. 28 Although this is often not
blatant, it can result in students and families feeling uncomfortable and alienated.
Family members who have had limited education or poor school experiences themselves are also more
likely to feel disempowered in their interactions with school staff. And, of course, students might find it
difficult to disagree with the person who will be marking their essay later that day. The SSG is a critical forum
for staff to model the sharing of power with students and families.
Thoughtfulness about power can result in greatly changed outcomes for students, families and staff: ‘When
professionals consider the power inequalities between themselves and children, they are able to create real
opportunities for children to express their own thoughts and feelings and actively influence what happens in
their lives. This becomes possible when professionals reflect on the how and what of the decisions they
make about their interactions with children and families.’29
Your interpersonal skills
Research has shown that interpersonal traits like empathy and warmth can help build positive partnerships
with families.30,31 Strong interpersonal skills can also help in the following ways.

Active listening builds trust and helps you gather the information needed to deliver effective supports. It
is also important to hear what isn’t being said.32

Asking the right questions, open-ended or specific, helps to elicit meaningful information. Some people
find it easier to say what hasn’t been working for them. Asking the ‘right’ question will be more likely if
staff have specific knowledge of the child’s disability and its implications for teaching and learning.

Making space for the whole ‘story’ enables people to feel heard and builds a more complex picture of
children’s needs. Sometimes families get tired of repeating basic information. With their permission,
schools can access information from other schools or services.

Communicating directly with the student (for example in the SSG meeting) demonstrates respect for their
dignity and right to participate, and helps build the staff member’s relationship with them and their family.
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A student does not need to be verbal to communicate; it is first about getting to know them, and how
they express their needs and preferences. Resources are available to aid effective communication with
people with a disability.33

Tuning in to non-verbal signals can enhance communication. Remember, however, that body language
is not universal, but rather has its own cultural meanings. When you can, discuss with colleagues or
reflect on non-verbal cues you might need to be sensitive to when working with diverse communities.
Above all, authenticity is critical. Research has found that families know when professionals are insincere in
expressing caring or empathy.34 They appreciate warmth and interest but only when it is genuine.
Acknowledge the whole family, including siblings
Families consulted for these guides greatly appreciated school staff who were aware and inclusive of their
whole family. Practices that families welcomed included talking to the student with a disability about family
members’ interests and hobbies, asking after siblings (if they were not at the same school) and
acknowledging families’ cultural backgrounds.
Staff might also check in on the wellbeing of other family members in the course of an SSG meeting. Some
families’ sole engagement with the service system is their child’s school, making it critical that school staff
inform families about other supports available to them.
Families also very much appreciate school staff who address issues that arise for siblings at the same
school, perhaps because of their brother or sister with a disability:
We were having issues at home with one of Michelle’s brothers saying, ‘Why did she have to be born?’ At
that time Michelle had been trying really well (at school). I went to the school and asked if she could have
an award or something in assembly, to show that she’d been achieving. I said, ‘I’m asking this for two
reasons, one is for Michelle. And the other is for her brother.’ The teachers said, ‘Great idea’, and they did
it. And I think it’s changed the tone a bit because Michelle’s not always just in trouble. I don’t think Stefan’s
had an award, but Michelle has! – Melissa, mother of Michelle (who has Down syndrome and is in a
mainstream school) and her younger brothers, Stefan and Tad
Provide accessible information, use interpreters
Regardless of how well informed families appear to be, it is important not to assume they know everything
about support services. For example, many families would benefit from a plain language explanation of how
the process works and how roles are defined.
Always ask families with limited English if they would prefer to use an interpreter. This enables you both to
communicate better, and is critical to accurately understanding the family’s context, needs and choices.
Always use professional interpreters, never family or friends. This ensures accurate interpreting – that family
members are not put under undue pressure and that confidentiality and impartiality are not breached. It also
increases your service quality and helps protect all stakeholders from legal risk.
Keep people in the loop
The nature of schools can sometimes make regular communication with families a challenge. Staff should
aim for a mix of informal (drop-off and pick-up time) and formal communication with families.
One important issue to communicate with families about are your observations regarding the student’s
developing ability, skills and knowledge, and (if relevant) the family’s growing capacity to meet their own
needs. Some researchers argue that helping to build self-efficacy (see page 24) calls for reflection rather
than praise. Observation – without positive or negative judgement – is more likely to open up space for
honest, fruitful discussion.35
Other issues you might need to discuss include:
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
how changes – such the student’s development or care needs or the family’s circumstances – might
affect their funding or entitlements

relevant changes in the roles or availability of school staff (including leave), school policies and funding

support available through your school (including new supports) and financial information (such as the
resources available or the amount of funding provided through the PSD and how it is allocated)

