Choices Magazine 2017 by Star News Group

Issue 13 • 2017

Education, training, careers & social activities for individuals with special needs

Special Schools Guide – pages 1-51 Services, Employment & Training – pages 52-63

Photo provided with the compliments of Belmore School. For further information refer to pages 2, 3 & 10.

Stroud Street, Balwyn VIC 3103 Phone: 9859 8762 Website: www.belmoresc.vic.edu.au Email: belmore.sch@edumail.vic.gov.au Belmore School is a state specialist school catering for students who have physical or multiple disabilities or complex health impairments requiring paramedical support. Belmore School is located in Balwyn and caters for students aged 5 to 18 years who reside in the north east quadrant of metropolitan Melbourne. Teachers work alongside an extensive team of therapists to provide each student with an individual educational program based on the Victorian curriculum. Key features of Belmore School include: • Purpose built school environment including a fully accessible playground • Small class sizes taught by specially trained staff • Individualised therapy programs designed and implemented by our team of physiotherapists, speech pathologists, occupational therapists and music therapist • Hydrotherapy program in our onsite pool • Specialised equipment designed to meet students’ individual physical, mobility and independence needs • eLearning program • Students’ health requirements fully supported by a team of Div 1 registered nurses • Free chaperoned transport between home and school for students living in our zone Our principal Karen Overall welcomes you to contact her for additional information or to arrange a personalised school tour. 2

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BELMORE SCHOOL

Belmore School LOCATED in Balwyn, Belmore School is a purpose built government specialist school that caters for students aged 5-18 living in the northeast quadrant of metropolitan Melbourne. We provide expert education, care and support for students with a range of disabilities, including physical disabilities, intellectual disabilities, autism, visual impairment or complex health issues that require paramedical aid. We offer a comprehensive and contemporary learning environment-based on the Victorian Curriculumthat develops each individual student intellectually, physically and emotionally. We also help our students to lead richer, fuller lives by maximising their independence, competence and confidence across the functional and behavioural aspects of day-to-day life. Belmore School offers highly evolved and stimulating learning programs. We implement individual learning plans for all students based

Special Students, Special School.

on the Victorian Curriculum. Our comprehensive educational team is supplemented by highly qualified and experienced therapy staff including physiotherapists, speech pathologists and occupational therapists, who work together in a multidisciplinary approach. We also use the Abilities Based Learning and Education Support (ABLES) program so that we can effectively assess and report on our students’ achievements. Our curriculum teaches life as well as learning skills to help students better navigate our ever changing world. At Belmore School, our students are cared for and encouraged both in and out of the classroom. Our mealtime program builds living skills that can help our students to maximise their independence. Students’ personal care needs are attended to by a dedicated ‘Care Team’ in a sensitive and respectful manner, in well-equipped private facilities. Our nursing and medical intervention staff ensures students with health impairments are comprehensively cared for. Individualised medical care plans are put in place for students with chronic ill health. CONTINUED ON PAGE 10

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Variety – the Children’s Charity Meet Hayley WATCHING a child take their first steps is a joy that many parents can’t wait to experience. It’s an incredible moment when they get their first taste of freedom and independence. Imagine though, instead of waiting just 12 months for your child to begin tottering along, that you had to wait three and a half years. That’s how long Hayley’s parents had to wait after their little girl failed to take her first breath unassisted. After Hayley was born, she was rushed to the ICU and her parents had a nervous wait to find out what the prognosis was. After ten days of extensive testing they were informed by doctors that Hayley would likely remain in a vegetative state and require specialist care due to the moderate to severe brain damage she had sustained. Despite the shocking news, Hayley’s parents refused to accept the initial prognosis and immediately sourced physiotherapy and massage therapists for Hayley, which helped her make great inroads early on in life. Her progress didn’t stop there. When Hayley finally took her first steps at age three, it was with the help of a David Hart walker provided by Variety – the Children’s Charity. Previously restricted to commando crawling or rolling herself into a sitting position on the floor, the walker gave Hayley the sense of freedom and independence that she had been waiting years for.

Variety – the Children’s Charity doesn’t just give life-changing equipment; we give the gift of hope to children in our communities who need a helping hand to achieve their full potential regardless of background or ability. 4

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A cheeky and bright girl, Hayley continued to surprise her therapists, doctors and family, becoming more mobile and communicative – despite being non-verbal – as the years went by. Variety is proud to have assisted Hayley with four pieces of equipment over the 10 years since she took her first steps; including both motorised and manual wheelchairs which have enabled her to get out and about in her local community. Now 13, Hayley has blossomed into a fiercely determined young lady who doesn’t let anything hold her back. She participates in Riding for the Disabled and has won numerous accolades, and she even holds fundraising events of her own, to give back to Variety in the hope of helping other kids with special needs just like her. Variety – the Children’s Charity doesn’t just give life-changing equipment; we give the gift of hope to children in our communities who need a helping hand to achieve their full potential regardless of background or ability. Let us help you. For more information on Variety grants, please visit variety.org.au

Distinctive features of Andale dale School: • Developmental curriculum. m. • Experienced staff. rams. • Individual education programs. e. • Speech Pathologist on site. Special programs: • Art. • Music and drama. • Physical Education. m. • Perceptual Motor Program. • Social skills. Principal: Margaret Cotter

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Andale School is a small independent school which provides a supported learning program for children with language and learning disorders who are not able to learn effectively in the mainstream setting.

Telephone: 9853 3911 www.andale.vic.edu.au Email: andaleschool@andale.vic.edu.au

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We are a P-12 inner city school where every student, every day is given the opportunity to be the best they can be. We provide quality education programs, which are delivered through the Victorian Curriculum. • Individual Learning Plans for all students Year • 1:1 iPad program across school 11 & 12 access • Allied Health Therapies VCAL & VET • Learn to Play program programs Specialist programs include • Stephanie Alexander Kitchen Garden Program • Music • Visual Arts • PE • Perceptual Motor Program • Personal Capabilities

1 Tasma Street, Ascot Vale Vic 3032 Contact: Colin Schott (Acting Principal) ascot.vale.ss@edumail.vic.gov.au www.ascotvaless.vic.edu.au | phone 9370 8906 9370 8931 12359157-LN34-17

Ashwood School ASHWOOD School is a coeducational school for primary and secondary aged students that provides a progressive, dynamic and supportive yet challenging environment. We equip students with mild intellectual disabilities with the skills and knowledge to become valued members of the community. Individual Education Learning programs ensure our students are engaged to achieve their personal best concentrating on building social, communication, independence and vocational skills to ensure a successful post school life. All class sizes reflect the learning needs of students with 6 to 13 students in each class. The school is organised into three departments: Primary, Secondary and Senior Secondary. The

A Special Education Centre of Excellence.

school follows the Victorian Curriculum and VCAL is offered in the Senior Secondary years. Ashwood has a school mascot called RIPOR who represents the school values of Respect, Integrity, Passion, Optimism and Responsibility. The school also has adopted the School Wide Positive Behaviour Support Program and explicitly teaches the three expectations of Be Safe, Be a Learner and Be Responsible.

WHO SHOULD GO TO ASHWOOD SCHOOL?

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Our school is tailored to suit students who learn effectively in smaller class groups, who want to be part of a social group, who would enjoy a broad range of specialist and outdoor education programs and are given the maximum opportunity to gain vocational and independence skills. We look forward to you contacting the school for further information and a school tour. Visitors are always welcome at Ashwood. School contact details: website: www.ashwoodsch.vic.edu.au phone: 9808 7444 Choices

Creating More Inclusive Schools WITH approximately 915,000 students at more than 2,200 schools, Victoria has a strong and vibrant education system that celebrates diversity, and is committed to supporting the achievement and participation of all students.

The Review is investigating the needs of all children with a disability in government schools, in particular, children with autism and dyslexia …

The Victorian government is committed to making Victoria the Education State – a state where every Victorian child has an equal right to the knowledge and skills to shape their lives, regardless of their personal circumstances. The Special Needs Plan for Victorian Schools, with its nine initiatives, is part of achieving that vision towards equity and inclusion. The Plan will ensure that students with disabilities and special needs get the same chances as other students who do not face these additional challenges. An equitable and inclusive system is about ensuring excellence for all – to enable every child and young person to learn in a safe, positive and supportive environment in the setting best suited to their needs.

The Government is committed to making schools even more inclusive for students with special needs.

The Special Needs Plan helps lay the foundations and the scaffolding to build the Education State – because a fair education system is one where everyone – regardless of their circumstances, ability or postcode – can realise their right to a great education. The Government is committed to making schools even more inclusive for students with special needs. In one of its first initiatives under the Special Needs Plan, in July 2015 the Government announced a comprehensive Review of the Program for Students with Disabilities (PSD).

