Shopping CartGovernment Funding for Children’s Key Word Sign Training
Did you know: You may already have funding available.
Did you know your early childhood service or school may already receive government funding or government grants that could potentially be used towards Children’s Key Word Sign professional development?
Across Australia, a range of government programs support professional learning, educator capability, communication, inclusion, wellbeing and improved outcomes for children—all areas closely aligned with Children’s Key Word Sign.
We’ve brought together some of the main funding and support programs we are aware of below to help you explore what may be available to your service.
Select your state on the map to get started.
Please note: Funding programs, eligibility and allowable expenditure can change and may vary between services. The information below is provided as a guide based on publicly available government information. We recommend checking the linked government guidance and confirming eligibility and proposed expenditure with the relevant department, funding body or Inclusion Agency before booking.
Queensland
Queensland Early Learning Settings
Kindy Uplift
If your Queensland kindergarten receives Kindy Uplift funding, it may be used to access Children’s Key Word Sign professional development, resources and implementation support where these align with your service’s identified priorities.
The Queensland Government specifically states that Kindy Uplift can fund “professional development, programs, resources and supports” to build teacher and educator capability and support inclusion.
Children’s Key Word Sign aligns particularly well with five Kindy Uplift priority areas:
• Equity and access for all
• Social and emotional learning
• Executive function
• Language and literacy
• Mathematics and numeracy
Our established Kindy Uplift packages are designed to help services move beyond simply learning signs and embed KWS into everyday practice. Packages can include whole-service KWS training, specialist Emotions and Early Maths professional development, coaching and mentoring, ongoing learning and practical resources.
How do I access it?
Eligible services receive their own Kindy Uplift allocation and work with their advisory support organisation to identify priorities, plan how funding will be used and engage appropriate providers.
Importantly, the Queensland Government does not have an approved or preferred supplier list for Kindy Uplift. Services and their advisory support organisations select providers that are appropriate for their identified needs.
If communication, inclusion, social and emotional learning, language and literacy or mathematics and numeracy are among your priorities, talk to your service leadership and Kindy Uplift advisor about including Children’s Key Word Sign in your plan.
Inclusion Support Program
Accessed through your Inclusion Agency rather than automatically allocated.
Eligible Queensland ECEC services may also access the Australian Government Inclusion Support Program (ISP).
From 1 July 2026, KU Children’s Services is the Inclusion Agency for Queensland. Eligible services work with an Inclusion Professional to identify barriers to inclusion, build educator capability and determine appropriate strategies and supports.
If communication or participation is an identified barrier to inclusion within your service, our Children’s Key Word Sign package may be worth discussing with your Inclusion Professional as part of your wider inclusion planning.
Because ISP and Inclusion Development Fund support have specific eligibility and expenditure requirements, we recommend speaking with KU before assuming that funding can be used to purchase Children’s Key Word Sign training.
Queensland Schools
Queensland schools may have funding available that could support Children’s Key Word Sign professional development. The funding pathway differs between state and non-state schools, so we recommend checking the funding available within your individual school.
Queensland State Schools
School Budgets or Available Appropriations
Queensland state schools receive government funding through a range of appropriations. Core funding is provided for general or identified operating needs, with principals having discretion over how those funds are used to deliver the funded purpose or outcome. The Queensland state-school funding framework also specifically recognises professional development within a number of funding and appropriation categories.
This means your school may already have budget or funding available that could be used to access external professional development such as Children’s Key Word Sign, where it is consistent with your school’s priorities and the conditions of the particular funding being used.
Children’s Key Word Sign professional development can help schools build staff capability in:
• inclusive and communication-accessible classroom practice
• supporting students with diverse communication needs
• student participation and engagement
• receptive and expressive communication
• social and emotional learning
•language and literacy
• early mathematics.
We also provide coaching, mentoring and practical implementation support, helping staff move from learning signs to actually embedding KWS across the school day.
How do I access it?
Speak with your principal, business manager or professional learning coordinator about the professional development budget and other school funding available to your school and whether Children’s Key Word Sign can be funded from it.
