Victorian Catholic schools provide a welcoming, safe and inclusive environment catering for the needs of all students including those with diverse learning needs.

As part of the enrolment process, schools will request information about a child’s specific needs.  When necessary, schools will establish a Program Support Group (PSG) so that those with knowledge of the child can meet to plan adjustments which may include specific support plans or medical management plans.

Specialised therapy in schools

VCEA engages the services of specialised services to support student access and participation and develop educational programs for eligible students with diverse needs.  Supports are personalised to meet the needs of the individual student.

Students who present with physical/chronic health impairment or complex care needs, requiring substantial or extensive adjustments to their educational program, may be eligible to access physiotherapy and/or occupational therapy services through the VCEA Therapy and Equipment Program. For a small number of students requiring augmentative and alternative communication (AAC) as their primary mode of communication, speech pathology services may be accessed through specialised service providers.

Aboriginal and Torres Strait Islander students

Ongoing educational, pastoral and cultural support is provided to schools, students and their families by Aboriginal and Torres Strait Islander education officers in each diocese. Victorian Catholic schools actively support participation and inclusion of Aboriginal and Torres Strait Islander children, young people and their families. Some schools employ Koorie Education Workers to support cultural inclusion and connection to community.

Funding is available to Catholic schools to support Aboriginal and Torres Strait Islander students. You may contact your child’s school for more information. Schools work to establish culturally safe environments where the diverse and unique identities and experiences of Aboriginal and Torres Strait Islander children and young people are respected and valued. In order to facilitate this further, links are established with Aboriginal and Torres Strait Islander community organisations to enhance the learning experiences for students.

The Opening the Doors Foundation is an Aboriginal-led community organisation supporting educational opportunities for Aboriginal and Torres Strait Islander students attending Catholic schools. The Foundation supports the extra costs associated with schooling for Aboriginal students around Victoria. These are costs not otherwise funded by government or other educational funding sources, such as school uniforms, books, school camps and other school associated costs. Requests are submitted to the Foundation annually through an online application process.

VCEA recognises and values the unique position of Aboriginal and Torres Strait Islander peoples in Australia’s holistic and educational landscape. The National Aboriginal and Torres Strait Islander Education Strategy (2015) (NATSIES 2015) has established a framework that outlines the ‘principles and priority areas to inform the development and implementation of both local and systemic-level actions.’ The VCEA Aboriginal and Torres Strait Islander Education Action Plan foundation stones underpin the priority areas of the NATSIES 2015. This document enables school leaders to facilitate change in the following domains:
• Whole-school approach
• know the student
• professional development
• cultural competence
• high expectations
• supporting national priorities.

The key actions outlined in the Aboriginal and Torres Strait Islander Education Action Plan are designed to guide school communities to encourage and support every student to achieve their full learning potential.

Appendix 1: Possum Skin Cloak Plan (Diocese of Sandhurst) 

New Arrivals and Refugee students

As Catholic educators, we embrace the principle of diversity, which encompasses all learners, including those from culturally diverse backgrounds. A significant percentage of students for whom English is an Additional Language (EAL) are enrolled in Catholic schools across Victoria. These students come from a diverse range of linguistic and cultural backgrounds and enrol in our schools as both migrants and refugees. These Guidelines articulate the missionof Catholic education, where “all students regardless of race, age or gender, by virtue of their dignity as human persons, ‘have an inalienable right to an education,’ suited to their needs and adapted to their ability (Second Vatican Council 1965, n. 1).

VCEA Guidelines for Supporting New Arrivals and Refugees 2024

VCEA Letter of Response to the Disability Royal Commission Recommendations.

VCEA has provided feedback in response to the recommendations made by the Disability Royal Commission in its final report.