The post compulsory education systems approach toward inclusion for all people is crucial in ensuring a positive and successful learning experience for individuals with disabilities. The accommodations, structural and systemic changes occurring within the education sector that foster and promote an inclusive learning environment are instrumental in changing culture and opportunities for genuine participation for all learners.

A recent forum with learners with a broad range of additional learning needs identified that the presence of Disability Support Workers within the learning environment frequently made the difference between students with disabilities succeeding in their education and training goals or withdrawing from education altogether. Students with a disability reported that the approaches and attitudes of the Disability Support Staff were central to their personal learning experiences and educative outcomes. Effective and appropriate support processes which promote the development of independent learning skills are recognized broadly by students as the most empowering approach to educative support.

Students have also identified that one of the biggest obstacles to genuine participation and inclusion was inappropriate approaches to support which reflect the ‘helping’ attitudes in contrast to that of a professional team member operating for the overall aim of independent learning for the student.

Traditional support models for learners with a disability have relied heavily on the role of Disability Support Workers. The growth of this role Australia wide has reached a point where the Disability Support Worker needs professional recognition and requires a professional and accountable framework in the context of tertiary education.