We’re happy to provide a quote, program outline, evidence base and information about how our professional development aligns with your school’s identified priorities.
As school budgets and funding conditions vary, please confirm the proposed expenditure with your school before booking.
Click here for more information on Queensland Government state school funding.
Rural and Remote Education Access Program (RREAP)
If you’re a rural or remote Queensland state school, there may be a more specific funding pathway for professional development. Eligible schools automatically receive funding through the Rural and Remote Education Access Program (RREAP).
Importantly, the Queensland Government specifically identifies professional development for staff as an eligible use of RREAP funding.
This means Children’s Key Word Sign professional development may be able to be funded through your existing RREAP allocation where it meets the program requirements and supports your school’s identified educational needs.
KWS may be particularly valuable for rural and remote schools wanting to build staff capability in communication, inclusion and supporting students with diverse communication needs, especially where access to specialist services and professional learning can be more limited.
Speak with your principal or school administration about the RREAP funding available to your school and whether Children’s Key Word Sign professional development could be included in your planned expenditure.
Professional development for a cluster of schools
RREAP also supports School Cluster Committees to organise professional development projects.
This may provide an opportunity for several eligible rural or remote schools to come together for Children’s Key Word Sign professional development, making training more accessible and cost-effective across a region.
If you’re interested in organising KWS professional development across a cluster of schools, please contact us. We can work with you to develop an appropriate training package and quote.
Click here for more information on RREAP.
Queensland Non-State Schools
Students with Disability Program
Queensland’s Students with Disability Program supports eligible students with disability in non-state schools by funding reasonable adjustments that improve access to and participation in education.
The program specifically identifies adjustments in:
• communication
• curriculum
• social participation and emotional wellbeing
• health and personal care
• safety
• learning environment and access.
It also aims to ensure teachers have the support and training they need to plan and implement effective educational adjustments. This aligns particularly strongly with Children’s Key Word Sign.
Our professional development builds the capability of teachers and other school staff to provide practical communication support that can help students understand language, express themselves, participate with peers, access classroom learning and communicate their emotions, choices and needs.
Importantly, the Queensland Government specifically lists professional development for teachers working with eligible students with disability as an allowable use of this funding. Funding may also be used for external support services and specialised equipment and resources. This means that where Children’s Key Word Sign forms part of the support and adjustments provided for eligible students, the program appears to provide a strong potential funding pathway for our professional development.
How do I access it?
The program applies to eligible students identified through the Nationally Consistent Collection of Data on School Students with Disability (NCCD) at the supplementary, substantial or extensive levels of adjustment.
Funding is administered through the Queensland Catholic Education Commission and Independent Schools Queensland, which distribute funding within their respective sectors.
If your school receives this funding and supports eligible students who use, or could benefit from, KWS, speak with your school’s inclusion/disability team, principal or funding administrator about whether Children’s Key Word Sign professional development could form part of your planned adjustments and staff capability building.
It also aims to ensure teachers have the support and training they need to plan and implement effective educational adjustments. Schools should confirm the proposed expenditure with their relevant funding administrator before booking.
New South Wales
New South Wales Early Learning Settings
Long Day Care – Stay Strong
Eligible NSW Long Day Care services receive Start Strong Program Payments.
This is a particularly clear funding pathway for Children’s Key Word Sign because the current guidelines expressly allow expenditure on:
“internally or externally delivered training, professional development and conference fees”
Program Payments can therefore potentially be used to access Children’s Key Word Sign professional development where the expenditure supports the objectives of Start Strong and complies with the program rules.
How do I access it?
Eligible providers receive their Program Payment quarterly. There is no separate CKWS funding application, the service determines how eligible Program Payment funds are spent.
Make sure you are using the Program Payment, not funding reserved for fee relief.
View Start Strong for Long Day Care guidelines →
Community Preschools – Start Strong
Eligible Community Preschools receive a Start Strong Program Payment that can be used for operating costs supporting high-quality early childhood education and service improvement.
