Support for children with additional needs

The Inclusion Agency works alongside early learning services to support inclusive practice.

They help educators understand what might be making it harder for a child to participate, and support them to find practical solutions.

They can:

• help educators build their skills and confidence to support all children
• work with services to create a Strategic Inclusion Plan
• provide access to helpful resources and equipment
• support services to apply for funding if extra support is needed.

Their goal is to make sure every child has the chance to feel included, participate, and thrive.

Depending on a child’s needs, support may include:

• extra educator support in the room
• practical strategies to support children’s participation
• advice from inclusion specialists
• changes to the learning environment or daily routine.

While the program supports the service, the outcome is better support for your child.

This means your child can:

• take part in everyday learning and play
• build friendships with other children
• feel more confident, safe, and included.

You do not need to apply directly.

Inclusion support is accessed through the early learning service such as childcare, Family Day Care or before and after school care.

If extra support may be needed:

• speak with the educator or service leader
• ask what supports are already in place
• the service can connect with the Inclusion Support Program if needed.

In Victoria, the Victorian Inclusion Agency delivers free inclusion support to early and middle childhood education and care services through the Inclusion Support Program.

Their vision is for all children in Victoria to be able to take part in early learning in a meaningful way, within their local community.

Website: Victorian Inclusion Agency
Email: via@cccinc.org.au
Phone: 1800 177 017

Inclusion support is available for any child who may need extra help to participate.

This can include children who:

• have a disability or developmental delay
• have medical or health needs
• are experiencing social or emotional challenges
• come from different cultural or language backgrounds
• are Aboriginal or Torress Strait Islander
• have experienced trauma or significant life changes.

A diagnosis is not always required.

No. Early childhood education and care services must follow the Disability Discrimination Act 1992.

This means services cannot refuse a child based on disability or additional needs. They must make reasonable adjustments to support inclusion wherever possible.

Yes. Many local childcare and kindergarten services are experienced in supporting children with a wide range of needs.

Inclusion can look different for every child. Some examples include:

• using visual supports to help with routines and understanding
• simple communication tools such as basic sign language
• adjusting activities so all children can join in
• providing extra support during transitions or group times
• creating a calm and predictable environment.

These small changes can make a big difference in helping children feel safe and included.

Finding the right service can take time, especially when additional support is needed.

It can help to:

• look for services with strong quality ratings
• visit and observe the environment
• ask how inclusion is supported
• talk openly about needs and expectations.

A welcoming, flexible and supportive environment is a good sign.

Open and ongoing communication is key.

Sharing information about strengths, interests and needs helps educators provide the best support.

Regular conversations can help:

• build a shared understanding
• track progress
• address concerns early.

No. Inclusive environments benefit all children.

They help children to:

• understand and respect differences
• build empathy and social skills
• learn cooperation and problem-solving.

Inclusive programs create stronger, more supportive communities for everyone.

Preschool Field Officers work alongside kindergarten educators to build their skills and support inclusive practice.

They provide:

• support to identify children’s learning and development needs
• practical strategies to help children participate in everyday activities
• guidance to support social, emotional, and behavioural development
• advice on adapting programs to be more inclusive
• modelling and coaching to strengthen educator practice
• access to resources and tools to support inclusion
• information about referral pathways and local services for children and families who may need additional support.

Preschool Field Officers work with educators to guide and support the kindergarten team to provide a more inclusive program. This approach recognises that educators play an important role in supporting children’s learning and development every day.

The program focuses on building the skills and confidence of educators, so they feel supported to meet the needs of all children. This includes helping educators to:

• build knowledge and practical skills to support children with different abilities, interests, and needs
• plan inclusive programs where all children can participate and learn
• feel confident in their role supporting children with additional needs
• respond to family concerns about a child’s development
• understand when and how to connect families with additional supports if needed.

• Speak with the kindergarten educator or service leader
• Share any observations or concerns
• The kindergarten can request PSFO support if needed
• In Whittlesea, the PSFO program is managed by Uniting Early Learning.

Who can use the PSFO Program?

The PSFO program is available to all Early Childhood Teachers requesting inclusion support for children with additional needs who attend a State-funded 3- or 4-year-old Kindergarten program or Early Start Kindergarten.

Who are children with additional needs?

Children with additional needs are those who may need extra support to take part in learning and everyday activities.

This can include children with developmental concerns across different areas, as well as children whose experiences may be affecting their development.

This may include:

• Challenging behaviours
• Speech, language or communication delays
• Social or emotional difficulties
• A diagnosed disability
• Family circumstances that may impact wellbeing
• Experiences of trauma

What is the cost of the program?

There is no cost to families or services. It is a State Government funded program.

What if a child is already receiving support from the National Disability Insurance Scheme (NDIS) or an early childhood intervention provider?

If a child is a NDIS or an Early Intervention participant, it is expected that the Early Childhood Teacher in consultation with the family will seek support from this provider in the first instance. If the Early Childhood Teacher has made all efforts but has been unable to engage these supports, they can request support from the PSFO program. If the NDIS supports do not include support to the kindergarten, then a PSFO referral can be made.

Does the PSFO meet directly with families?

Preschool Field Officers recognise that families play an important role in a child’s learning and development.

Their main role is to support educators, but they can also connect with families when needed. This may include joining a meeting or having a phone conversation, usually with the support of the kindergarten.

Educators are encouraged to work closely with families, with guidance from the Preschool Field Officer, to build strong and respectful relationships that support each child’s learning.

If there are concerns about a child’s development, the first step is to speak with the kindergarten educator. If needed, the educator can work with the Preschool Field Officer to organise further support.

The KIS program can help kindergartens with:

• professional development and training for educators
• planning and delivering inclusive learning programs
• working closely with families and support networks
• providing an additional educator or assistant in the room.

1. Kindergartens (not families) apply for KIS support
2. A support plan is developed first, with family involvement
3. Applications are assessed for eligibility
4. The kindergarten keeps families informed throughout the process.

The first step is to speak with the kindergarten team. If you have any concern after speaking with them that are not resolved, you can contact your closest Department of Education office.

The early childhood team works with families to understand their needs and provide practical support.

This may include:

• talking through concerns and identifying priorities
• sharing information about child development
• providing strategies to support learning and wellbeing
• connecting families to local services such as playgroups, health services, and early learning
• supporting access to the National Disability Insurance Scheme (NDIS), if appropriate.

For children under 6, early supports may be provided to help with development, wellbeing, and participation in everyday life.

Support is delivered by a team of experienced professionals who understand child development. This may include:

• Early childhood teachers
• Speech pathologists
• Occupational therapists
• Physiotherapists
• Psychologists
• Social workers

Families work together with one key contact to build the right supports.

Early support is available for:

• children under 6 years of age
• children with developmental concerns, delay, or disability
• families wanting guidance or support with development.

Some families access support through the NDIS, which provides funding for children with disability or significant developmental delay.

Support can also begin without a diagnosis.

If there are concerns:

• speak with a GP, MCH Nurse, or paediatrician
• talk to an early learning service
• contact a local support service for advice.

Getting support early can:

• build your child’s confidence and skills
• support learning and development
• help your child participate in everyday activities.