Diploma of Leadership in Disability Services

The 11076NAT Diploma of Leadership in Disability Services is designed for existing and aspiring leaders in the disability sector. It provides the skills and knowledge required to lead teams delivering services to National Disability Insurance Scheme (NDIS) participants.

This program is delivered through classroom-based and online learning activities. Students will engage in role plays, simulations, and assessments that replicate workplace tasks and leadership challenges in the disability sector.

Note: There are no placement requirements for this program. Instead, inherent requirements are demonstrated through participation in classroom and simulation activities at RMIT.

The following information outlines examples of the fundamental tasks you will be expected to carry out during on-campus and online learning activities

There are a range of adjustments to your study conditions available to enable and support you to undertake these tasks. Please contact the Equitable Learning Services to discuss any adjustments you may require.

Expand all sections

Verbal Expression and Comprehension

Students must be able to understand and respond to verbal communication. In classroom and simulation settings, this includes listening to instructions, engaging in discussions, role plays, and group activities, and responding clearly and appropriately.

Clear communication skills are necessary to:
- Contribute to class discussions and group projects
- Role play leadership and participant interaction scenarios
- Provide clear instructions or feedback in simulation activities

Social Communication:
Students must also demonstrate non-verbal communication skills such as body language, gestures, tone of voice, and eye contact to build trust and show empathy. In simulations, these skills are assessed when interacting with peers in leadership and participant scenarios.

Adjustments: Students may access additional time or alternative methods to demonstrate communication skills where appropriate.

Reading

Students must read and interpret a variety of learning materials, including case studies, participant scenarios, policies, and leadership resources. In simulations, reading comprehension is essential for interpreting scenarios and applying theory to practice.

Writing

Students must produce clear written communication such as:
- Case notes based on simulation activities
- Reports, reflections, and proposals during coursework
- Documentation tasks that reflect workplace expectations

Written accuracy is essential as simulation tasks mirror real workplace reporting standards.

Students must maintain concentration and recall knowledge during classroom and simulation activities. They need to problem-solve in group work, apply leadership theory to case studies, and demonstrate decision-making skills in role plays.

Examples include:

Analysing participant case scenarios during simulations
Applying policies and procedures to problem-based tasks
Making decisions in leadership role plays that require balancing team needs with participant outcomes

Adjustments: Support strategies such as rest breaks, assistive technology, and structured planning can be used.

Mental wellness is a state of well-being in which an individual can realise their own abilities or potential, can cope with the normal stresses of life and can work productively and fruitfully.

Behavioural stability refers to an individual’s ability to moderate their own behaviour. Stable mental health promotes optimal and safe engagement in on-campus learning environments. Many people who live with mental health conditions complete their studies successfully.

The following services are available to support students living with mental health conditions at RMIT:

What do I need to be able to do?

The learning environment (whether online or on-campus) can be challenging and will require you to engage with peers and teaching staff, reflect on your work and respond appropriately to constructive feedback.

Interpreting simulations and class learning activities can present complex and unpredictable human situations which may require:

managing multiple demands with engagement, focus and composure.
your performance being recorded either in audio or video format (assessment).
managing content of a sensitive, confronting or traumatic nature with objectivity and accuracy.

What adjustments to my study conditions can I access?

A range of adjustments such can be organised through the Equitable Learning Services(ELS) team. Contact the ELS to discuss what adjustments may be helpful to you.

You may be supported to take time off from your studies if you become unwell or have difficulties with behavioural stability until you are ready to recommence.

Students are required to complete a Language, Literacy, and Numeracy (LLN) skills test before commencing the course. This determines course suitability and identifies if additional support is needed.

The required Australian Core Skills Framework (ACSF) levels for this diploma are:

Language and Literacy: Level 3
Numeracy: Level 3

These skills are applied throughout the course in simulations, group activities, written reports, and leadership problem-solving tasks.

Return to program

Acknowledgement of Country

RMIT University acknowledges the people of the Woi wurrung and Boon wurrung language groups of the eastern Kulin Nation on whose unceded lands we conduct the business of the University. RMIT University respectfully acknowledges their Ancestors and Elders, past and present. RMIT also acknowledges the Traditional Custodians and their Ancestors of the lands and waters across Australia where we conduct our business - Artwork 'Sentient' by Hollie Johnson, Gunaikurnai and Monero Ngarigo.

More information

Diploma of Leadership in Disability Services