Professional development and training may therefore be an appropriate use where it supports your educational program and quality priorities.
How do I access it?
Existing funded community preschools receive quarterly funding. Speak with your service leadership about the Program Payment available and your service-improvement priorities.
View Start Strong for Community Preschools →
Disability and Inclusion Program
Eligible not-for-profit community and mobile preschools can access NSW’s Disability and Inclusion Program, including High Learning Support Needs funding, Inclusive Environments support and free Sector Capacity Building support. There is potential for some funding to be used to purchase our Children’s Key Word Sign Poster Generator and other resources.
For more information please the NSW Disability and Inclusion Program →
Inclusion Support Program
Eligible CCS-approved services can access the national Inclusion Support Program through KU Children’s Services and inclusion development fund to address barriers to inclusion that cannot be resolved through support from an Inclusion Agency or the Specialist Equipment Library.
Find NSW Inclusion Support information →
New South Wales Schools
Low Level Adjustment for Disability
The Low Level Adjustment for Disability (LLAD) equity loading could provide a particularly strong funding pathway for your school to access Children’s Key Word Sign professional development. Every mainstream NSW public school receives this funding to support students with disability, including flexible funding that schools can use to respond to the needs of their students.
Importantly, the NSW Department of Education specifically identifies using LLAD funding to “engage experts from a variety of sources to provide targeted professional learning” and build staff capacity. This aligns strongly with Children’s Key Word Sign professional development, which builds the capability of teachers, SLSOs and other school staff to create more communication-accessible and inclusive classrooms and support students to understand, communicate, participate and access learning.
Schools can also extend their initial Children’s Key Word Sign training through coaching, mentoring and ongoing implementation support, helping staff confidently embed KWS into everyday school practice.
How do I access it?
Your school already receives LLAD funding. Speak with your principal, Learning and Support Team or staff member responsible for disability and inclusion about using your school’s flexible LLAD funding for Children’s Key Word Sign professional development.
View NSW Government Low Level Adjustment for Disability funding →
Professional Learning Funding
The NSW Department of Education states that professional-learning funding for all school staff is allocated through the School Budget Allocation Report (SBAR).
Schools can use this funding for teacher relief, course costs, presentations by suitable and qualified facilitators, and other professional learning designed to improve student outcomes.
If your School Excellence Plan identifies priorities around communication, inclusion, mathematics and numeracy, social and emotional wellbeing, or supporting students with diverse communication needs, Children’s Key Word Sign professional development can help.
We offer much more than an introduction to KWS. Schools can access whole-school training, specialist Early Maths and Emotions training, coaching and mentoring, practical resources and ongoing implementation support—giving staff the skills and support to embed KWS meaningfully across everyday teaching and learning.
How do I access it?
Your school already receives professional-learning funding through its SBAR. Speak with your principal or professional-learning coordinator about using your available funding for Children’s Key Word Sign professional development.
South Australia
South Australia Early Learning Settings
Preschool Boost
Every Flying Start partner receives Preschool Boost funding.
Services use the funding to purchase evidence-informed supports from the Preschool Boost Menu, including educator training, leadership, mentoring and allied health support. Our Children’s Key Word Sign professional development is particularly well aligned because it builds educator capability across communication, inclusion, language, emotional learning and early mathematics.
How do I access it?
Services plan their Preschool Boost expenditure within their Flying Start Partnership Plan and purchase relevant supports from the Menu.
2026 Three-Year-Old Preschool Readiness Funding
Government preschools commencing 3-year-old preschool in 2026 received a one-off grant of at least $10,000 per site, which the government expressly stated could be used for professional development, program resources, furniture/equipment and environmental adjustments. This funding could be used for our CKWS training or for the Key Word Sign Poster Generator or other resources.
Inclusion Support Program – Gowrie SA
Eligible CCS-approved services can access the national Inclusion Support Program through Gowrie South Australia.
Where communication is an identified barrier, services may wish to discuss whether tailored Children’s Key Word Sign support could form part of their inclusion strategy.