how you plan to take the student’s needs into account in upcoming events, such as excursions or sport.
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Good practice scenario: Tasanee
The people in this story
Tasanee: student with a disability
Chanarong and Anong: Tasanee’s father and mother
Drew: Tasanee’s teacher
Paula: assistant principal
Drew has made a mental note to check in with Chanarong, but it’s hard to talk with children running
everywhere. Also, Chanarong is softly spoken and although he seems to understand Drew, Drew
sometimes finds Chanarong’s accent difficult.
Today Chanarong tells Drew that he and his wife Anong are considering changing schools. Tasanee has
been refusing to get dressed, and twice this week he’s had to carry her to the car. Drew is shocked. He felt
something was amiss but hadn’t realised it was so serious. He apologises for not raising his concerns
earlier and suggests they hold an urgent SSG meeting.
Chanarong agrees but seems distant, and Drew feels he might have agreed out of politeness, rather than a
belief that things will improve. He recalls that teachers are held in high respect in Thai culture, and wonders
if this has made it hard for Tasanee’s family to tell the school how things have been going for her.
Drew talks to Paula, the assistant principal. They agree that Paula will ring the family that evening and try to
set up a meeting. They look over Tasanee’s file, and Drew realises they haven’t held an SSG meeting for
some time. Drew plans to set meetings at the start of every term for Tasanee and the two other children
with additional needs in her class.
Although at previous meetings everyone has muddled along okay, Paula reflects that an interpreter would
make it easier for everyone to communicate, and perhaps assist Anong, in particular, to take part. She
checks this with Chanarong and Anong and they agree.
The meeting takes place the next afternoon. Paula – as chair – explains the interpreter’s role, including that
he is not allowed to tell anyone about what he hears or interprets. She also mentions the school privacy
policy, and gives a copy to Chanarong. Paula then asks Chanarong and Anong to talk about what is
worrying them. After quite a bit of encouragement it emerges that a new girl in the group has been teasing
Tasanee about things like not getting their jokes. At the same time Tasanee is feeling underconfident about
her schoolwork. Her feelings about this are exacerbating the effects of the teasing, and vice versa. Anong is
worried that Tasanee’s education is falling behind.
Paula asks Anong and Chanarong to talk about what they would like to see happen. They are primarily
concerned about Tasanee being happy and about learning maths and reading. Chanarong wonders aloud
whether Tasanee would do better at a specialist school.
Drew reassures Chanarong that he thinks Tasanee can learn in her current setting but only if she feels
motivated and confident. In maths, for example, Tasanee still confuses the numerals 5 and 8, causing
difficulties with addition and subtraction. However, she can recognise the other numerals, so she should be
able to sort it out with practice. Drew says he should make more effort to recognise when Tasanee gets it
right, and to challenge Tasanee with statements like, ‘I think you can work it out’. Anong nods, and says she
gives Tasanee similar messages at home.
Paula explains to Anong and Chanarong that children’s social development has been shown to be
important to their learning. She asks Anong, Chanarong and Drew to identify Tasanee’s closest friends and
how she best interacts with them, and they talk about how to nurture those friendships. The library has
some readers on diversity, and Drew undertakes to put these in among the other readers. He will also ask
the librarian to recommend some books featuring diverse characters for classroom story time, and says that
he will follow up with both Tasanee and her friends about how they all support and care for each other,
Working with students with a disability and their families – FINAL TEXT
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dealing with any issues of teasing and being left out.
The tension has dissipated. Paula asks Chanarong and Anong how they feel about trying these strategies.
Chanarong is formal in his thanks, but both he and Anong seem genuinely pleased and relieved at the
progress made. Paula then asks everyone present to agree formally on the actions to be taken, and they
conclude by discussing a timeline for a follow-up meeting.
Practice Tips:
Learn from observation about students’ changing needs and context
Stay in touch with families with regular ‘check-ins’ if possible
Respond to families’ concerns, recognise when there is a serious issue and suggest a possible way forward
Learn about and take account of culture
Seek support and ideas from colleagues
Plan regular SSG meetings for all students with additional needs
Offer an interpreter to people with limited English
Explain the role and confidentiality procedures for interpreters
Try different ways to get people talking; find out what families’ concerns are
Ask families what outcome they would like to see; prioritise their needs and issues
Reflect on your own practice and how it can be improved.
Encourage support for students’ education at home
Draw on the family’s knowledge and insights about their child; prioritise social development and wellbeing
Choose strategies that emphasise inclusion for students with a disability and social learning for all students
Check in with families about their experience of support
Agree on and conduct follow-up meeting
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4 Practices that support choice
By the time the child gets to about six and the child is going to school, there’s a huge difference from the
family you saw when you knocked on the door when the child was six months old – and they couldn’t even
decide when they put the kettle on or whether they wanted a coffee or a tea – to this parent who is quite
strong about going around to schools and asking a series of questions about what they need … to ensure
their child is going to be wanted and comfortable in the school. They’ve become a real advocate. – Disability
support worker
Although Melanie and Callum are at mainstream school and unaided, I’ve still requested that we have
regular debriefs, and asked for certain strategies to be put in place. So, for example, Melanie is highly verbal
and highly intelligent, but when she’s stressed all of that collapses. So she had an authorised pass to say, ‘I
need to get out of the class and find the counsellor, or the head of the subschool. There’s something going
on for me, and I have to get out of here and figure it out, or get some help with it.’ – Kate, mother of Jamie
(who has pervasive developmental disorder) and her younger siblings, Melanie and Callum (who both have
Asperger’s syndrome)
Participatory practices arise from a commitment to self-determination – the notion that people are entitled to
make decisions for themselves and live the life they choose. This principle underpins self-directed support,
which is increasingly the basis for all Victorian disability services and supports.
Everyone has the right to self-determination, but family-centred practice also requires that professionals
recognise and address the factors that affect people’s power to make choices in their lives. These include
homelessness, unemployment, educational disadvantage, poverty, isolation, lack of access to essential
services, chronic and mental illness, family violence and discrimination, including that based on gender,
ability, race, religion, sexual orientation, family structure and circumstances.
Decision making and action
Many choices are made during a family’s engagement with a school. Is this the right school for their child?
Might the child’s needs be better met by changing to either a special or mainstream setting? Which subjects
and extracurricular activities will they be involved in, and how can that be supported? How and where will
any therapeutic activities take place? How will this inform what happens in class? How will the family be kept
informed and involved? Family-centred practice asks that, as much as possible, these decisions be made by
those most affected by them.
Some professionals wonder if family-centred practice means simply ‘doing what families want’, and have
questions about where their professional expertise fits in. Being family centred does not make a
professional’s expertise less relevant – rather, it is about how this expertise is offered and used. Families will
usually welcome professional opinion when offered in the context of a meaningful family–school partnership,
and in a way that respects their values, knowledge, ideas and right to exercise choice.
Establish positive student support groups
SSGs are the key mechanism for both mainstream and specialist schools by which students with a disability
and their families work towards maximising students’ educational experience. SSGs are compulsory for all
students in the Program for Students with Disabilities (PSD) and are highly recommended for all students
with additional needs. Some ways that staff can ensure SSGs facilitate choice for students and families are:

have formal, set times for meetings (preferably scheduled well in advance)

try to meet at times when all relevant family members can attend (check who this might be)

book a professional interpreter if any family member with limited English would prefer it

ensure family members have input into the agenda
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
ensure parents decide which specialists attend SSG meetings (sometimes a particular specialist might
be brought in just for one meeting)

agree on roles and responsibilities from the outset, but be open to reviewing these as needed

welcome and encourage the participation of parent advocates, who often bring considerable knowledge
of the family and disability issues.
The tone of SSGs is largely set by staff. Starting with general discussion about the student’s life often helps
everyone to focus on the person at the centre of the process. It can be helpful at the outset of a new SSG to
invite family members to reflect on their hopes, fears and journey to date. This acknowledges the broader
context of the SSG and validates the knowledge, feelings and experience that parents and caregivers bring.
Respect for families’ input is a crucial practice in its own right. It is also a significant factor in ensuring the
appropriateness of supports and strategies. Family members have a wealth of experience in observing,
reflecting on and developing their child’s skills and capacities. They are likely to know what might work and
what might not. School staff can draw out their knowledge and work with them to apply it to the school
setting. This includes encouraging parents and caregivers to consider how school might differ from other
environments they are accustomed to seeing their child in.
As in any group, there can be disagreement in SSGs. This might arise from different expectations of the
process, of what is ‘reasonable accommodation’ for students’ needs, or from differences of opinion. It can be
helpful to staff to remember that families’ experiences have often required them to develop strong advocacy
skills on behalf of their child, and that their concerns are often based on past experience.
Involving students in student support groups
Students need to have input into decisions made about them in ways that are appropriate to both their
development and capacity. They might be involved in their SSG from at least Grade 5. Depending on their
capacities, a gradual transition might be appropriate. For example, a younger child might attend for only part
of a meeting, to discuss aims and outcomes.
Some families might be less keen than others to involve their child. This might be because of family or
cultural values because they are not optimistic their child can gain the relevant skills, or because the child or
young person’s views differ from theirs in some significant way. It is preferable for the principal or their
nominee to discuss the idea of involving the student with parents or caregivers first. Ultimately, school staff
and parents or caregivers share responsibility for preparing a student to participate in an SSG.
Work with families to set goals
When establishing or reviewing an ILP, families need to define the goals they wish to achieve. Bear in mind
that a family will have their own motivations for choosing your school, and this is likely to be linked to the
outcomes they seek for their child.
Some people might hesitate to name hopes that they fear are unrealistic, perhaps because their child’s
diagnosis was delivered without giving cause for optimism, or because experience has not shown that their
needs will be met. Supporting families to set (and partner with schools to work towards) short-term, realistic
goals for students can help them reach longer term goals that at first seem unattainable.
Families’ concerns arise from their unique knowledge of their child, and should always inform decision
making. It is also wise to work with families to deal with ‘minor’ issues early, so they don’t build into larger
ones. In the following example, two short-term goals might be for the student (who has Asperger’s
syndrome) to be in class on time, and for him and his classroom assistant to start to build a relationship:
My son is 20 minutes late for every class [because] when the bell rings everyone goes to their locker and
it is very crowded. My son doesn’t like this. He waits until everyone has gone to class before he will go to
his locker ... My son has an aide for five hours a week. She sits near him, but my son doesn’t like it. He
won’t ask her for help. When she tries to help, he ignores her. He tells me he is annoyed by this lady, ‘She
follows me all the time,’ he says. The teacher’s aide says that if she is sitting in the classroom, he sits on
the other side of the room. – Participant in a support group for parents from a North Asian community.
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Take a proactive approach to disagreements
There is always the possibility that school staff might disagree with a family’s choices, especially if they seem
likely to affect the student’s educational outcomes. In this context, it might be helpful to consider (in the
context of your role and responsibility in relation to the student and family) whether:

you have gathered enough information from the family to have a sufficiently informed opinion

you are simply feeling challenged by values different from your own

you feel that the family’s choice requires you to have skills or capacity beyond those you currently have
(in which case you might seek advice from colleagues or professional development)

your suggested course of action is informed by family-directed outcomes and responsive to family needs

you have provided enough appropriate, accessible information for the family’s choice to be well informed

the family’s thinking might change with additional support, such as a second opinion or counselling.
It is appropriate to respectfully discuss any strong concerns you have with family members. Ultimately,
unless there are protective concerns, a family’s choices are their own.
Support informed decision making
Informed decision making requires students and families to consider their needs and the relevant
information. For the latter they often rely on schools and other services. Offer information in ways that
empower them to make their own decisions freely and in their own time. It can be helpful to:

offer current information about various educational approaches and strategies

assist families in weighing up the risks and benefits of different options and in making sense of
conflicting information

share your learning from other families (respecting confidentiality), including what might be ahead for
families, and what choices they might want then

link them with other families and students in the school community or beyond (through community
organisations, support groups or other services).
‘Release’ people’s capacity to act
What if families do not want to actively engage but want you or other school staff to make the decisions for
their child? British health researcher Jennie Popay says professionals assume that people don’t engage
because they lack skills and capacity.36 Most will act on issues that matter to them, she says, if they believe
it is likely to be effective. But if experience has taught them their views will be ignored, or that ultimate control
of resources lies with professionals, they will be reluctant to engage again. Popay suggests that rather than
‘building’ people’s capacity to engage professionals, ‘release’ families’ inbuilt capacity by addressing issues
that lead to reluctance: ensuring decisions are in their hands, and their views do meaningfully inform
planning processes.
Of course everyone has different capacity to engage at different times. Most parents and caregivers also
juggle paid work, the needs of siblings and other issues, including their own health. In 2006, for example, 36
per cent of Aboriginal parents caring for a child with disability aged under 12 themselves had a chronic
disease.37 Often the primary parent has been the sole caregiver, and welcomes the ‘break’ they get when
their child enters school.
Remember that cultural or other values might also impact on how and whether the family is actively engaged
with the school or in the student’s education. For example:

The division of labour in a household might influence who is considered ‘responsible’ for a child’s
education.

