Enrolment Application and Support Process (EASP)



The Disability Discrimination Act, 1992 (DDA) and the Disability Standards for Education, 2005 (DSE) outline the obligations of educators to offer a student with a disability the same educational opportunities as any student without a disability.

The Enrolment Application and Support Process (EASP) ensures that students with disability are afforded access to and participation in education on the same basis as other students and that thorough planning for successful transition to school, and support at school, can occur.

The EASP is a consultative and collaborative process that encourages all participants in the education process (e.g., student, parent/legal guardian, teachers, school leadership, student support team and BCE Learning and Teaching Services personnel) to share as partners in consultations to ensure that students with disability are afforded access to and participation in education on the same basis as other students. While the EASP is specific to legislative obligations for students with disability, elements of the process can be useful to support planning for the success of students who do not have disability but may have other support needs.

The consultation process seeks to reveal and clarify:

  • The characteristics of the learner, including functional impact of the disability. 
  • The educational adjustments required for access to learning and participation. 
  • Transition planning in collaboration with school/s, family, and student.


BCE's requirements for the enrolment of students with disability is outlined in the EASP Parent Guardian brochure v010424.pdf.


When to apply the EASP

EASP is applied when an application for enrolment is made on behalf of a student for whom it is considered likely that adjustments will be required to enable the student to participate in education, and use facilities, on the same basis as students without a disability. The purpose of the EASP is to ensure successful transition and support.

The EASP is not to be applied for reconsideration of enrolment. In relation to a student with a disability who is enrolled in an educational institution, 'the education provider must take reasonable steps to ensure that the student is able to participate in the courses or programs provided by the educational institution, and use facilities and service provided by it, on the same basis as a student without a disability, and without experiencing discrimination' (Disability Standards for Education, 2005, p.19).

Following enrolment, ongoing consultation with the student and student's associates is necessary to accommodate changing needs over time. This is achieved through the processes of personalised planning, individual education planning, and/or the processes associated with the Nationally Consistent Collection of​ Data (NCCD).

Stages of the EASP

1.     There are several stages of the EASP.

2.     The stages are not indicative of discrete meetings.

3.     The nature of ongoing consultation and formal meetings required will be informed by the complexities of individual cases.

4.     The elements within stages are not necessarily in order, nor are all elements relevant in every enrolment application.

5.     Each stage is outlined in detail in the Guardian Brochure - Enrolment Application and Support Process (EASP) for Students Requiring Significant Educational Adjustments .    

Source:  BCE Spire, 2024