Disability Inclusion Research in Kindergartens

The Department of Education is conducting a research project focused on developing a strengths- and functional needs-based approach to identifying adjustments required to ensure children with complex medical needs, disability or developmental delay (referred to as children with additional needs) benefit, in the same way as their peers, from the educational opportunity provided by a funded kindergarten program. This research will also explore what additional supports these adjustments require in kindergarten programs. This research builds on existing inclusion supports while testing new and innovative approaches to help kindergartens better support children with additional needs in their programs.

The findings from this research will help inform advice about options for strengthening inclusion supports in kindergartens over the medium to long term.

The research aims to achieve the following outcomes:

1. Children are better able to participate in learning .
2. Staff are supported to provide inclusive education .
3. Children’s needs are identified and responded to .
4. Children’s functional needs are better understood .

Disability Inclusion Needs Survey

In 2024, the department conducted a survey to understand more about the educational support needs for children with additional needs in Victorian kindergartens. The survey results were consistent with similar studies, and found:

• Children are most likely to have social and emotional supports needs in kindergarten programs, and least likely to have physical support needs.
• More boys than girls require support for additional needs.
• Support needs increase as children grow older.
• Children in regional areas have greater support needs than children in metropolitan kindergarten programs.

The survey will be repeated in 2025 to gather more information about the children with additional needs in Victorian kindergartens.

Kindergarten Inclusion Support Profile (KIS Profile)

A KIS Profile was developed and tested in 2024. The KIS Profile asks a series of questions about children’s strengths and functional needs to systematically identify the support and necessary adjustments so they can participate in a kindergarten program.

The KIS Profile was developed in consultation with:

• Early childhood education and inclusion experts and peak organisations
• Early childhood education teachers and leaders
• People with lived experience of additional needs
• Allied health professionals.

Over 60 kindergartens tested the KIS Profile to consider the needs of more than 100 children, providing valuable feedback to inform further improvements.

Multi-Tiered System of Support (MTSS)

Research shows that the most effective models of inclusion support in early childhood and schools adopt a MTSS approach to supporting children with disability, developmental delay and complex medical needs.

As part of the research, the department exploring options for an MTSS to provide a holistic, tiered framework for considering how to support children with additional needs to participate in kindergarten The research is looking at how an MTSS can create a nuanced and tiered approach to supporting educators and services provide more effective inclusive education for children with additional needs.

The research and literature on MTSS and inclusion was considered, and workshops were held with:

• Early childhood educators and service leaders
• Families
• Academics
• Allied health professionals and early intervention professionals.

Next steps

The Disability Inclusion Research in Kindergartens project will enter its second and final year in 2025.

Key activities will include:

• developing inclusive education practice supports and guidance to improve the inclusion of children with additional needs
• testing options for a new MTSS alongside the KIS Profile and inclusive education supports with about 150 kindergarten services
• inviting kindergarten teachers and service leaders to complete a second Disability Inclusion Needs survey, to gather more information on the level and type of support needs for children with additional needs in funded kindergarten programs across Victoria.