Attitudes to disability might influence a family’s sense of what is possible and achievable for the student.

Differing ideas about how people learn might be the lens through which teaching practice is judged.
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
Views about what can be discussed openly and what is considered private might influence what can be
discussed directly at an SSG meeting.

The social standing of teachers in some cultures might influence a family’s way of communicating or
their sense of how much they can disagree with teachers and other staff.
Issues such as these need thoughtful responses. Explore them with families in a non-judgemental way and
adapt your practice accordingly. If you are struggling to engage a family, consider the following.

Do they need a break or more support? Respite is helpful for many families, but some don’t want other
people caring for their child. Some might be eligible for more financial assistance or help with other
responsibilities, giving them more time to support their child’s learning.

Are there differences in how staff perceive families’ roles and how the family sees it? For example, is
education seen as solely a teacher’s responsibility?

Is reluctance to engage due to unavoidable pressures or circumstances in their lives, or might they be
able to engage with different support?

Does the school need to change some aspect of its approach? Would the family feel more comfortable
with an advocate to help them through the process?

How does the family view the student’s prospects or likely outcomes? If they have been led to believe
their child has little prospect of learning, they might be disinclined to put much energy into education. It
might be helpful to focus on the student’s strengths and how these fit into the wider community and the
student’s future options.
In the end, a family’s level of engagement is up to them. Of course, some go beyond advocacy for
themselves to advocate for others and for broader change. You can encourage families to get more involved
in your school or with community-based advocacy groups.
Flexible and responsive support
Flexibility means being willing and able to tailor educational experiences and supports to students and
families’ needs and wishes. Responsiveness means being alert to when these shift.
Both flexibility and responsiveness will depend on your role and capacity. While in classrooms, teachers
might be somewhat autonomous, with resources and the broader dictates of the school setting placing some
limits on flexibility and responsiveness regarding how students can be supported.
Consider how you might tailor the support offered to family members, including siblings, parents and
caregivers who have a disability themselves. This might include:

acknowledging the challenges that having a child with a disability can bring including: grief, exhaustion
and frustration with the lack of understanding or support; financial stress; social isolation; and disruption
to family routines

using peer support, which can be a lifeline to families – both the sense of community in the school
generally and the connections developed between families with similar challenges

providing referrals for families with these and other stressors, including isolation, poverty, homelessness,
family violence, mental ill-health and chronic illness

ensuring all aspects of school life are culturally informed (see page 10) including communication, SSG
meetings, teaching practices and the curriculum.
Respond to change
Many different kinds of change can impact on students’ and families’ transitions between grades or schools:
ill-health or hospital stays; family breakdown; and graduation. Some changes are known or anticipated, and
can be planned for. Others are more sudden.
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Talk with families about how developmental shifts or changes in their circumstances are affecting them and
how the school might respond. Where relevant, you can also provide information or referral, for example, if
their eligibility or support entitlements change.
Transition points of different kinds (such as Grade 2 to Grade 3, primary to high school, mainstream to
specialist school or vice versa, childhood to adolescence) are often times of high stress. Students and
families might struggle to find their feet and define their needs in the context of teaching practices, school
procedures and resource levels that can differ greatly from those they have encountered before.
In considering your processes for responding to change, it might be helpful to think about:

how school staff stay in touch with families, and kept informed about changes that might affect the
student

how often SSGs occur, who initiates them and what they discuss – any member of the SSG should be
able to call a meeting at any time