We can adapt the program around your identified needs and provide information and a quote where an Innovative Solutions application is considered appropriate.
Find SA Inclusion Support information →
South Australia Schools
School Professional Learning and Site Funding
South Australian government schools manage funding and undertake professional learning according to their individual school priorities.
We have not identified a statewide external-PD allocation as explicit as NSW’s SBAR or Victoria’s Tier 2 funding, so we would not suggest that a particular SA government funding stream automatically pays for CKWS.
However, schools may have professional-learning or site funding available where Children’s Key Word Sign supports an identified priority around communication, inclusion, wellbeing, language or mathematics.
How do I access it?
Speak with your principal or business manager about the professional-learning and site funding available to your school and whether Children’s Key Word Sign may be an appropriate expenditure.
Parents in Education Funding
South Australia also periodically offers Parents in Education funding to government schools and preschools for projects that strengthen parent engagement.
This is not ordinary staff professional-development funding. However, a specific KWS project designed around educators, children and families learning communication strategies together may potentially be worth exploring where it aligns with a future funding round.
View Parents in Education funding information →
Victoria
Victoria Early Learning Settings
School Readiness Funding
Children’s Key Word Sign aligns strongly with all three School Readiness Funding priorities:
• Communication
• Wellbring
• Access, Inclusion and Participation
While we are not currently on the School Readiness Funding (SRF) Menu we are different to other KWS training available as we provide a broader early-childhood implementation pathway, incorporating specialist Emotions and Early Maths training, coaching, mentoring, on-the-floor support, ongoing learning and resources.
School Readiness Flexible Funding
Services receiving more than $10,000 in SRF can use up to 25% as Flexible Funding for eligible programs and supports that are not on the Menu.
This potentially provides a pathway where a service can demonstrate that the existing Menu item does not meet its identified need for a specialised, ongoing and early-childhood-specific KWS package.
How do I access it?
Flexible expenditure must be discussed with the service’s Early Childhood Improvement Branch.
We can provide supporting information explaining how our package differs from the existing Menu item and how it aligns with the service’s identified priorities.
Kindergarten Inclusion Support
Victoria has a separate Kindergarten Inclusion Support (KIS) program for funded kindergartens supporting children with disability, developmental delay, high support needs or complex medical needs.
KIS support can include:
• specialist consultancy
• specialist training for staff
• coaching
• additional staffing
• specialised equipment
This does not mean a service can automatically purchase Children’s Key Word Sign through KIS, but communication-focused KWS training, coaching and specialised resources may be worth discussing with the relevant KIS provider where it directly addresses an eligible child’s inclusion needs.
View Kindergarten Inclusion Support →
Inclusion Support Program
Eligible CCS-approved Victorian early childhood services can access the Australian Government’s Inclusion Support Program (ISP) through the Victorian Inclusion Agency, led by It Takes A Village.
If communication or participation is an identified barrier, Children’s Key Word Sign may be worth discussing with your Inclusion Professional. Services have previously accessed Innovative Solutions funding for tailored CKWS support, and we can adapt our training, coaching and resources around your service’s specific needs.
How do I access it?
Contact the Victorian Inclusion Agency and discuss your inclusion barriers with an Inclusion Professional. If CKWS is considered appropriate, we can provide a tailored proposal, quote and supporting information. Funding is assessed individually and cannot be guaranteed.
Find Victorian Inclusion Support information →
Victoria Schools
Disability Inclusion Tier 2
All Victorian government schools receive Disability Inclusion Tier 2 school-level funding to strengthen inclusive practice.
The Department gives specific examples of allowable expenditure including:
• professional learning for staff
• an external speech pathologist developing a communication program and training teachers
• external specialists providing professional learning
• coaching staff
• an external consultant providing professional learning around an identified student need and ongoing support
This aligns particularly well with Children’s Key Word Sign. Our approach is not simply a one-off training session, we can provide whole-school professional development, specialist Emotions training, coaching, mentoring, practical resources and ongoing implementation support. This helps schools build staff capability and embed inclusive communication strategies across classrooms and the wider school environment.
