Resourcing to Schools

The Department of Education is committed to providing high quality inclusive education for students with disability, and supporting all schools to become increasingly disability ready and responsive to meet the needs of all students.

In 2018-19, the Department’s funding support for students with disability was $88.85 million.

Tasmanian Government schools use these additional resources to make educational adjustments to teaching and learning programs to ensure students with disability can participate and engage in quality educational programs.

A large component of this is individually targeted funding for students with disability aligned to meeting the needs defined within student Learning Plans.

Targeted Funding Supports

The Department has three support/special schools across the state and four Early Childhood Intervention Services (ECIS) centres.

All schools can utilise resources within their School Resource Package (SRP) to personalise programs and make educational adjustments to teaching programs for students within a range of needs, including for students with disability.

In addition, we provide funding aligned to individual student needs directly to school resource packages to support schools to provide quality teaching and learning programs for students with disability.

Severe Disability Register (SDR) funding

The Severe Disability Register is a register of students who meet the eligibility criteria for additional funding to their school.

The eligibility criteria is available at Severe Disability Register.

A moderation process is undertaken annually to determine eligibility.

Students accessing this funding are supported through the annual allocation of an individually targeted resource into the School’s Resource Package (SRP). Schools use this funding to provide educational adjustments for the student’s learning plan which may include specific resources, assistive technology and in many cases teacher assistant support for the classroom teacher. For more information please contact your child’s principal.

Students are supported through the SDR in all years (Prep to Year 12) with new students considered during the Kindergarten to Prep transition.

Students who arrive from interstate or outside of our school system with severe disability may be eligible for SDR support through contingency funding. For more information please contact:

If you have any concerns about your child’s educational adjustments please contact their classroom teacher or your school principal.

Additional supports for students with disability

There are a number of students who are not eligible for inclusion on the Severe Disability Register (SDR) but who have mild to moderate intellectual disability. An allocation of targeted funding for students based on an assessed intellectual capacity IQ score between 55 and 70 can be made.

These students require support to personalise their learning through a Learning Plan (LP) and may receive extra funding to provide assistive technology (e.g. an iPad or software to support literacy access), small group numeracy or literacy programs with peers focussing on developing basic skills with additional teacher assistant or teacher time.

To seek additional funding support schools need to provide current and any previous psychological assessment/s and a current Learning Plan, documenting the educational adjustments that are made for the student.

 There are also centrally funded programs to provide assistance for students with disability with information on eligibility and referral at the links below:

Development of a New Needs Based Funding Model

The Department of Education is currently working in collaboration with an external consultancy company to develop a new needs based special education funding model that will align with the national disability reform agenda focusing on strengthening needs-based funding approaches.

During early 2018 consultation forums were held statewide on the underpinning principles for the new funding approach and the model structure. The new funding model will support inclusive practice in schools and align supports to the educational adjustments teachers make in classrooms to ensure students with disability can access and engage in appropriate teaching and learning programs.