how schools support students and families during transition times or during critical events such as
hospitalisations.
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Good practice scenario: Desi
The people in this story
Desi: student with a disability
Angela and David: Desi’s parents
Tania: school nurse
At her last SSG meeting Desi’s parents and teachers suggested she take her Year 11 over two years, with
a half-time load next year. The teachers know Desi wants go to university, and feel a staged approach
might increase her chances. They are also worried that further ill-health might put her even further behind.
Desi acknowledges their concerns but is adamant she wants to do VCE full time and graduate with her
friends. The final SSG meeting for the year is coming up, and Desi is despairing of ever convincing her
family and school to let her do VCE her way.
Desi used to see the school nurse, Tania, a lot before she was allowed to manage her own medications.
She always found Tania supportive, so decides to seek her advice. They talk for a while, then Desi says, ‘I
think Mum and Dad just want to get me away from Scott’. Tania refrains from pointing out that this would be
a fairly long-term agenda for her parents, given that Desi and Scott would be in the same year level for the
whole of next year either way. Instead, she asks Desi what makes her think this.
Desi talks about how her parents don’t like Scott, and that they’ve always been pretty strict about when she
can go out and with whom. She pauses, and half-laughs that they’re a bit like Scott in that way. He can also
get a ‘bit thingy’ about her talking to her other male friends. At this point Desi sobers completely, and says
that last week Scott called her a slut, and that he’s been giving her the silent treatment.
Tania spends some time exploring Desi’s feelings about how Scott treats her. Desi says she loves Scott but
admits she doesn’t always feel great about how he treats her. It’s nearly time for Desi’s lift home, so Tania
talks briefly about how important it is for relationships to be safe, equal and loving. She offers Desi some
pamphlets and web links about safe relationships to read and have a think about, and asks her to drop in
again in a few days. In the meantime she offers to think about what options Desi might have for
approaching the VCE issue.
The following week Desi drops in and tells Tania that she’s dumped Scott. One of the websites she visited
on Tania’s advice had a healthy relationships checklist, and hers scored ‘a big fail’. Tania asks how Desi
feels about the break-up, but Desi shakes her head and asks what ideas Tania has for next year, so Tania
leaves it for now.
Tania has consulted with the student welfare coordinator (without naming Desi) about possible options for
volunteer tutors, if Desi is interested. She has also looked at the special entry provisions for the university
course Desi hopes to get into, and suggests that she, Tania, talk with the university about how it might take
Desi’s disability into account when considering her application.
Tania suggests that Desi figure out some month-by-month goals with her SSG that would show everyone
(including Desi) whether she is on track. Part of this process would be agreeing upfront on what should
happen if full-time study doesn’t work out. Desi gives a dramatic sigh but then nods. Really, she says, she
just wants to give it a go – obviously she doesn’t want to end up back in hospital.
Tania offers to attend the next SSG meeting, but Desi feels confident that it will be okay. She says she feels
‘heaps better’ now that she has some ideas about how to make it work. As Desi leaves Tania asks her to
come back and tell her what happens. She also makes a note to check in with her again about the break-up
with Scott.
Practice Tips:
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Keep the student’s and family’s long-term goals in mind
Recognise when parents’ and students’ views clash
Hear students’ concerns and perspectives; offer support but do not take sides
Create space for the ‘whole story’ so people get to the heart of the matter
Refrain from judgement or opinion; ask exploratory questions
Disability issues are not always at the forefront
Provide information non-judgementally; encourage students to think for themselves
Tune in to non-verbal signals about what to ask
Draw on colleagues’ expertise and networks
Think laterally; gather information to ensure students’ and families’ decisions are well informed
Encourage the student and family to take responsibility for finding new approaches
Offer choice and support; empower the student to advocate for themselves
Follow up on issues of concern
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5 Technical quality
When my other daughter was born we had huge issues with Ella. Ella was very violent towards her. It was a
nightmare, the darkest days I have ever experienced. I went to her teacher and said ‘ What do I do? I need
help! How can you help me? I am not coping.’ Together we put together social stories. The teacher sent stuff
home for me to work on with her. She spoke about it with Ella at school. – Ingrid, mother of Ella (who has
Down syndrome), Ella’s older brother, Justin, and her younger siblings, Rose and Luka
I always tell teachers to ask families what is the most useful thing they can be doing with the student.
Sometimes they are surprised about the answers. Given that some children learn slowly, we’d better make
sure that we’re teaching them skills that are useful to them and their families. As we always say, there’s no
point in teaching a student to tie their shoelaces when the family has decided that velcro and slip-on shoes
are a perfectly acceptable solution for them. – Specialist school principal
Apply core teaching practice skills, enhance knowledge, stay up to date
Students and their families rely on school staff to have the expertise to provide high-quality education and
support. Staff obtain their expertise through pre-service education, experience, supervision, peer support,
secondary consultation, reading and professional development.
Teachers’ key expertise is in teaching a wide range of students. These are the primary skills needed for
teaching students with additional needs, from assessment of current knowledge and setting learning goals to
considering the most appropriate methods for each student from the teacher’s repertoire of teaching skills.
Teachers might also need to acquire specific knowledge about a student’s disability, and its implications for
learning and effective teaching. New insights into the latter are found in emerging research, making it
important for teachers to access reading and professional development that includes current thinking.
It is important that teachers do not confuse global cognitive capacity with specific aspects of skill
development. For example, a child may have cognitive capacity for basic arithmetic but – like any other
student – might find it hard. In general, when a review indicates that a student is having difficulty with an
aspect of learning, it is best to drill down to identify the actual academic deficit and its cause, rather than
rushing towards a global assessment. However, it might also be important to refer the student to an
educational psychologist for assessment.
Develop appropriate learning plans for the whole student
ILPs facilitate optimum learning outcomes for every student with additional needs across all of the Victorian
Essential Learning Standards (VELS) domains. Many of the aspects of learning in the VELS domains are
achieved via the social dimensions of school. These need to be incorporated into the ILP and discussed in
SSG meetings.
Although academic learning is central, it is important to recognise the influence of other areas of learning for
students with additional needs in special and mainstream settings. These include independent living skills,
interpersonal social skills and basic life skills (see quote from special education school principal above).
In mainstream settings templates provided in the SSG guidelines provide a framework for understanding the
student, and for goal setting, program planning, implementation and evaluation. Special settings have their
own similar frameworks.
Families, staff and other professionals each have their unique knowledge and perspective to contribute to
the templates. Research shows that most parents and caregivers have a good understanding of their child’s
development.38 Family members often have a good knowledge about how the student learns, as well as
what interests them, matters to them and motivates them. They can talk from first-hand experience about
what makes the child shut down or anxious, and suggest ways to help students manage their behaviour.
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Staff should endeavour to regard each member of the SSG as potential sources of a range of different types
of knowledge. Families are often very well read in therapeutic and educational approaches, especially
regarding their child’s particular disability. Conversely, teachers who have worked with a student over some
years will have knowledge of how they behave outside their family environment that is very valuable to
communicate to families.
Work well as a team
As discussed in chapter 1, school staff need to see themselves as part of a larger support team, even if they
don’t work directly with the other practitioners involved in the student’s and family’s life. They might ultimately
be part of several teams: a team of teachers working with the student, a team of professionals within and
outside the school, and a team within the SSG. In all of these contexts teamwork will be improved if:

everyone understands each other’s roles, skills, areas of expertise and practice approaches

records are kept in way that is clear, respectful to students families, and able to be read and understood
by everyone involved (and shared with other services, if appropriate and with permission)