If communication, participation, inclusive classroom practice or supporting students with disability are identified priorities within your school, Children’s Key Word Sign may be an excellent fit for your Tier 2 funding.
How do I access it?
Speak with your principal, Disability Inclusion lead or business manager about your school’s Tier 2 funding and whether Children’s Key Word Sign could support your identified priorities.
View Victorian Government Disability Inclusion Tier 2 funding examples →
Western Australia
Western Australia Early Learning Settings
Inclusion Support Program – Inclusion Support West
Eligible CCS-approved WA early childhood services can access the Australian Government’s Inclusion Support Program (ISP) through One Tree – Inclusion Support West. From 1 July 2026, One Tree is WA’s official Inclusion Agency, helping services identify barriers to inclusion and build educator capability and confidence.
If communication or participation is an identified barrier, Children’s Key Word Sign may be worth discussing with your Inclusion Professional. The program’s Innovative Solutions funding can support flexible responses to identified inclusion barriers, including specialised inclusion training where appropriate.
We can tailor our training, coaching, resources and implementation support around your service’s specific inclusion needs and provide a proposal and quote to help you explore funding.
How do I access it?
Contact Inclusion Support West and discuss your needs with an Inclusion Professional. They can help develop your Strategic Inclusion Plan and, where appropriate, assist with an Inclusion Development Fund application. Funding is individually assessed and cannot be guaranteed.
Find WA Inclusion Support information →
Western Australia Schools
State Schools
Western Australian Public School Funding
WA public schools operate through a Student-Centred Funding Model, with additional funding provided for groups including:
• students with disabilities
• socially disadvantaged children
• Aboriginal students
• EAL/D students
• small and isolated schools
Schools have flexibility in how they use their available resources to respond to their students and school priorities, and WA Department of Education guidance also allows schools to fund professional development where there is a clear work-related benefit.
If your school has identified priorities around communication, inclusion, disability, language and literacy, social and emotional learning or supporting students with diverse communication needs, you may be able to use available school or professional-learning funding to access Children’s Key Word Sign training.
Our professional development can include whole-school KWS training, specialist Emotions training, coaching, mentoring, practical resources and ongoing implementation support, allowing schools to choose support that best meets their identified needs.
How do I access it?
Speak with your principal or Manager Corporate Services about the funding available within your school and whether Children’s Key Word Sign professional development is an appropriate use of those funds. As funding sources and expenditure requirements vary, we recommend confirming the appropriate budget before booking.
View WA public-school funding →
Non State Schools
Special Education Funding
WA Catholic and Independent schools may receive Special Education funding for eligible students with disability and additional High Support Needs funding for students with very severe disabilities.
This funding is provided in recognition of the additional costs involved in educating students with disability and must be used to support the education of the eligible students for whom it is provided, either individually or collectively.
Where Children’s Key Word Sign would support an eligible student’s communication, understanding, participation or access to learning, your school may wish to explore whether KWS professional development could form part of the support being provided. Training staff in KWS can help build a more consistent communication environment around students who benefit from additional communication support.
How do I access it?
Non-government schools apply through their relevant sector body. Catholic and Independent schools should speak with their inclusion team, school leadership or funding administrator about whether Children’s Key Word Sign is an appropriate use of the funding for their eligible students. As the published guidance does not specifically identify external professional development as an allowable expense, we recommend confirming this before booking.
View WA Special Education Funding →
Tasmania
Tasmania Early Learning Settings
Inclusion Support Program – Lady Gowrie Tasmania
Eligible CCS-approved Tasmanian early childhood services can access the Australian Government’s Inclusion Support Program (ISP) through Lady Gowrie Tasmania.
If communication or participation is an identified barrier, Children’s Key Word Sign may be worth discussing with your Inclusion Professional. Innovative Solutions funding can provide flexible support to address identified inclusion barriers, where appropriate.
We can tailor our training, coaching, resources and implementation support around your service’s specific inclusion needs, helping you develop a program that is practical and relevant to the children, educators and communication environment within your service.