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The PSD Review looks at how schools can even better support students with special needs, including those with autism and dyslexia. An Advisory Panel is being consulted as part of the Review, including representatives from principals’ groups, Australian Association of Special Education, Parents Victoria, AMAZE (Autism Victoria), the Specific Learning Difficulties (SPELD) Victoria, the Children’s Hospital and the University of Melbourne. The Review is investigating: ■ the needs of all children with a disability in government schools, in particular, children with autism and dyslexia ■

how to improve the way the PSD supports students with disabilities

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the needs of children with a disability in the transition from primary to secondary schooling

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how the PSD can support excellence in inclusive education.

The first stage of the PSD Review involves inperson consultations with peak bodies, academics, practitioners, principals, teachers and unions led by Australia’s former Disability Discrimination Commissioner Dr Graeme Innes. Throughout August and September, Victorian families, teachers, principals and others in the public who have an interest in the education of children with a disability are invited to submit their recommendations for improvement. The Review will deliver its recommendations to the Government in November. CONTINUED ON PAGE 42

Aurora School Early Intervention and Early Education for Deaf and Deafblind Children AURORA SCHOOL

Language Rich Bilingual Environment Aurora School is a Department of Education School which provides optimal learning environments for young Deaf and Deafblind children and their families across the State of Victoria. Communication, Language and Literacy form the foundation of our bilingual (English and Auslan) programs that support each child’s whole development. Early Intervention programs are available to families of children, living throughout Victoria, aged from birth until school entry who have a conﬁrmed bilateral hearing loss. The staff work in partnership with families providing regular home based and group sessions. Early Education programs are available for children from three years of age who have a conﬁrmed moderate to profound bilateral hearing loss. Early Education focuses on a play based, developmental pathway with particular emphasis on the effective use of speech, language and communication. We provide a warm and encouraging environment that fosters the development of all students according to individual needs and abilities. Aurora School has an inclusive 3 and 4 year old Community Kindergarten which offers a rich positive environment for children enrolled in the Aurora School Early Education program and for local community children. Programs offer English and Auslan, and are based on the Victorian Early Years Learning and Development Framework.

Communication for Life Long Learning • Statewide Early Intervention • 3 year old, 4 year old and Foundation Early Education • Individualised programs for Deaf and Deafblind Children • Inclusive 3 year old and 4 year old Community Kindergarten

For further information please contact us on Ph: 8878 9878 www.aurorasch.vic.edu.au

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Safe and supported learning in a boutique school environment.

FROM PAGE 3 At Belmore School, our facilities are second to none. Safe, purpose built classrooms and a playground with specially designed recreation areas create a secure yet stimulating environment. We also provide a fully equipped Aquatics Centre, physiotherapy gymnasium and dedicated art and music spaces. Our extensive range of purposedesigned equipment, from standing frames, to walkers, to hoists and splints support students with all manner of physical disabilities. Our ICT equipment is also leading edge: students can access interactive televisions, modified computers, notebooks and iPads and tailored education software. We like to think we’re just that little bit more special than other schools. Here’s what makes us different and unique:

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Smaller class sizes with teachers trained in specialist education

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Integrated therapies with committed professionals working in tandem

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Safe and supportive learning environment

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Closer, more rewarding relationships between home and school

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Regular camps, excursions and incursions with a focus on inclusion into our local community

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Development of personal and interpersonal skills

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Functional living program

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Flexible dual enrolment opportunities

From their initial Orientation Program through to their final Transition Program that helps prepare our students for success after they leave us, we are there for every one of our students, every step of the way. For further information or to arrange a tour of our school, please contact our Principal Karen Overall on 9859 8762. Belmore School Stroud Street, Balwyn, 3103 www.belmoresc.vic.edu.au belmore.sch@edumail.vic.gov.au

O G I D N E B

HOOL C S L A PMENT O L E V L DE SPECIA

Bendigo SDS provides excellent educational programs for students with intellectual (moderate to severe) and physical disabilities. Caters for students aged 5-18, in a modern facility and supported by a highly skilled and committed staff team. All students are supported by individualised learning plans that address personal, social and academic needs. Students are supported by 4 Units: Early Years, Middle Years, Later Years (Advance Program) and Specialists. Purpose built facilities include: sensory rooms, therapy, playgrounds, bike track, swimming pool, arts and classrooms.

Please contact our school on 5447 3267 Bendigo Special Developmental School 26 - 32 Lockwood Road Kangaroo Flat 3555 Email: bendigo.sds@edumail.vic.gov.au Website: www.bendigosds.vic.edu.au

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BENDIGO SDS INVITES INQUIRIES AND TOURS.

The Victorian Curriculum provides a framework for planning whole-school curriculum. Our exemplary teaching and learning programs are designed to individualised learning plans. Program delivery using Applied Behaviour Analysis teaching techniques is available in the lower primary years and is implemented by a team of trained ABA therapists in partnership with teachers. The Victorian CertiďŹ cate of Applied Learning (VCAL) is a hands-on option for students in years 11 and 12 and delivered at both foundation and intermediate levels. VCAL gives practical work-related experience, as well as literacy and numeracy skills and the opportunity to build skills that are important for life and work.

The provision of a structured, predictable and secure environment contributes to the achievement of both immediate and long term goals, in the belief that all students can learn and achieve success. Strategic plans support the development of 21st Century skills with a focus on STEM, digital technology, and innovative practices designed to enhance student learning across all areas of the curriculum. Specialist teaching areas include Performing Arts, Visual Arts and Physical Education. Extra curricula programs supporting student learning include camps and excursions, community access and swimming. Our team of teachers and education support staff are supported by a multi-disciplinary team, including a psychologist, social worker, speech therapists and occupational therapists. Working in a positive behaviour support environment, our team provides a holistic approach to diverse and individual needs.

For more information, contact the school on 9850 7122 or email: bulleen.heights.sch@edumail.vic.gov.au 12

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Bulleen Heights School is a specialised school for students with Autism Spectrum Disorder aged from 5-18 years. The school is located in the North-Eastern suburbs of Melbourne and operates across two campuses â&#x20AC;&#x201C; Pleasant Road (primary) and Manningham Road (secondary).

CROYDON SPECIAL DEVELOPMENTAL SCHOOL Care Share Do Your Best Croydon Special Developmental School is a Department of Education and Training school in the city of Maroondah that provides educational programs for students aged from 2.8 – 18 years who have a moderate to severe intellectual disability. Our school provides outstanding individualised programs developed in collaboration with families to support students to reach their full potential. Technology is used across the school to engage students in individualised learning programs. Students have access to ipads, Interactive Whiteboards and computers. Teachers, Allied Health professionals and education support staff provide a stimulating, engaging and caring environment which focuses on the development of the whole child. Working within the KidsMatter framework, we promote positive mental health and wellbeing for students through School Wide Positive Behaviour Support and the So Safe! program.

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Our school consists of four learning communities: • Early Education Program - a modiﬁed preschool program for children from 2.8-5 years with developmental delays or disabilities. • Junior School - Foundation skills in literacy and numeracy. Focus on development of social, self care skills and transitions within school. • Middle School builds on prior learning in literacy and numeracy and developing personal and social skills towards maximum independence through community access, clubs and camp programs. • Senior School Pathways Program includes literacy and numeracy for daily living, preparation for work, leisure and recreation, travel education, work experience, hospitality to prepare students for post school options.

Please visit our website: www.croydonsds.com.au or call for further information or to arrange a visit on 9725 4933 69-95 Belmont Road East PO Box 808 Croydon 3136 Email: croydon.sds@edumail.vic.gov.au www.croydonsds.vic.edu.au Tel: 03 9725 4933 Fax: 03 9723 7104

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A sound academic curriculum is provided and a high level of importance attached to the development of social competencies. Staff work with children toward the building of positive relationships as well as toward awareness of, and sensitivity to, the feelings and preferences of others. Staff believe that children have the right to be educated and cared for by adults who are trustworthy and empathic, yet demanding in terms of school work and behaviour so that innate potential may be realized. For further information including enrolment procedures visit the school website at

www.currajong.vic.edu.au 90 DARLING ROAD EAST MALVERN 3145 PHONE: 9571 7869 14

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Currajong provides a positive and therapeutic school environment for children aged from 5 to 13 years whose social, emotional and behavioural needs are unable to be met within mainstream education.

EASTERN RANGES SCHOOL Foundation – Year 12 Catering for students with Autism Spectrum Disorder

• We are a vibrant and engaged school community whose focus is on the care, nurturing, development and achievements of each of our 160 plus students • Our programs include Music, Technology, Visual Arts, Performing Arts and Health and Physical Education, we also offer Speech and Occupational Therapy. • Victorian Certiﬁcate of Applied learning (VCAL), Vocational Education and Training (VET) and programs supporting Contemporary Living are also offered at the school for our senior students.