everyone is kept in the loop, including families and students

there are processes in place to resolve any problems.
Refer appropriately and use secondary consultations
Not all needs can be met within the school context. Appropriate referrals help students and families to get
the assistance they need. When making a referral to another service, it is helpful to consider its affordability,
cultural relevance and inclusiveness, eligibility, waitlists, location, operating hours and professional skill level.
There should be staff in every school with well-developed referral networks and information (such as a
quality database of services), and the capacity to identify other referral pathways as needed.
Community agencies often report that their capacity to provide secondary consultation – advice on issues
relating to a student or family (who remains unidentified) – is under-used. Agencies you might consult
include multicultural, disability-specific, family violence and Aboriginal organisations, and those with
expertise in issues for lesbian, gay, bisexual, transgender and intersex students and families.
School as ‘natural learning’ environments for therapeutic outcomes
It is now common practice for therapists working with children and young people with a disability to integrate
supports into their everyday environments – an approach known as ‘natural learning’. Where once therapists
focused on teaching parents exercises ‘to do at home’, they are now more likely to work with families to
embed activities into children’s care or play and household or family activities, or to suggest ways they might
be incorporated into the classroom or other school activities.
Some activities will always be most effectively performed by therapists, rather than families or school staff.
Yet therapists can only spend an hour per week or a fortnight (at most) with the student. Families and
teachers are better placed to implement activities in the context, and at the frequency, needed for them to be
effective.
While teachers are not expected to be therapists, some aspects of a student’s therapy might potentially be
incorporated into their learning. This might include activities that are of benefit to all students in a class,
thereby enhancing the students’ integration. For example, a physiotherapist might help to develop activities
that could be used in a physical education class or a speech pathologist might offer word ‘games’ that could
be played in class.
If staff are being asked to facilitate natural learning, this needs to be discussed by the SSG. Staff must
receive any additional training and support they need, and should feel overburdened (by either the time
commitment or the ‘extra’ responsibility). There are resources available to support integration of therapeutic
outcomes within educational environments.39
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Take care of yourself
Self-care is a skill that many people pay too little attention to. It is important for your occupational health and
safety (including your mental health) and your capacity to work well with students and families. Self-care can
include: mentoring and professional support; debriefing after difficult, challenging or critical incidents; breaks
and holidays; and professional learning. Of course staff will only take care of themselves if their school
supports and expects them to do so, as discussed in the organisational guide in this suite.
A key element of self-care is working within and communicating appropriate ‘boundaries’ between school
staff and families. This can be confusing, given that qualities like care and empathy are key to building
trusting, open and collaborative relationships with families. A caring professional can also be an emotional
lifeline to students and families when times are tough.
However, a teacher, principal or education support staff member is not a friend or part of the family.
Appropriate boundaries between staff and families are best set by schools, and should be clearly
communicated to staff and families. This is especially important in small or tight-knit communities.
Of course, boundaries will vary for different schools and in different communities. The reality for some rural
or regional communities – and in many CALD communities – is that people often know, or know of, each
other. In many Aboriginal communities and organisations, people are also likely to be connected through
diverse lines of kinship, and different personal–professional boundaries might apply.
Whatever boundaries suit your school and context, if they appear to be shifting in an inappropriate direction
in a particular relationship this needs to be thoughtfully addressed by senior staff.
Preserve privacy and confidentiality
All students and families are entitled to privacy and confidentiality. Sharing information can be a helpful and
positive step in many contexts but only when it is done with appropriate consents. It is easy to inadvertently
reveal someone’s identity, for example, during a secondary consultation. When information needs to be ‘deidentified’ it is insufficient to merely change names. You must also remove all potentially identifying
information.
There may be some aspects of a student’s support that need only to be communicated to those people
directly involved. Good planning will help to identify who needs to know what and how this can be
communicated.
One issue for SSGs to consider is what language might be used in talking to other people in the school
community about a student’s disability. For example, a student and their family might have a preferred way
to respond to other students’ curiosity.
Reflect on your practice
There is good evidence of the positive effect reflective practice has on outcomes for students in the early
years, which is why reflective practice underpins standards for registration and professional practice in these
settings.40 Reflective practice might be similarly useful for educators and other staff beyond the early years.
Reflective practice has been described as ‘repeated cycles of examining practice, adjusting practice and
reflecting on it, before you try again’.41 Other researchers have identified it as requiring a focus on intended
goals, and a commitment to monitoring, evidence-based practice, open-mindedness, inclusiveness and
dialogue.42
The guides in this suite are designed to support a range of work to strengthen practice by professionals
alone, with colleagues, in supervision and in teams. A 2005 joint Canadian–British study found that written
family-centred practice materials (like these guides) contribute most effectively to practice change by
providing support for knowledge communicated through interactive and interpersonal strategies such as
problem-based learning, interactive workshops and educational outreach visits (for students). 43
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Professionals and services should therefore consider using the guides (including the good practice scenarios
herein, and the deeper conceptual discussions, practice examples and family stories in the foundation guide)
to support professional development, reflective practice, team discussion and practice-based learning.
There are also many other resources available to support reflective practice. Australian early childhood
researcher Glenda McNaughton suggests six questions that professionals wanting to engage in reflective
practice might use to create positive change:

How have I come to do things this way?

How have I come to understand things this way?

Who benefits from how I do and understand this?

Who is silenced in how I do and understand this?

How many other ways are there to do and understand this?