How do I access it?
Contact Lady Gowrie Tasmania and discuss your inclusion needs with an Inclusion Professional. Where Children’s Key Word Sign is considered an appropriate response, we can provide a tailored proposal, quote and supporting information to help you explore available funding. Funding is assessed individually and cannot be guaranteed.
Find Tasmanian Inclusion Support information →
Tasmania Schools
Educational Adjustment Disability Funding
Tasmanian government schools receive Educational Adjustments Disability Funding.
The model provides both staffing and money, with formula-based funding described as flexible funding to help schools support students with disability.
Funding is linked to students receiving Supplementary, Substantial and Extensive adjustments under the NCCD.
This creates a plausible pathway for KWS where professional development forms part of the adjustments and staff capability required to support students with communication needs.
However, the public guidance doesn’t explicitly say “external professional-development providers”, so schools should confirm allowable expenditure before booking.
How do I access it?
Schools receive allocations following their annual moderation process. Speak with the principal, support teacher or school business manager about whether KWS professional development can form part of your educational-adjustment planning.
View Tasmania Educational Adjustments Funding →
Australian Capital Territory
Australian Capital Territory Early Learning Settings
Inclusion Support Program – KU Children’s Services
Eligible CCS-approved ACT early childhood services can access the Australian Government’s Inclusion Support Program (ISP) through KU Children’s Services.
The program helps services identify and address barriers to inclusion, build educator capability and support the meaningful participation of children with additional needs. Services work with an Inclusion Professional to identify their needs, develop or review their Strategic Inclusion Plan and explore appropriate strategies and supports.
If communication or participation is an identified barrier, Children’s Key Word Sign may be worth exploring. Services have previously accessed Innovative Solutions funding for tailored Children’s Key Word Sign support, and we can adapt our training, coaching, resources and implementation support around the specific needs identified by your service.
How do I access it?
Contact KU Children’s Services and discuss your inclusion needs with an Inclusion Professional. If Children’s Key Word Sign is considered an appropriate strategy, we can provide a tailored proposal, quote and supporting information to help you explore an Innovative Solutions application. Funding is assessed individually and cannot be guaranteed.
Find ACT Inclusion Support information →
Australian Capital Territory Schools
Students with Disability Funding
ACT public schools receive government funding to support students with disability and diverse learning needs. Importantly, the ACT Government states that this funding is used flexibly within schools to support programs and reasonable adjustments for all students, rather than being attached to individual students.
Reasonable adjustments can be made across teaching and learning, curriculum, assessment, participation, the learning environment and resources. ACT guidance specifically includes communication-related strategies such as visual prompts and checking for understanding, making communication access an important part of the adjustments schools can provide.
Where your school has identified priorities around communication, participation, inclusive classroom practice or building staff capability to support students with disability, Children’s Key Word Sign may be worth considering as part of your wider approach to reasonable adjustments.
Children’s Key Word Sign can help teachers and support staff provide students with additional ways to understand language, communicate, participate in classroom activities and access learning. Schools can access whole-school KWS professional development alongside specialist Emotions and Early Maths training, coaching, mentoring, practical resources and ongoing implementation support.
How do I access it?
Speak with your principal, inclusion team or school business team about the disability and school funding available and whether Children’s Key Word Sign professional development may support your school’s identified reasonable adjustments and inclusion priorities. As current public guidance does not specifically state that disability funding can be used to purchase external CKWS professional development, we recommend confirming the proposed expenditure before booking.
View ACT support for students with disability →
Professional Learning and School Funding
ACT public schools have resources for professional learning and staff capability development. The ACT Government identifies high-quality professional learning as an important part of building workforce capability, and ACT public schools operate within a needs-based Student Resource Allocation funding model.
This may provide a potential pathway for schools wanting to access Children’s Key Word Sign where the professional development supports an identified school priority.