For further information or an appointment with the school Principal Mr Chris Cotching contact 9758 3772 or refer to the school website on www.easternrangesschool.vic.edu.au Email: eastern.ranges.sch@edumail.vic.gov.au Address: 56 Dorset Rd, Ferntree Gully 12359874-DJ34-17

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Inclusion Rules the Day Grossek’s view REFRAMING OUR VIEW OF INTEGRATION FOR STUDENTS WITH SPECIAL NEEDS IN the late 1960s, student teachers in Victoria were required to visit one of a number of special setting schools dotted around the countryside. For many the experience left a life-long impression – one of wonderment at the dedication and passion of the special setting school staff on the one hand. For many the experience was almost too confronting. Being presented to students with disabilities was a completely foreign experience for almost all of the student teachers. It was like another world to them, and one that they were unlikely to choose to enter again. Thankfully, times have changed. The move toward integrating children with disabilities in regular schools has had an overall beneficial impact, notwithstanding the various challenges the changes have placed before us. Providing an appropriate education for children with special needs involves understanding a child’s special circumstances intimately and looking for solutions rather than focusing on problems. By defining the practice of mainstreaming as maintenance of students with disabilities in regular education only reinforces that perception. If, however, we dare to expand the definition to include integration, then the mainstreaming becomes primarily a process of regular education that promises to benefit all students, not only students with disabilities. It could be argued that this line of thought escaped Senator Pauline Hanson recently in her public outburst in which she argued for the removal of children with autism from mainstream schools. The public outrage her remarks evoked has been encouraging. Distilling the varied sentiment expressed by the public, at the core, most dominant is the view that the default position is that if a child can be part of the mainstream system, then that ought to be the case. Many years in the school system have confirmed for me that this is as it should be. Experience has also brought the saddest and most frustrating of realisations home to me, and dare I say countless others. That is, we have not only let down children with conditions such as

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autism, intellectual and physical disabilities, but also their families, teachers and fellow students far too often. To date, the provision of adequate and proper resources to meet the individual needs of these children too often fails to match the administrative paperwork, diagnostic reviews and countless meetings that overwhelm all involved parents, teachers and dare I say, even the bureaucrats. If it did, more of these children would be doing so much better and we’d all be winners. Most unhelpful about Senator Hanson’s remarks is the breathtaking simplification that she makes -autism is a complex lifelong condition and the word ‘spectrum’ is used in association with autism for the very fact that the range of difficulties that people on the autism spectrum may experience and the degree to which they may be affected is wide ranging. That alone should have prevented Senator Hanson from lumping all students with autism under the one banner and with that the unhelpful call for the removal of those children from mainstream schools. As is well documented, the main areas of difficulty for those children on the autism spectrum are in social communication, social interaction and restricted or repetitive behaviours and interests. Noteworthy too is the fact that about one per cent of Australians have autism - that’s almost 230,000 people, an awful lot of us to have had to complete our school education in non-mainstream schools. Of what benefit in the majority of cases would that ultimately be? Certainly not the enhancement of an inclusive and integrated society let alone the opportunity for children with autism to develop those social skills with which they have difficulty, in mainstream society. Undoubtedly there are children for whom a special setting school is their best option and we have come a long way in making these schools the best possible learning environment for these students. Staff to student ratios in special setting schools are the envy of every mainstream school, and they should be. Having visited several most recently built, it is impossible to argue that the facilities and resources are in any way inferior to those of mainstream schools. They are rich and stimulating learning environments with dedicated and highly trained staff who do marvellously well with their students. Importantly, CONTINUED ON PAGE 18

GLENALLEN SCHOOL

School Proﬁle Glenallen School, located at 7 Allen Street, Glen Waverley, provides individual dividual learning program programs ams ffor for st students udents uden ude d aged between 4.8 to 18 years, who have a physical disability and/or signiﬁcant health impairment requiring paramedical support. The school caters for students with a wide range of intellectual abilities. Current students have complex needs and often multiple disabilities Teams, comprising teachers, physiotherapists, occupational therapists and speech pathologists work together to plan, implement and evaluate individual student focused learning programs. Our aim is to provide for the development of each student intellectually, socially, physically and emotionally. Individual educational and therapeutic programs are designed to promote student achievement as well as maximising independence in functional activities of daily living. Each student is encouraged to be an active participant in their individual learning program.

Our Vision Glenallen School strives to be a world’s best practice specialist school providing innovation and excellence in teaching and learning for students who have physical disabilities and / or health impairment.

Our Values

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Learning • We work collaboratively to establish speciﬁc, measurable, achievable, realistic & • RESPECT • LEARNING timely (SMART) goals • COMMUNICATION • TEAMWORK • We challenge ourselves to have a go Respect • We support others to have a go • We listen when others are speaking – authentic listening • We seek and give feedback • We arrive at meetings on time • We celebrate effort • We treat people equitably as we would wish to be treated • We are ﬂexible • We acknowledge that people have different views • We actively participate • We value all opinions • We use a variety of instructional models including E5 • We express and receive feedback without making it personal Communication • We focus on the task in hand • We use different modes of communication in recognition that everyone has a voice Team Work • Anyone, anywhere, anytime communication • We establish trans-disciplinary teams • We observe our agreed meeting protocols • We establish effective teams • We recognise partnerships are an essential part of the way we work and are the most effective means of planning and implementing curriculum for our students.

P: 03 9561 1966 • E: glenallen.sch@edumail.vic.gov.au • W: http://www.glenallen-sch.voc.edu.au

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FROM PAGE 16 as good as they are, and as appropriate as they are for some students, we should not then fall into the trap of wishing away children from mainstream schools based on the simplistic segregationist solutions held by some. Senator Hanson, it could be argued has plunged in head first, and this is the danger that exists when, for too long, successive governments of all persuasions have short-changed too many children with special needs that would be best served in their education in a mainstream school. It’s quite fair to say that teacher burn-out, student alienation, classroom disruption and negativity toward some children with special needs in mainstream schools exists. That’s sad and the pity of Senator Hanson’s comments is that they make no distinction between those fewer children for whom a special setting school is appropriate and those many for whom it would be a short cut to a diminished education. The fact that for some students with extreme challenges, enrolment at schools tailored specifically to meet their individual needs does not make it a solution for all. It’s certainly a simple solution, but in the majority of cases it does nothing but create division amongst us. The Disability Standards for Education (the Standards) are part of the national disability antidiscrimination legislation as it applies to education. The Standards apply to all education providers in Australia - early childhood services, government and non-government schools, universities and TAFE colleges. They set out a range of obligations that educational institutions must meet to make sure that students with disability are able to access and participate in education and training on the same basis as other students. The Standards require that reasonable adjustments be provided where needed for a student with disability to ensure they can participate in educational programs on the same basis as other students. This is a requirement regardless of whether individual support funding is available for a student. Herein lies the unenviable challenge for schools and dare I say, the catalyst for unhelpful, if not damaging, remarks being paraded in public by people such as Senator Pauline Hansen.

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Funding isn’t everything, but as was noted earlier, securing levels of additional funding at the school level to properly resource the special learning needs of children with learning needs, too often falls far too short. That has a corrosively cascading effect. It begins with disappointment, for both teachers and parents - not a great starting point and potentially deflates hopes of properly meeting the educational needs of children with disabilities in frustration and despair. Because of the difficulty schools face in securing adequate funding for students with special needs, attention can be deflected from the important considerations underpining the successful integration of these students in regular school settings. That is, as research amply demonstrates, everyone can be a winner by having all children learn in a non-segregated setting. Put differently, the funding battles fought on behalf of students with disabilities, justified as they are, can become a two-edged sword, distracting us from the equally important social implication, that being that an inclusive society, one that values each and every member on an equal footing with different needs, should provide equity of opportunity for all. What then for our children with special needs? In the way of funding there is certainly more money available under Gonski 2.0 and via the National Disability Insurance Scheme to encourage hope that a better world in education may be beckoning for them. The proof, as always will be in the pudding. In that regard, we must remain vigilant and disavow views that serve to divide and exclude and, even more so, ensure that conditions do not exist that lend themselves to such opportunistic and inappropriate ideas. As far as we have come, we still have much to journey and backward steps we cannot afford. Henry Grossek, Berwick Lodge Primary School principal hosts Viewpoints on Casey Radio 97.7FM on Fridays between 9.00am and 11.00pm www.caseyradio.com.au

ialist c e p S y o r n Gle School

• Specialised learning programs for students aged 5 to 18 who have signiﬁcant physical and / or multiple disabilities or who have signiﬁcant health issues. • Bus transport to the school is available from many of the Western and Northern suburbs of Melbourne. • Small classes with large numbers of support staff. • Occupational Therapy, Physiotherapy and Speech Pathology teams to support each student’s learning. • 3 full time nurses • Facilities that include a pool, indoor and outdoor play spaces and bike trails, sensory and kitchen gardens, library Art and Music rooms and a parents’ lounge.

