Glossary & acronyms
| Acronym | Stands for | Description |
|---|---|---|
| AAC | Augmentative and alternative communication | Communication methods that are used to supplement or replace speech or writing for those with impairments in the production or comprehension of spoken or written language. ‘Augmentative’ means “in addition to speech”, and ‘alternative’ means “instead of speech”. |
| ABLES | Abilities Based Learning and Education Support | This tool assesses the skills of students with disabilities against the Victorian curriculum (pre-Foundation levels). The tool supports the teaching and learning of students with disabilities and additional needs by providing curriculum, pedagogy, assessment and reporting resources that assist teachers in recognising and responding to the diverse learning needs of all students. |
| ACD | Association for Children with Disabilities | Victorian advocacy and information service for families of children with any type of disability. |
| ASD | Autism spectrum disorder | Autism spectrum disorder is a complex developmental disorder which affects the way an individual relates to his or her environment and their interactions with other people. People with autism spectrum disorder can experience speech and language challenges. |
| CPEC | Cerebral Palsy Education Centre | Cerebral Palsy Education Centre supports children (0-18 years) with Cerebral Palsy and similar conditions. |
| CSN | Communication Support Needs | For the purposes of this toolkit, a person with communication support needs is someone who is not able to use speech, or does not have sufficient verbal language skills, to meet all of their communication needs. It can include people who use AAC as a means to communicate, or people who may have no functional means of communication. Speech Pathology Australia and the American Speech Language Hearing Association use the term “complex communication needs” to describe someone who is unable to use speech to efficiently and effectively meet their communication needs. |
| DDA | Disability Discrimination Act 1992 (Cth) | The Federal Disability Discrimination Act 1992 provides protection for everyone in Australia against discrimination based on disability. |
| DET | Victorian Department of Education and Training | The Department of Education and Training offers learning and development support, services and resources for all Victorians, from birth through to adulthood. |
| DSE | Disability Standards for Education | The Disability Standards for Education are created under the Disability Discrimination Act 1992 (Cth). They set out the rights of students with a disability in the area of education, and the obligations that all schools in Australia must meet in order to support students with a disability. |
| ECDS | Electronic Communication Devices Scheme | The Electronic Communication Devices Scheme is a state-wide service that subsidises speech generating communication devices and software for people who have no speech or speech that is difficult to understand. It is provided through Yooralla. |
| ENQ | Educational Needs Questionnaire | This questionnaire is a tool to establish the level of resources that will be provided to the school once it has been established that the student is eligible for the Program for Students with Disabilities. It will help to determine the level of funding a child is eligible for. |
| EOA | Equal Opportunity Act 2010 (Vic) | The objectives of the Equal Opportunity Act 2010 are to encourage the identification and elimination of discrimination, sexual harassment and victimisation and their causes, and to promote and facilitate the progressive realisation of equality. |
| FBA | Functional Behaviour Analysis | Functional Behaviour Analysis can be defined as the analysis of the function of behaviour. The purpose of Functional Behaviour Aanlysis is to identify antecedents or consequences that maintain behaviour with a view to introducing adjustments that will produce an alternate behaviour or set of behaviours. |
| FBA | Functional Behaviour Assessment | A Functional Behaviour Assessment is a process that identifies specific target behaviour, the purpose of the behaviour and what factors maintain the behaviour that is interfering with the student’s educational progress. A Functional Behaviour Assessment should be used for students who have behavioural or emotional problems that interfere with their educational progress or the progress of other students. |
| ILP | Individual Learning Plan, also known as IEP (Individual Education Plan), EAP (Education Adjustment Plan), NEP (Negotiated Education Plan) | An Individual Learning Plan contains a set of individualised goals and strategies that build upon a student’s current profile and future aspirations. The purpose of an ILP is to set educational goals that are measurable, and to describe a set of strategies to address the particular educational and support needs of the student. Other terms may also be used, such as Differentiated Education Program. |
| NDIS | National Disability Insurance Scheme | The National Disability Insurance Scheme is the new way of providing disability support. The NDIS will provide all Australians under the age of 65 who have a permanent and significant disability with the reasonable and necessary supports they need to enjoy an ordinary life. |
| NECAS | Non-electronic communication aid scheme | The Non-electronic Communication Aid Scheme provides communication aids to children and adults with communication difficulties. It is a service provided by Scope that is funded by the Department of Health and Human Services (DHHS). |
| PSD | Program for Students with Disabilities (through Victorian government, DET) | The Program for Students with Disabilities is a targeted supplementary funding program for Victorian government schools. It provides resources to schools to support the provision of school-based educational programs for a defined population of students with disabilities, with moderate to high needs. Under the program, resources are provided directly to Victorian government schools to support the provision of school-based educational programs for eligible students with disabilities. |
| SSG | Student Support Group | Student Support Groups support children if they have a disability or additional needs. A Student Support Group is mandatory for all students in the Program for Students with Disabilities, and is strongly encouraged for any student with additional learning needs. |
| SSS | Student Support Services (through Victorian government, DET) | Student Support Services refers to the group of professionals who provide support to students and Victorian government schools. This may include guidance officers, psychologists, social workers, school nurses, visiting teachers, speech pathologists, curriculum consultants, and school education support staff. |
| SWEP | State-wide equipment program (government funded disability related equipment) | SWEP provides Victorian people who either have a permanent or long-term disability, or are frail aged, with subsidised aids, equipment and home and vehicle modifications to enhance their independence and facilitate community participation. |
| UNCRPD | United Nations Convention on the Rights of Persons with Disabilities (2006) | The purpose of this convention is to protect and ensure the full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities, and to promote respect for their inherent dignity. |
| VCHRR | Victorian Charter of Human Rights and Responsibilities (2006) | The Charter of Human Rights and Responsibilities Act 2006 is a Victorian law that sets out the basic rights, freedoms and responsibilities of all people in Victoria. It is about the relationship between government and the people it serves. |