If your school is focusing on communication, inclusion, disability, social and emotional wellbeing, language and literacy, or supporting students with diverse communication needs, our professional development can provide practical strategies that staff can use across everyday teaching and learning.
How do I access it?
Speak with your principal or school business team about the professional-learning and school resources currently available and whether Children’s Key Word Sign aligns with your school’s priorities. ACT school resourcing is currently undergoing broader reform, so individual schools should confirm their current funding and expenditure arrangements before booking.
View ACT Student Resource Allocation information →
Northern Territory
Northern Territory Early Learning Settings
Inclusion Support Program – Early Childhood Australia NT
Eligible CCS-approved Northern Territory early childhood services can access the Australian Government’s Inclusion Support Program (ISP) through Early Childhood Australia NT.
The program helps services identify and address barriers to inclusion, build educator capability and support children with additional needs to participate meaningfully in their early childhood setting. Services work with an Inclusion Professional to identify their needs, develop or review their Strategic Inclusion Plan and determine appropriate strategies and supports.
If communication or participation is an identified barrier, Children’s Key Word Sign may be worth exploring. Services have previously accessed Innovative Solutions funding for tailored Children’s Key Word Sign support, and we can adapt our training, coaching, resources and implementation support around the particular needs identified within your service.
This means the support does not have to be a standard training package. We can work with you to develop an approach that responds directly to your identified communication barriers, educators, children and service environment.
How do I access it?
Contact Early Childhood Australia NT and discuss your inclusion needs with an Inclusion Professional. If Children’s Key Word Sign is considered an appropriate strategy, we can provide a tailored proposal, quote and supporting information to help you explore an Innovative Solutions application.
Funding is assessed individually and cannot be guaranteed, so services should work with their Inclusion Professional before booking or committing expenditure.
Find Northern Territory Inclusion Support information →
Northern Territory School
School Resourcing Model
Northern Territory government schools receive funding through the School Resourcing Model, with schools having flexibility to use their available resources to respond to the needs of their students and school community.
Importantly for Children’s Key Word Sign, NT school funding arrangements allow resources to support professional development, alongside teaching and learning programs and other school costs.
This may provide a useful pathway where your school has identified priorities around communication, inclusion, social and emotional wellbeing, language and literacy or supporting students with diverse communication needs.
Children’s Key Word Sign professional development can be tailored to your school and extended beyond an initial training session through specialist Emotions training, coaching, mentoring, practical resources and ongoing implementation support. This can help schools build staff capability and embed consistent communication strategies across everyday teaching and learning.
How do I access it?
Speak with your principal or school business/finance team about the professional-development and other school funding available and whether Children’s Key Word Sign aligns with your school’s identified priorities.
View Northern Territory government-school funding information →
Inclusive Practice Funding
Northern Territory government schools also receive funding and resources specifically aimed at supporting inclusive practice and students who require educational adjustments.
Where communication, understanding, participation or access to learning are identified needs, Children’s Key Word Sign may provide a practical way of building the capability of teachers and other school staff to provide more accessible communication.
Importantly, KWS professional development can build capability across the people and environment surrounding students, rather than limiting communication support to an individual staff member or student. Training can also be followed with coaching, mentoring and implementation support to help strategies become embedded across everyday school practice.
How do I access it?
Speak with your principal, inclusion team or school business team about the inclusion and professional-learning resources available and whether Children’s Key Word Sign may support your school’s identified needs. As individual funding streams have their own expenditure requirements, confirm the appropriate budget before booking.
View Northern Territory school funding information →
Not sure which funding applies to you?
Talk to us.Tell us your state, whether you’re an early learning service or school, and what you want to achieve.
We may be able to help identify funding pathways that appear relevant to Children’s Key Word Sign and provide quotes, program information, evidence and information about how our professional development aligns with communication, inclusion, learning and participation priorities.
Please note: We cannot guarantee that a particular funding program will approve Children’s Key Word Sign. Funding programs, eligibility and permitted expenditure can change, and individual approvals may be required. Always confirm proposed expenditure with the relevant department, school, funding administrator or Inclusion Agency before booking.