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Glenroy Specialist School provides:

208 Hilton Street Glenroy 3046

Ph: 93042263 www.glenroyss.vic.edu.au Choices

Dogs for Kids with Disabilities (DKD) TRAINED assistance and therapy dogs are making a difference to the lives of children living with autism and other developmental disorders, thanks to Dogs for Kids with Disabilities. Carrum Downs based Dogs for Kids with Disabilities (DKD) is a not for profit organisation, matching trained assistance and therapy dogs with children that have physical and intellectual challenges. DKD dogs provide companionship and confidence to children who may otherwise struggle in social settings and new situations by increasing confidence and lowering anxiety. How DKD is changing the lives of Melbourne children Before Dogs for Kids with Disabilities (DKD) placed a therapy dog Elmo with her new companion Layla, life was different. Layla is a bright bubbly 6-year-old girl who loves animals, jumping on the trampoline, cuddles with Mummy, How to Train Your Dragon and Minecraft. Layla is also autistic, has an anxiety disorder and has difficulty regulating her sensory input. “Before Elmo joined our family, Layla and I couldn’t be in a different room without her getting upset” says Layla’s Mum. “Layla is now sleeping in her own room at night, without me, now that Elmo stays with her”. Layla’s story is one of many. DKD dogs are providing comfort, confidence, safety and independence to children with additional needs. Benjamin, now 7 years old, was diagnosed with Autism four years ago. He has impaired language and social skills, is not toilet trained, and has difficulty participating in ‘normal’ activities. Benjamin, one of 6 children, suffers from a heightened anxiety when presented with new situations or changes to routine.

Training 50-55 puppies at any one time and having matched about 60 dogs since 2012 means this organisation is changing the lives of many families. 20

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Jo Violeta, Volunteer Fundraising Manager & Sam Keats, Volunteer Director with 2 of the dogs

Benjamin was matched with an assistance dog, Harvey. Harvey has been trained to help ease anxiety and agitation. Benjamin has come leaps and bounds since his partnership with Harvey, demonstrated in a recent video shared on his Facebook page, showing how calm and relaxed he is getting his hair cut; an event which previously involved a full meltdown, angst and tears. About Dogs for Kids with Disabilities DKD does not receive any Government funding and relies on support from sponsors and fundraising events. Training 50-55 puppies at any one time and having matched about 60 dogs since 2012 means this organisation is changing the lives of many families. Completing all of this with only four employees is made possible with the help of more than 70 amazing volunteers. It takes 18 months – 2 years to train one full assistance dog (public access with a coat) and the costs reach $40,000. Families are asked to fundraise $25,000 toward the cost of the DKD program. In comparison, costs associated with training a therapy dog reach about $16,000 and families fundraise $8,000. DKD has recently embarked on a new breeding program and plan to provide even more life changing dogs in the coming years to meet client demand. For more information visit: www.dkd.org.au

HUME VALLEY SCHOOL HUME VALLEY SCHOOL caters for the needs of students with mild intellectual disabilities and was established in 1968. Our vision and purpose is to create a vibrant learning community where students are valued and the educational programs enable them to reach their full potential. The focus is on the development of literacy, numeracy, social competency and vocational skills to enable our students to lead successful lives. The school population reﬂects a rich cultural diversity of 10 nationalities and 17 language groups. We provide a comprehensive curriculum and personalised educational programing for students between 5 and 18 years of age.

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Our 2017 enrolment is 302 students. The school is divided into 5 sub-schools that approximate the stages of learning. The rebuild of our Koroit Ave campus, which caters for students from 5 – 16 years, was completed in 2015. Our Tanderrum Way (VCAL) campus, located within the Hume Central Senior Secondary College, caters for our years 11 and 12 students and staff. The Victorian Certiﬁcate of Applied Learning (VCAL-Foundation Level) students have the opportunity to participate in several Vocational Education & Training (VET) courses and School Based Apprenticeships. Extensive partnerships between the school, educational and vocational providers and community agencies enhance program provision, educational outcomes and post-school placements for our students.

Koroit Avenue, Broadmeadows 3047 • Ph: 9309 3477 • Fax: 9302 2340

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Thomas Cowley goes to NASA THOMAS Cowley is a Year 12 student at Cranbourne Secondary College. He has written the following article about a fantastic opportunity he shared with five other Victorian students two years ago. Just Because I Can’t See the Stars, Doesn’t Mean I Can’t Reach For Them Thomas Cowley In September 2014, I had a once-in-a-lifetime opportunity to attend NASA space camp at the US Space and Rocket Center in Huntsville, Alabama. Every year, a week of this amazing camp gets set up especially for blind and low vision students like myself from all over the world, to challenge the myth that vision impaired people cannot pursue a career in science. In 2014, 202 students, representing eleven countries and 24 US states attended, a record in SCIVIS (Space Camp for Interested Visually Impaired Students) history. While at space camp, we were all put in groups with whom we would complete all of the week’s various activities. I was in team Holderer, which’s namesake, Oscar Holderer, was an aeronautical engineer who worked alongside Wernher von

Just because I can’t see the stars doesn’t mean I can’t reach for them.

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Braun on the Apollo Space Program at Marshall Space Flight Center. Our group comprised five Aussies and seven Americans - and as at time of writing we’re still in contact. While at the Space and Rocket Center, we participated in a number of activities, workshops and lectures on a wide gamut of subjects, including the history of the shuttle program and space exploration, shuttle engineering, space medicine, mission control, spacecraft operation, extravehicular activity, the International Space Station and team work. We were able to experience the 1/6 chair (a moon walk simulator), the MAT (multi axis trainer-a unit used to simulate an out-of-control space shuttle), and neutral buoyancy (essentially microgravity) or the MMU (man maneuvering unit-a jetpack simulator). As well as these fun and illuminating simulations, each team completed four simulated missions - three 1 hour missions and one 3 hour mission each - in which we each fulfilled different rolls relating to the mission. CONTINUED ON PAGE 26

Explicit Teaching

Specialist Programs Dual Curricula

at the Berwick P-8 School Campus and in mainstream school settings... the best of both worlds for your blind or vision impaired child!

Step into Kinder Step into Prep: Early Learning and Parent Support Program Explicit learning for blind and vision impaired children (ages 3-6) & parents in Braille, Large Print, Maths, English, Music, Sensory Skills and O&M with Insight’s specialist teacher Christine Casey - Master of Inclusive Education/Graduate Diploma in Education. The ‘Step Into’ Early Learning and Parent Support Program provides parents of young blind and vision impaired children with guidance, training and support, and children aged 0–6 with early learning experiences.

providing parents with support, advice and opportunities to observe and/or participate in their child’s education. Step into Kinder, Step into Prep is an opportunity for families to network, share materials, resources and ﬁrsthand knowledge. Parents also have an opportunity to observe primary classes in action and discuss the many opportunities for their child.

Weekly facilitated sessions are held at our Specialist P-8 School in Berwick. These sessions encourage families to come together to share knowledge about the life skills required by a blind or vision impaired young child. The sessions focus on developing new learning experiences for the children and

Give your child the best start. Contact Insight today!

Mobile: +61 431 880 764 Telephone: 1800 ISIGHT (free call) or 03 9707 1585 Email: info@insightvision.org.au Website: www.insightvision.org.au ABN 12 134 711 292

School 120 Enterprise Avenue, Berwick Victoria 3806 Postal address PO Box 983, Berwick Victoria 3806

Call: 1800isight Patron: Richard Gill OAM Artistic Director, Sydney Symphony Education Program. Music Director, Victorian Opera, 2006-12

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Principal Mr Timothy Hemphill

InsightOut Mobile Classroom THE Mobile Classroom Program started in 2011 thanks to the generous support of the Hugh Williamson Foundation, after which it is named. This incorporates the Proactive Engagement program for Prep – Year 10 students in mainstream schools and the Step into Kinder, Step into Prep Early Learning & Parent Support, and Transition Programs Insight Education takes a zero-tolerance approach to child abuse and is fully committed to ensuring that its strategies, policies, procedures and practices meet all Child Safety Standards as specified in Ministerial Order No. 870 (2015). Students who are blind and vision impaired can access more and get more out of their education. Insight ensures that primary and secondary students access more explicit teaching, more accessible learning materials and resources for all lessons, more time with better equipped mainstream classroom teachers who are supported by our school and teachers, and more targeted assessments from us across dual curricula that directly contribute to their success in mainstream classrooms. This ‘more’ all equates to better outcomes in Literacy, Numeracy & Independent Living Skills, creating an achievable pathway to tertiary education, employment and a fulfilling independent life as an adult.

