improve students’ access to learning and enhanced communication between students and their teachers and peers enhance student engagement, independence and agency build inclusive school environments where all students are supported to learn together. All adjustments, interventions and other supports provided to students with disabilities and additional learning needs should be personalised and individualised to address the student’s identified learning needs and build on their strengths. Flexibility is provided to support localised and individualised decision-making for schools’ unique needs considering the resources within the school, staff capability, need for additional training, allocation of resources and developing new programs or systems. Equipment and technology can be used in schools to support students at a functional (to access content), a participatory level (to interact and engage with other students and teaching approaches) or a pedagogical level (to grow as self-directed learners). It is important that schools consider where purchased items can be incorporated within usual practices, or where usual practices can be adapted using equipment and technologies, to develop new that are more inclusive for all students. ‘norms’ The Department has developed comprehensive resources to support schools to implement the Equipment Boost for Schools. This includes: a recommended process to identify and implement equipment and technologies provided to support school-level decision-making a list of specialised equipment and assistive technologies used to support Victorian government school students as collated with the support of allied health professional peak bodies and regional, area and school based support staff. Implementation resources are not intended to be exhaustive. The resources provided aid schools to maximise their investments, implement equipment and technologies effectively and to identify examples of purchases within scope of the initiative. Refer to the .
improve students’ access to learning and enhanced communication between students and their teachers and peers enhance student engagement, independence and agency build inclusive school environments where all students are supported to learn together. All adjustments, interventions and other supports provided to students with disabilities and additional learning needs should be personalised and individualised to address the student’s identified learning needs and build on their strengths. Flexibility is provided to support localised and individualised decision-making for schools’ unique needs considering the resources within the school, staff capability, need for additional training, allocation of resources and developing new programs or systems. Equipment and technology can be used in schools to support students at a functional (to access content), a participatory level (to interact and engage with other students and teaching approaches) or a pedagogical level (to grow as self-directed learners). It is important that schools consider where purchased items can be incorporated within usual practices, or where usual practices can be adapted using equipment and technologies, to develop new ‘norms’ that are more inclusive for all students. The Department has developed comprehensive resources to support schools to implement the Equipment Boost for Schools. This includes: a recommended process to identify and implement equipment and technologies provided to support school-level decision-making a list of specialised equipment and assistive technologies used to support Victorian government school students as collated with the support of allied health professional peak bodies and regional, area and school based support staff. Implementation resources are not intended to be exhaustive. The resources provided aid schools to maximise their investments, implement equipment and technologies effectively and to identify examples of purchases within scope of the initiative. Refer to the .
EBSGuidance.docx