Which of those ways might lead to more equitable and fair ways of doing and understanding things? 44
In school settings, for example, these questions could be discussed in the context of mentoring, debriefing,
professional learning and video-assisted reflection (in which a professional reviews a video recording of their
interaction with a family). Keeping journals can be another useful form of reflective practice. Some families
might appreciate staff suggesting that their SSG be a setting for reflective practice. This is more likely in
SSGs where there is a highly developed sense of collaboration, safety and trust.
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Good practice scenario: Kyle
The people in this story
Kyle: student with a disability
Amy: Kyle’s sister
Ross: Kyle’s father
Dawn: Kyle’s paternal grandmother
Maggie: Kyle’s teacher and Year 7 coordinator
Tracy: Koorie education worker
David: the assistant principal
The problems tend to happen in class, not the playground, where Kyle’s sister and other Aboriginal
students look out for him. Maggie has had a lot of experience teaching children with autism spectrum
disorder, and wonders if this might be affecting Kyle, although no one has advised the school that he has
the condition. She phones the Koorie education worker, Tracy, to discuss a way forward.
Tracy met Dawn in the first week of school, and offers to ring her. ‘Sometimes families prefer to discuss
things with an Aboriginal worker first,’ Tracy says. ‘I’ll ask how things are going, and what services are
involved. If the family is happy to have a meeting with the school, maybe the student welfare coordinator
can come too.’
When Tracy rings, Dawn says she’s heard that Kyle has been in a bit of trouble but hadn’t realised that
Tracy could help. Tracy asks if Kyle has ever seen anyone about help with his speech or other issues.
Dawn says that a doctor mentioned autism when Kyle was little. But then the kids’ mother had left, and
Ross and the kids moved to Melbourne, so it was never followed up. Tracy tells Dawn that support is
available to help Kyle and the family, including from Tracy herself. They arrange for Tracy to visit, and for a
meeting with the school.
The first meeting at the school is just between Maggie, Tracy and Dawn. Dawn says, ‘We’ve never thought
anything was wrong. To us, Kyle’s just Kyle. He has his good days and bad days, like any kid. But if he
needs help at school, he should have it. And we should know more about autism, if that’s what it is.’
‘We’re finding out more about autism all the time,’ says Maggie. ‘Should I explain some of what I know?’
Dawn agrees, and Maggie explains how autism spectrum disorder can affect children. ‘It’s different for
every child,’ she says. ‘It’s up to the family what support you want for Kyle. But if you’re willing, there are
tests that can tell us how his condition affects him and what kind of support might help him most. You’ll be
there every step of the way.’
Dawn says she’s happy for Kyle to have any test that will help him get support. Tracy says that Kyle can
see a paediatrician at the Aboriginal health service if Dawn is happy with that. She and Maggie explain a
little about the tests that the doctor and educational psychologist normally do, and Tracy offers to come to
the appointments. Tracy tells Maggie that she’s working with Dawn to get other supports for the family.
Dawn nods, and says how much she and Kyle enjoyed the Koorie family support group meeting. ‘Tracy
suggested respite as well,’ Dawn says. ‘We’re thinking about it.’
Kyle is soon diagnosed with autism spectrum disorder and a mild intellectual disability. An application is
made to the Program for Students with Disabilities, and the school receives resources to meet Kyle’s
additional learning needs. The assistant principal, David, is responsible for students with additional needs.
With the family’s permission, he accompanies Tracy on a visit and explains to Dawn how SSG meetings
can help the family and school keep in touch and make sure the school is meeting Kyle’s needs. They set
the meetings for once a term.
Dawn, David, Tracy and Maggie attend the SSGs, as does Kyle himself. As the meetings progress Kyle’s
aide also comes sometimes, as does the student welfare coordinator and the speech therapist Kyle is now
seeing. Tracy provides family support and service coordination, including preparing Dawn and Kyle for the
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meetings, and Maggie is the link to what happens in class. Dawn appreciates the respect that everyone
shows her, and their genuine appreciation for what her grandson has to offer his school community.
Practice Tips:
Observe students and consider whether they might have additional disability-related needs
Contact Koorie education workers for secondary consultation, and to refer families for support
Recognise the impact of prior experiences on families and that a first approach from the Koorie worker can
be a positive approach
Ask what families know about their child’s disability or learning issues
Tell families about support options; offer information about their child’s disability
Inform families about diagnosis and other procedures; support them to make informed decisions
Offer families the option of Aboriginal services where available
Link families with other families experiencing similar issues
Seek family permission to attend home visits if possible and appropriate
Explain support systems; set regular SSG meetings
Invite the student to be present at SSG meetings if the family consents
Support families to engage with SSG meetings
Take the lead from families; learn and be positive about students’ strengths
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6 The importance of whole-school approaches
You may not say each year was a ten out of ten in terms of the teacher and how it went with that particular
teacher, but really it was still a ten out of ten overall because the teacher was well supported and you still felt
like you could work with them. – Jan, mother of Louise (who has an intellectual disability) and her younger
brother, Matthew
We have found that access to whole-school professional development has been helpful in reframing staff
attitudes [to family-centred practice]. It really helped us build a picture of how stressed parents can be and
an understanding of the challenges for students. We then had a common understanding to build on. I also
find professional reading very helpful. – Principal of a mainstream primary school
A common theme for families consulted for these guides was the importance of schools taking a wholeschool approach, that is, where all aspects of school life are inclusive of students with additional needs
families, from policies and procedures to professional learning, communications and decision making.
Some useful resources for staff about building engaging and inclusive school communities are:

Families as partners in learning website45

Effective schools are engaging schools46

Strengthening networks and school communities47

Towards a health and wellbeing service framework.48
Develop school and staff capacity
Every day, students come into contact with a wide range of staff in addition to their teachers, such as staff on
yard duty, school nurses, office staff and specialist teachers. All staff need to be skilled and confident in
responding to the particular needs of each student with a disability. In mainstream settings this helps create
a ‘can do’ culture that facilitates access for future students and helps destigmatise disability. If the whole
school’s capacity grows, neither the school nor students need be dependent on one or two staff.
SSGs can be a useful forum for identifying staff training needs regarding the needs of students with a
disability and families. Professional learning shaped by the concerns of students with a disability and families
could also be valuable. You could, for example, invite students and families to speak at staff development
days.
Provide leadership
Principals, assistant principals and other senior staff play a leadership role in helping to promote the skills
and capacities of staff. In our consultations with families, many emphasised their appreciation of the school
leaders who were instrumental in making their children’s schools welcoming, inclusive, family-friendly places,
and in finding solutions to problems when they arose.
You find some teachers have a positive attitude to having a child with a disability in their classroom, and
others not. If often starts with the principal and vice-principal, and works its way down. – Melissa
They particularly appreciated school leaders who had open-door policies, and who made the time to
communicate with them personally. The support, guidance and advice that school leaders give to staff also
significantly impacts on staff capacity to work in family-centred ways. Staff who feel supported might be
much more likely to seek out new knowledge, invest time in building relationships with families, or reflect
critically on their own practice.
Open up to family input
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Although reflective practice is a valuable and worthwhile strategy in its own right, it can never yield a full
picture. A number of studies in ECI and other contexts have identified differences between how familycentred professionals think they are, and the experiences of their clients. 49,50 It is possible that a similar
disparity might exist between the perceptions of schools and families. Families need to have opportunities to
feed back about their experience of their school and its policies and practices. This is an important aspect of
accountability.
Obtaining feedback in a school where there is only a handful of families of students with disabilities might
prove difficult, as confidentiality cannot be maintained. In these situations, consider whether cluster-based
feedback processes (such as surveys, focus groups or interviews) might be more appropriate. Other
processes are explored in the foundation guide in this suite.
Next steps
Many Victorian educators and other school staff are skilled in family-centred practice. It can be hard to find
the time to reflect and learn from each other and from the families in your school community, but the
evidence shows it is worthwhile.
For those wanting to read further, the foundation guide in this suite explores many ideas more deeply, and
provides many more stories from families, young people and the diverse professionals who support them.
The organisational guide might also be of interest for those wanting to explore how schools can better
support family-centred approaches to bring families into every aspect of their processes and practices.
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Definitions and glossary
Definitions
School staff – This guide has a diverse readership. We use ‘school staff’ to refer to principals, assistant
principals, teachers, integration aides, school nurses, student welfare coordinators and others involved in
supporting students with a disability and their families in school settings.
Aboriginal – We use ‘Aboriginal families/communities’ to describe Koorie/Indigenous people and also
recognise that Torres Strait Islander people living in Victoria need access to appropriate services.
Culturally and linguistically diverse (CALD) – Cultural and linguistic diversity refers to the wide range of
cultural groups that make up Australian communities. We use ‘CALD’ to describe people whose sense of
identity encompasses a specific cultural, racial, religious or linguistic affiliation other than the majority Anglo
Celtic culture or Aboriginal or Torres Strait islander cultures. This might arise from their own or their parents’
or caregivers’ place of birth outside Australia, or their ancestry, ethnic origin, religion, preferred language or
language(s) spoken at home.
Family, parents and caregivers – Family are those people who consider themselves a family (whether or
not they are related by blood or marriage) and who support and care for each other on a regular basis. In
many CALD families, grandparents or others often provide primary care, while Aboriginal definitions of family
can encompass a broad community of care beyond biological relationships.
Disability – Every child or young person’s experience of disability is different. It is influenced by their life
experiences, the attitudes of others in their environment, and how easy it is for them – and their family – to
access information, services, opportunities and the physical environment.
People who have a disability vary enormously in their understandings of their disability, and indeed whether
they identify as having a disability at all. For example, some prefer the concept of ‘difference’. And for many
people, other aspects of their identity – such as their friendship group, subculture, interests, gender, sexual
orientation, ethnicity or spirituality – are much more important.
There are many different types of disability. Disabilities can be caused by a genetic condition, illness or
accident, and include intellectual disability, physical disability, sensory disability, acquired brain injury,
neurological impairment and any combination of these. Understandings of the nature of disability are always
changing, and new and different types of disabilities are recognised.
Glossary
Individual learning plan (ILP) – ILPs are working documents for planning, providing and evaluating a
student’s learning. ILPs may be prepared for any student with additional needs.
Program for Students with a disability (PSD) – a targeted initiative that provides additional resources to
government schools to support the delivery of educational programs for eligible students with moderate to
severe disabilities.
Student resource package (SRP) – the student-based funding within the school budget, which includes
targeted initiatives funding. The SRP provides schools with flexibility to meet the diverse needs of enrolled
students. It may include additional funding for students eligible under the PSD.
School support group (SSG) – SSGs represent a partnership in the educational planning process between
the parent, guardian or carer, professionals and the school. Where appropriate the student should be part of
the program development process. SSGs are strongly encouraged for any student with additional needs, and
mandatory for students in the PSD.
School support services officer (SSSO) – allied health staff and others working with students with
additional needs.
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Endnotes
1 Department of Education and Early Childhood Development (DEECD) 2009, Victorian early years learning and
development framework, viewed November 2011, <www.education.vic.gov.au/earlylearning/eyldf/default.htm>.
2 Department of Education, Employment and Workplace Relations 2008, Family school partnerships framework, viewed
November 2011, <www.familyschool.org.au/pdf/framework.pdf>.
3 DEECD, Student support group guidelines and program for students with disabilities (PSD) guidelines, viewed
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27 Department of Education, Employment and Workplace Relations 2008.
28 VicHealth et al. 2009.
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29 DEECD 2010, Victorian early years learning and development framework evidence paper – practice principle 8:
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31 Moore and Larkin 2005.
32 Department of Human Services 2008, Every child every chance: best interests case practice model summary guide,
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33 For example, see resources listed at
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37 Australian Bureau of Statistics 2006, 2004-05 National Aboriginal and Torres Strait Islander health survey, ABS,
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40 DEECD 2010.
41 Gruska, McLeod and Reynolds 2005, cited in DEECD 2010.
42 Pollard 2002, cited in DEECD 2010.
43 Law, M, Teplicky, R, King, S, King, G, Kertoy, M, Moning, T, Rosenbaum, P and Burke-Gaffney, J 2005, ‘Familycentred service: moving ideas into practice’, Child: Care, Health & Development, vol. 31, no. 6, pp. 633–642.
44 McNaughton 2005, cited in DEECD 2010.
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