… mainstream school leadership and governance have the opportunity to welcome and support this accessible and essential specialist educational program … With Insight’s Mobile Classrooms available to visit schools in Victoria, mainstream school leadership and governance have the opportunity to welcome and support this accessible and essential specialist educational program for blind and vision impaired students enrolled at their schools. Insight Education is a registered (VRQA)

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independent specialist school for students who are blind or vision impaired and is located in a state of the art facility at Berwick. It delivers both the Victorian (Australian) Curriculum and the Expanded Core Curriculum (ECC) for the blind and vision impaired. InsightOut is a unique Mobile Classroom outreach program designed to allow students in outer Melbourne and regional Victoria access to specialist teachers of the blind and vision impaired. Insight works in partnership with mainstream schools to deliver a best practice educational model which provides essential learning and accelerates the skill development and rates of progress of blind and vision impaired students. The Expanded Core Curriculum: These critical skills include concept development and organizational skills, as well as communication skills, such as speaking and listening, sign language, tactile symbols, braille or print reading and writing, and accessing recorded materials. ■

Compensatory Skills: These critical skills include concept development and organizational skills, as well as communication skills, such as speaking and listening, sign language, tactile symbols, braille or print reading and writing, and accessing recorded materials.

Orientation and Mobility: Skills to help a child to know where she is in space and to move safely, independently, and efficiently in the environment ■ Social Interaction: Skills needed to participate actively and appropriately in social situations ■ Independent Living: Skills of daily living needed to care for oneself independently, including personal hygiene, food preparation, cleaning, clothing care, and money management ■ Recreation and Leisure: Skills to promote the enjoyment of leisure activities, including learning new leisure activities and making choices about how to spend leisure time ■ Sensory Efficiency: Skills that help students to use all of their senses, including functional vision, hearing, touch, taste, smell ■ Assistive Technology: Skills to use computers and other electronic equipment to function independently and effectively at school, home or work ■ Career Education: Skills that encourage students to explore career options and learn about the world of work ■ Self-Determination: Skills that enable students to become effective advocates for themselves based on their own needs and goals ■

Shared Learning Host school staff are able to observe in the Mobile Classrooms and visit our Berwick P-8 campus, as additional professional learning opportunities. Insight staff will also have the opportunity to coordinate Blind Sports activities with opportunities for students to attend and experience reverse integration sessions with Insight students. This includes Insight’s Occupational Therapy designed Kitchen Garden and Cooking Program, the Ceramic ‘Artist in Residence’ program and the Braille Music Program (with links to the Melbourne Symphony Orchestra). The InsightOut Mobile Classroom program is innovative and breaking new ground in meeting the diverse learning needs of blind and vision impaired students in Victoria. Insight Education is delighted to provide access to highly specialised educational opportunities for students with disabilities. Government schools can also contact the Department of Education for more information on how to engage these services. contact the Students with Disabilities Program. Contact the Students with Disabilities Program Unit disability.services@edumail.vic.gov.au

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FROM PAGE 22 A large focus of the programme was team work. Every activity that we did could be used and analysed to learn something about working alongside others. As well as abstracting lessons learned in the course of space activities, we also did activities specifically targeted at teamwork, such as: the low elements - an island-to-island commute where youâ&#x20AC;&#x2122;re held up by your teammatesâ&#x20AC;&#x2122; bodyweight); an assisted rock-climb and vertical descent; a zip-line; and pamperpole - a 37FT pole off of which you jump, held aloft by your teammates. The program was not only based on teamwork or missions. In addition to these, we dived in to the science behind space travel and associated technologies through hands-on activities in which we had the opportunity to build power cells, heat shields, water purifiers and rockets (which we were able to launch). Throughout the entire week, we were marked on all of our work. The opportunity to go to Space Camp was an extraordinary boon in my interpersonal and intrapersonal development, and one that I will not forget in a hurry. Even if I canâ&#x20AC;&#x2122;t remember all of the experiences with vivid clarity any more, the lessons learned, about teamwork, about

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A large focus of the programme was team work. Every activity that we did could be used and analysed to learn something about working alongside others. perseverance, and about never letting obstacles never get in your way, will stick with me for a lifetime. It is only because of the huge generosity of everyone around me - friends, family, school and the community - that I was able to go to Space Camp and enjoy the experience of a lifetime. Across two years, I again wish to thank everybody who helped us to get to Space Camp, everybody who ran the camp, and everybody who gave me support when I needed it. The feeling of walking up to accept my graduation packet is one that will stick with me forever, and it is thanks to the skill, generosity and kindness of no shortage of people that me and five other Victorian students were able to experience that thrill.

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10 Challenges deaf students face in the classroom IMAGINE trying to learn a lesson in a classroom trapped inside of a clear sound-proof box. The only way you can gather information is visually and you will be tested on what you’ve learned – or were supposed to have learned – at the end of the day. Seems a bit unfair, doesn’t it? This could be anything from the basic ABC’s to complex mathematical equations – deaf and hardof-hearing students face many challenges in their day-to-day lives. So much so that their challenges in the classroom are all too often over-looked. With that being the case, here are 10 challenges that deaf and hard-of-hearing students face in the classroom, along with guidelines for teachers on how to mitigate them: ■ Classroom Acoustics: Acoustics are often a problem in the classroom, but luckily there are several ways to solve this challenge. Deaf or hard-of-hearing students need full visual access, so the best seating arrangement for full participation, engagement and access by these students is to arrange desks in a “U” shape. This will allow the students to see who is speaking, and participate fully in the conversation. Also, we recommend not placing a deaf or hardof-hearing student near the A/C unit in a portable building or near a window. Hearing aids can pick up and amplify all outside sounds – making it impossible to understand what is happening inside of the classroom if you place a student by a window. Be mindful that if there is carpet in the room–it helps with the distinction of sounds versus hardwood floors, allowing sounds to bounce around and become overwhelming. ■ Lighting: Fluorescent lights emit a special sound that interferes with hearing aids and cochlear implants, making it even more difficult when trying to distinguish what peers or the teacher are saying. Consider the placement of the window in relation to the teacher, the interpreter and the deaf or hard-of-hearing student. Windows and light should not be behind the interpreter or teacher because this makes it difficult, if not impossible, to see the signs produced by the interpreter or the teacher’s lesson. ■ Language Deficiencies: Keep in mind that some deaf students’ first (or second!) language may not be English. Be sure to provide an

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appropriate interpretation service that will effectively communicate the lesson in their primary language. ■ Experiential Shortages: Research shows that deaf students often lag behind their hearing peers when it comes to number concepts, language and problem solving skills. Hearing students constantly absorb new information and knowledge through the daily noises, conversations and language that is spoken around them. Deaf and hard-of-hearing students do not have that luxury. Teachers can bridge this gap by being flexible in the way that they respond to the educational concerns of their deaf students. ■ Lip-Reading/Residual Hearing: Teachers often hypothesize that their deaf students are capable of lip-reading – which can be true – but it is essential to keep in mind that only 30-40% of spoken English is distinguishable on the lips. Students who rely on lip-reading often perform better when it is a subject that is familiar. When lecturing students, teachers should consistently face their deaf students, never talk when handing out papers, pause before heading into a new subject and give the deaf student applicable time to process the preceding subject’s information in case he/she has any questions. ■ Inadequate Knowledge and Awareness: Every child learns differently. Even if teachers are given instruction on how to best assist one of their deaf students, it could be completely different for the next, resulting in an academic gap. CONTINUED ON PAGE 32

Mount Erin College, Deaf Education Centre WE ARE the ONLY government school with a specialist Secondary Deaf Facility in the South East Metropolitan Region (SEMR). In the DEC at Mount Erin College we provide specialist Deaf/Hearing Impaired (HI) provision catering for all communication and technological needs. The support provided is flexible so that the needs of each student are met specifically, whether they are purely oral, sign language users or a mixture of both. Our students achieve highly and experience success at Mount Erin. We are the only government secondary school in the South East Metropolitan Region to have qualified and highly experienced on-site Teachers of the Deaf and specialist Educational Support Staff. Regular training is provided to teachers to ensure that they have the skills to meet the needs of our students. Research clearly shows the importance of a peer group for deaf students. This prevents them feeling ‘different’, positively impacting on their academic

work. They are also much more likely to use correct amplification compared to being in other settings. We have monthly visits from Australian Hearing which all our students attend. These visits are often led by the questions of our students. They also provide an opportunity to update equipment when needed without making AH appointments. We also offer regular events for the students, including Deaf Sports days and theatre excursions. All funded HI students who live more than 4.8km from school receive financial assistance to help transport children to school. We are also investigating providing transport to students when necessary. Please contact Geoff Rowling, Coordinator of the DEC at Mount Erin College for more information. Geoff Rowling, Deaf Education Centre Coordinator PH: 5971 6005 rowling.geoffrey.j@edumail.vic.gov.au

Mount Erin College Deaf Education Centre Robinsons Road Frankston 3199 Ph 5971 6000 Fax 5971 1421 TTY 5971 5043 Web site: www.mounterin.vic.edu.au w.mounterin.vic.edu.au ‘Mount Erin College provides excellent support for Deaf and Hearing Impaired students at Secondary level.l. Students are supported by qualiﬁed and experienced p Teachers of the Deaf and specialised Education Support ucation Suppor rt staff so that they are able to achieve as highly as their hearing peers.

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Students are mainly supported in mainstream classes but will be withdrawn n for specialist intervention when needed to develop language and/or reinforce learning’.

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Mornington SDS MORNINGTON SDS is proud to be recognized by our community as an innovative and individualized educational setting. Our school caters for children aged 2.8 years in the Early Education Program and students from 5 to 18 years in our Prep, Junior, Middle and Senior school. We value the support and active involvement of parents who assist with excursions, school council, camps, fundraising projects, working bees, special activities & theme days. They make a positive contribution to our learning community. According to our Principal Mr David Newport, “We don’t just enrol a child, we enrol the whole family” Our school is committed to providing all students with challenging and engaging learning outcomes based on the Victorian Curriculum. We actively promote the philosophy of continuous improvement and celebrate student success, team work and achievements. We offer modern purpose built learning spaces set in a safe and secure environment. Each classroom has an integrated SMART board, ipads and computers for student use. The team of specialist support personal include a Guidance Officer from the Department of Education, Physiotherapist, Speech Pathologist and an Occupational Therapist. Communication is a major focus of each child’s individual learning plan. A variety of communication methods are used throughout the school including speech, PECS, PODD and iPads. We welcome visitors to tour our school and meet and greet our students and staff.

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Our school is committed to providing all students with challenging and engaging learning outcomes based on the Victorian Curriculum.”

We are honoured to have strong links with the Mornington and Hastings Communities and the support of groups such as The Lions Club and Rotary. The Mornington Peninsula Shire, Mornington Park Primary, Woodleigh, Bunnings and local community groups work with us to provide additional recourses for our school. Extra activities in our curriculum include R.D.A, basketball, sailability a swimming program, a Stephanie Alexander garden, community access, travel training, work placement, bike education, camps, bowling and Music Aviva lessons led by a professional musician. Mornington SDS focuses on assisting students to achieve their individual potential and to be confident and motivated learners. Mornington SDS. Tel: 03 59 756 111 40 Robertson Drive, PO Box 307, Mornington 3931 Email: mornington.sds@edumail.vic.gov.au Website: www.morningtonsds.vic.gov.au

EC IAL SP ON GT

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Mornington SDS • Early Education Program for 2.8—4.8 year olds • Extra curricula programs such as riding for the disabled, swimming, basketball, sailability, camps & excursion. • Work experience and travel training programs • Community access • Sensory/discovery room • Speech therapy, Occupational therapy & Physiotherapy. • ICT resources including Interactive Whiteboards in all classrooms, desktop computers and ipads Mornington Special Developmental School is a Department of Education and Training school which caters for students aged 2.8 years to 18 years of age with moderate to severe disabilities. We are committed to providing an engaging safe and secure learning environment. The school supports and encourages students to build on their strengths and individuality.

For further details please contact the Principal Mr David Newport: on 03 59756 111 or email: mornington.sds@edumail.vic.gov.au or visit www.morningtonsds.vic.gov.au 12359516-DJ34-17

FROM PAGE 28 To minimize this educational gap, teachers could present the directions of tasks in an assortment of ways to be positive that the deaf student will comprehend and complete tasks properly. It is important to not assume that because a student can hear sound and voices, that he or she can distinguish speech and process acoustical language. ■ Social Concerns: Children who are deaf often tend to feel uncomfortable in the classroom when drawing attention to their hearing problem. They want to be like their friends with ‘normal’ hearing, so this drives them to mainly keep to themselves and prefer to not take part in classroom activities. This lack of engagement and attention often wears on the child, making them tired and can cause headaches. When arranging seating charts, keep in mind that it is best to incorporate deaf students into smaller groups. This will help the child relax and focus on their school work rather than unwanted, distracting social interactions.

We recommend that teachers remain in constant, close communication with the student and his or her parents ■

Collaboration: Due to busy schedules during the school year, it is often difficult to hold regular, collaborative meetings with the individuals that are critical components to a deaf student’s academic progress. We recommend that teachers remain in constant, close communication with the student and his or her parents, as well as make sure the interpreter is available to assist with complete understanding. This will ensure that everyone is on the same page and is available for ongoing conversations about proper educational techniques and adequate learning environments for the deaf or hard-of-hearing student.

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Curriculum and Instruction: Some teachers require all students to take lecture notes during class. A suggestion to assist the deaf student with this requirement would be to provide them with a written or digital copy of the lecture information beforehand. If it is preferred that the student engages more actively in class, teachers can provide a printed copy listing key points, so that the majority of the student’s attention remains on the lesson. We also encourage teachers to use interactive whiteboards if available. ■ Lack of Resources: Often schools are not capable of supplying their deaf or hard-ofhearing students with the proper technology that could significantly increase the learning development process. This could be any form of assistive technology – interactive whiteboards, VRI, chat rooms, strobe lights, digital pen technology, closed captioning on all movies and videos, infra-red systems – hearing aid compatible, computer assisted note taking, ASL videos for testing materials, alert systems such as vibrating systems, and alarms and interpreters in the classroom. These are only 10 of the many challenges that deaf and hard-of-hearing students face in the classroom, and we hope it helps open conversations in your school and district about taking a few additional steps to assist deaf students in the classroom. By acknowledging the challenges deaf students are facing and implementing strategies to alleviate those learning barriers, teachers create a learning environment that will benefit all students every day. Marilyn L. Weber, President & CEO of Deaf Interpreter Services. Ref: www.getting smart.com ■

Naranga School, Frankston, VIC NARANGA caters for students with a mild intellectual disability aged 5 to 18. We provide an engaging and comprehensive curriculum that ensures students will achieve personal success in a structured, safe and supportive learning environment. Programs are innovative and accommodate the individual learning styles of each student. Goals are designed to be challenging whilst developing the skills required for becoming an effective and productive member of the community. Naranga has a focus on positive attitude and behaviour, with School-Wide Positive Behaviour and Restorative Practices implemented across the school. Naranga offers opportunities for practical learning through a wide variety of hands-onlearning activities. Our academic curriculum is based on the Victorian Curriculum with a focus on independent living skills, leading to Work Experience opportunities. Other programs include Art, Bike Education, Dance, Home Economics, Horticulture,

Naranga has a focus on positive attitude and behaviour Independent Travel, Music, Outdoor Education, and Woodwork. The computer network includes desktops, laptops, netbooks and iPads. Students are engaged in daily physical activity, and senior students experience sports such as basketball, football, cricket and soccer. There is a strong emphasis on the Performing Arts with students involved in music, dance and drama. The Junior School caters for students up to age 14, and the Senior School is for students over 15. In their final two years of school, students undertake the Victorian Certificate of Applied Learning (VCAL) or the Duke of Edinburgh Award. There is a strong focus on learning for life, with careers planning from age twelve. All students graduating from Naranga are placed in appropriate and rewarding post-school situations.

N • Individualised Learning Plans based on the Victorian Curriculum • Practical, hands-on approach to learning culture and expectations • Extra-curricular activities: dance, running club, karaoke, crafts • Therapeutic supports: speech and occupational therapy, psychology • Focus on sustainability

www.naranga.vic.edu.au 9788 2222 12359125-KC34-17

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Nepean School NEPEAN School is an innovative educational setting, offering individualised learning pathways for students with physical disabilities and complex health needs. We have strived to create and embed a culture of kindness at Nepean. We have 3 very simple school rules that help us all to focus on sustaining and nurturing a caring school environment. Our 3 school rules are ■ Kindness to Ourselves ■ Kindness to One Another ■ Kindness to Our Environment Our transdisciplinary teaming model sees therapists working in classrooms alongside teachers delivering quality learning programs. Each class receives 3 one hour sessions of Physiotherapy, 3 one hour sessions of Occupational Therapy, 3 one hour sessions of Speech Therapy and 1 hour of Music Therapy per week. This sees 10 sessions of therapeutic input and support in every classroom, every week. We provide comprehensive programs for students at all stages of learning, for early learners through to VCAL and VET programs. Individual Learning Plans draw on the Victorian Curriculum and include English, Mathematics, Personal and Social Learning, Digital Technologies, Visual

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Arts, Music, Dance & Drama, Health and Physical Education (including Aquatics in our onsite hydrotherapy pool), The Arts, Play and Leisure, Science, Geography, History, Civics and Citizenship, Life & Community Skills. Programs are designed, implemented and evaluated by the transdisciplinary team in collaboration with families and carers. Our philosophy of learning and teaching at Nepean school is based on the following ■ Relationships matter - trusting relationships and a positive climate where everyone feels respected, included and valued is the starting point for successful learning.

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Connecting the learning - it is essential we make connections with what our children and young people already know. They will be more receptive to new knowledge if a lesson begins with an activity that helps them ‘switch on’ to concepts they are already familiar with. Learning Intentions and Success Criteria sharing learning intentions and success criteria is a key component of every lesson. Learning I intentions are what the students are learning, these are often shared as a WALT statement We Are Learning To …. Success criteria lets students know what they have to do to achieve their learning goals. These are often shared through a WILF statement What I’m Looking For …. Together learning intentions and success criteria encourage greater independence and a sense of responsibility for learning.

maximising every students potential. Classrooms are carefully set up to ensure students individual needs are catered for. Classes have the opportunity to access a range of spaces within the school for their programs, whether its practising mindfulness in the tepee, learning about sustainability in the veggie gardens, making their lunch in the Life Skills room, working on gross motor skills on the bike riding tracks, participating in stretching programs in the Discovery Room or doing some research in the school Library - our school is full of places and spaces to immerse students in their learning. We have active Parent Group who meet regularly to share information, support one another and learn together. The group have a varied program including informal coffee mornings, guest speakers and social outings.

Active Learning - ensuring that every learning opportunity is active, collaborative and cognitive. Encouraging students to make choices, take on responsibility, work in teams, share their ideas, take turns, contribute, ask questions, offer solutions, reflect on and celebrate their learning. Students are supported to demonstrate what they have learnt in a variety of ways, All learners are given the opportunity to work on ‘real life’ situations that impact not only on their learning in the classroom, but also relate to the real world.

Members of our Parent Group are also a great support for new families and happy to welcome them into the Nepean community.

Nepean School is a bustling and innovative place of learning. We strive to create an environment that promotes active learning whilst

We welcome visitors at any time! Please call our principal Carolyn Gurrier-Jones on 9786 9111 to organise a tour.

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We value the support and involvement of families. Whether it’s helping out in the classroom, volunteering for a particular program, assisting with fundraising projects, participating in a working bee, coming along to school events or becoming a member of School Council, families are always welcome to be part of the learning community at Nepean.

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AMAZE – Formerly Autism Victoria AUTISM Spectrum Disorder (ASD) is a developmental condition which affects individuals in two main areas: ■ Individuals have impaired communication and social interaction ■ Individuals have restricted, repetitive patterns of behaviour, interests or activities ASD affects the way that individuals are able to interact with others and they often find the world to be a confusing place. Difficulty communicating can result in ‘melt downs’ – this differs from a tantrum as the individual does not choose to have a melt down. Individuals with ASD often have sensory sensitivities – they may be under- or over-sensitive to any of the five senses. Every Individual with ASD is Different ‘If you’ve met one person with ASD, you’ve met one person with ASD’. (Anon.) The term Autism Spectrum Disorder (ASD) reflects the fact that no two people with ASD are alike. Even though each individual with ASD has difficulties in the areas of communication, socialisation and flexibility of thought, each has a unique combination of characteristics and so may seem quite different. Two siblings with ASD may be very different from each other even though both may have a diagnosis of ASD. Secondary Conditions and Difficulties Associated with ASD Some people with ASD have other conditions as wellw, such as: ■ speech and language difficulties ■ intellectual disability (around 70% of individuals with ASD also have an intellectual disability) ■ sleep problems ■ attention problems ■ epilepsy ■ anxiety and depression ■ difficulties with fine and gross motor skills There are other conditions that are associated with ASD, including Fragile X Syndrome, Tuberous Sclerosis and other genetic disorders. Many individuals with ASD have difficulties interpreting sensory information, and may display over- or under-sensitivity. Being oversensitive to sound, touch, taste, smell and vision

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can be very distressing to individuals with an ASD and can result in very strong reactions. Depending on the severity of the condition and secondary conditions/difficulties, some individuals may be able to live independent lives while others will always need assistance and support. Experiencing the world for an individual with ASD Individuals with ASD feel like they are bombarded with sensations. They often have a preference for visual learning and may learn in different ways to others. Their difficulties with communication mean that they often miss nuances and jokes and a common trait is that they take what people say very literally. In My Mind is a short video by Alex Olinkiewicz, a 16-year old with ASD (diagnosis of Asperger’s Syndrome), who talks about how his ASD affects him.

Adults with ASD struggle with social situations and ‘small talk’. They may appear rude or say things that others would not say. They may appear overly critical or ‘awkward’. Understanding ASD ASD often causes individuals to struggle to understand and relate to other people and to their environment and this can often result in extreme behaviour, which can be seen as tantrums in children or rudeness in adults. It is the only way they have to indicate how anxious they are feeling. Individuals with ASD look no different to anyone else. Parents of children with ASD often report that others think that their children are badly behaved and that they lack parenting skills. They misunderstand the situation. CONTINUED ON PAGE 38

Northern School for Autism

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NORTHERN School for Autism is a Victorian State Government specialist school that exclusively addresses the educational needs of students with autism. Across the two campuses of NSA a dedicated team of 160 staff members provide autism specific educational programs, for 260 students from 5 to 18 years of age. The Reservoir Campus provides state of the art facilities for the Early and Middle Years’ students. The Later Years’ students attend the refurbished Lalor Campus, which is located close to transport, community services and shopping precincts. In 2015 the school opened a satellite program at Norris Bank Primary School. Northern School for Autism implements a teaching approach that builds on individual student’s strengths and skills. The educational programs accommodate the particular impairments associated with autism. Teaching and learning programs centre upon developing students’ interpersonal/personal skills, communication skills and executive functioning.

Emphasis is placed on promoting social skills, assisting students develop their imagination and play skills, as well as supporting students learn to manage and self-regulate their emotions and behaviour. Programs are designed to accommodate individual student’s needs and interests. Classroom teams are supported by occupational therapists and speech pathologists. Utilising proven teaching practice, an individual learning plan is developed for each child in consultation between parents and staff. We pride ourselves on being a centre of excellence in the provision of programs for students with autism. I hope you enjoy learning all about our wonderful school.

Pamela Mathieson – Principal

RESERVOIR CAMPUS 16-18 Gertz Avenue, Reservoir, VIC 3073 Telephone: (03) 9462 5990 Campus email: northern.sch.autism@edumail.vic.gov.au

LALOR CAMPUS 2-4 Lyndon Street, Lalor, VIC 3075 Telephone: (03) 9464 3480 Campus email: northern.sch.lalor@edumail.vic.gov.au Enrolment Equiries: Email: saric.mariarosa.m@edumail.vic.gov.au

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FROM PAGE 36 Adults with ASD struggle with social situations and ‘small talk’. They may appear rude or say things that others would not say. They may appear overly critical or ‘awkward’. ASD Facts ■ ASD affects around 1 in every 100-110 people. This equates to around 55,000 Victorians and around 250,000 Australians. ■ ASD is diagnosed in around four times as many males as females. ■ ASD is a lifelong condition and there is no cure. ■ Unemployment rates for individuals with ASD are around 65% compared with only about 6% for the whole population. ■ Individuals with ASD are over-represented in the homeless population and in the justice system. ■ On the positive side, early intervention can have tremendous results in helping those affected to live to their full potential. ■ For older individuals, timely and meaningful support, advice and information can also be critical to quality of life outcomes. Common Names for Autism Spectrum Disorder The term “Autism Spectrum Disorder” includes

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Autism/Autistic Disorder, Asperger’s Syndrome and Pervasive Developmental Disorder – Not Otherwise Specified (PDD-NOS). These specific terms are often required for funding purposes. Other terms you might hear are “high functioning autism”, “classic autism”, “Kanner Autism” or “atypical autism”. Note: the latter terms are not thought to be very useful for diagnosis and treatment, and most diagnosticians tend to use the term Autism Spectrum Disorder to describe the varied presentation of individuals on the spectrum. What are the Causes? It is not known what causes an individual to have ASD. Much research is being done to try to find out more. At this point it is believed to result from changes to brain development which may be caused by a combination of factors, including environmental and genetic factors. There is an increased chance of having another child with ASD if there is already a child in the family with ASD, but no specific genes have yet been proven to cause ASD. ASD is not caused by parenting or social circumstances. ASD is not caused by vaccination or other medical treatment.

3 Parker Street, OFFICER VIC 3809 PO Box 475, OFFICER VIC 3809 Phone: 03 5943 2800 ABN: 19 325 474 472

Ofﬁcer Specialist School provides programs for students with an intellectual disability. Programs include: • Small classes with individual Learning Plans for each student. • Therapy staff: psychologist, speech, occupational and physiotherapy staff who work in conjunction with class teachers to provide the best possible outcomes. • Specialist teachers – Physical Education, Food Technology, Courtyard Cafe and Sustainability – including the Stephanie Alexander gardening program. • Community engagement programs: Travel Education, swimming, library visits and excursions. • Buddy Programs with the local schools.

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PPSS is located 3 kilometers from the centre of Melbourne in sunny Port Melbourne a couple of blocks away from Bay St which is a major shopping hub for our families and students. PPSS is known internationally for its excellence in teaching students (aged 2.8 to 18 years) with a range s. of intellectual disabilities and autism spectrum disorders. The school uses an Integrated Service Delivery model where her here er the therapy team work with teaching and specialist stafff in collaborations, team teaching, and coaching roles. This model mode odell ensures that every student receives therapy service throughout ougho ou ghout ut daily dai aily ly urricu urr ic lum l guide activities in the school. The school uses the Victorian Curriculum to guide curriculum content, however each student receives an Individualised Learning Program that caters to his / her special needs. The school has developed an approach using Visual and Performing Arts to ensure engagement by students. That is, the Victorian Curriculum is used as a guide for curriculum content, however, when / where possible staff embed academic work into daily routines and activities using Visual and Performing Arts. For example, in reading, the class may listen to a story and then draw a picture showing their own story, act out the story, create a dance to tell a story, or create a song that relates to the story. The school offers small class sizes with a qualiďŹ ed and experienced Special Education Teachers in each class supported by an Educational Support (Aide) staff member. Our focus is on teaching students to become independent in self-help skills and to achieve academically at the highest level possible. We want them to develop positive interaction skills and develop friendships. We want our students to achieve academically, socially, and emotionally. We want them to function independently and co-operatively within the school and to engage in local community programs and activities so that they are connected with their community.

Our Specialist Programs include the following: Activities of Daily Living Programs, Art, Aquatics & Swimming, Bike Riding & Safety, Camping Programs, Culinary Arts & CafĂŠ Programs, Choir, Dance, Drama, Drama Therapy, Duke of Ed Program, Early Years Education, Gross & Fine Motor Programs, Healthy Eating Programs, Information Technology Programs (using iPads, computers, interactive whiteboards, etc.), Interschool Sports, Gross & Fine Motor Skills Programs, Music, Occupational Therapy, Physical Education, Physiotherapy, Play Programs, Reading Programs, Sensory Programs, Social Skills Programs, Specialist Reading & Literacy Programs, Speech-Language Therapy, Swimming, and many more. Facilities: Hydrotherapy Pool, SPA, and on-site swimming pool, full gym, dance room, music room, art room, sensory rooms, 3 outdoor play areas, outdoor basketball court, trampoline and playgrounds, exercise equipment, library, computer lab, independent living centre

Cnr Nott & Pool Streets, Por t Melbourne Vic. Australia 3207 Phone: +61 3 9646 0855 Fax: +61 3 9646 0704 Email: por t.phillip.ss@edumail.vic.gov.au www.por tphillip.vic.edu.au

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In order to achieve the best results we utilise internationally accepted evidenced-based programs for students with intellectual disabilities and autism spectrum disorders.

South Gippsland Specialist School SOUTH Gippsland Specialist School is located on the Education Precinct in Leongatha where it is a centre of expertise for teaching and supporting students with an intellectual disability. The small class sizes, combined with the high student:staff ratio creates an environment that allows our students to achieve and thrive in a positive climate.Students have access to high quality educational programs designed by Specialist trained teachers with the support of allied health staff such as speech pathologists, occupational Therapists and social workers. Staff have had specialised training for working with students who have an autism spectrum disorder and students who have experienced trauma. The school implements all aspects of the Victorian Curriculum as well as many extra curricular activities such as Duke of Edinburgh Program, Horse Riding Program and is able to provide a swimming program as the teachers are all AUSTswim trained and we have our own indoor heated swimming pool.

The schools frame work is based on respect, learning, safety, teamwork and social justice, which is how children grow to become empowered members of their society. Our focus on social skills and building positive relationships is vital so that children have a caring and stimulating school environment that they love coming to. We want our students to experience success, to reach their full potential academically, socially and emotionally. We want them to function independently and co-operatively within the school and to engage in local community programs and activities so they connect with their community and develop the skills they need to become active members of their local townships.

South Gippsland Specialist School Foster the involvement of the wider school community in its programs and activities so students become empowered members of their communities

Purpose built with fantastic resources for teaching and learning Hydrotherapy pool | Multi purpose hall | Extensive fruit & vegetable gardens Chicken coop | Multimedia room | CafĂ¨ style kitchen

South Gippsland Specialist School 13 Horn Street, Leongatha P: 5662 4496 F: 5662 5873

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FROM PAGE 8 Another of the initiatives in the Plan is the creation of a new category for Inclusive Education Excellence at the annual Victorian Education Excellence Awards. While we are committed to improving our schools, we also recognise that every day in classrooms and schools across the state teachers and school staff are working hard to ensure their students enjoy and thrive at school, including children and young people with a disability and special needs. This award recognises and celebrates the outstanding work of our school workforce and identifies examples of innovation and excellence in teaching practice and school programs to lift the achievement and increase and personalise the support for students with special needs. Other initiatives in the Special Needs Plan for Victorian Schools include: ■

A $10 million Inclusive Schools Fund for existing schools, to provide better buildings and facilities for students with special needs

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New requirements for teachers to complete special needs training as part of their preservice and

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In-service professional learning

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A requirement that all newly-built government schools – or schools undertaking planning works – provide facilities to accommodate the diverse needs of students

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An investigation into an early years screening program for learning disorders

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Expansion of the Ability Based Learning and Support (ABLES) for all students who are not at the standard school curriculum level (preAusVELS).

The Victorian Government is investing $4 billion to make Victoria the Education State, so every community has a great local school and every child gets the chance to succeed. One of the characteristics that will define the Education State is the extent to which we define and embed excellence and opportunity in every classroom, for every student. While each initiative in the Special Needs Plan has a specific set of outcomes, taken together they represent a comprehensive strategy and commitment to excellence and inclusion for students with special needs in our schools. For more information on the Special Needs Plan and other initiatives, visit www.education.vic.gov.au/specialneedsplan

SPRINGVALE PARK SDS Springvale Park SDS is an innovative and dynamic centre of learning for students with disabilities, from preschool (Early Education Program) through to 18 years of age. Our catchment area comprises Springvale, Noble Park, Dandenong and parts of Keysborough and Dingley. Our school has an innovative and comprehensive curriculum with a strong focus on providing positive learning outcomes. Our curriculum covers various educational programs which include ICT skill development, Multi-sensory, ABLES, Victorian Curriculum,

Transition programs, 16+ Program and Supportive Early Education Program specifically designed for preschool students with a global development delay. Our extra-curricular activities include Swimming, Duke of Edinburgh Award, Bike Riding, Bowling and Basketball, Camping, Cooking/Home Crafts, Riding for the Disabled, Gardening, Me TV, Community access and travel training. Our therapy team includes Occupational Therapists, Music Therapist, Physiotherapists, and Speech Therapists.

EARLY EDUCATION PROGRAM Springvale Park Special Developmental School offers an Early Education Program specifically designed for pre-school children with a global developmental delay.

program, sensory program, hydrotherapy, cooking, music and movement and ICT. Students also have access to physiotherapy, occupational therapy and speech therapy where appropriate.

The program caters for children aged between 2 years 8 months to 4 years 8 months. Our program offers a fun, innovative and motivating program run by professional staff who have experience working with children with additional needs.

Students are also encouraged to attend regular kindergarten or childcare programs. The school promotes inclusion of students in their local services and supports the families in choosing an appropriate school age program.

A major focus is on developmental play, improving communication skills, independent living skills and social skills. We use a variety of communication methods to promote communication such as Key Word Sign, Picture Exchange Communication Systems, Aided Language Displays (ALDâ&#x20AC;&#x2122;s) and Pragmatic Organisation Dynamic Display (PODD). Our curriculum is aligned with the Victorian Early Years Learning and Development Framework. We work closely with families to enable our students to reach their full potential.

For enrolment in the program, please contact the school. Enrolments are subject to availability and your child may be placed on a waiting list.

For further details, please contact the principal, Jackie Lowther, on 9546 7666. Springvale Park Special Developmental School 13-15 Sandown Road, Springvale 3171 Tel: 9546 7666 Fax 9558 4459 | Email: springvale.park.sds@edumail.vic.gov.au Web: www.springvaleparksds.com

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Our program also incorporates a toilet training

Calling all creatives with a disability Statewide Autistic Services is raising the bar for creatives with a disability.

Two more talented artists will also receive an award.

SASI’s annual art exhibition is in its fifth year and is growing in popularity. This inclusive event is set to impress with a celebration of outstanding artwork once again.

The wider community will choose a People’s Choice Award winner, while the gallery will select a winner for its Packer’s Prize.

“We’d love the community to support SASI is inviting people with a disability to this event and all entrants. We invite submit their artwork. visitors to the exhibition to place their “The exhibition is a great opportunity to vote for the People’s Choice Award,“ said showcase the high level of hidden talent Ms Ferry. in the community. Says Kath Ferry, SASI’s Conditions and entry forms are available CEO. “We’re excited to be part of an event from where people with a disability can bring sasi.org.au/events their work into a public forum. “ This year entries are open from Monday 25th September to Friday 6th October. Entrants may submit up to three twodimensional pieces with a cost of $10 per entry. Frankston’s Cube 37 gallery will host the exhibition which runs from 1st November until 8th November with a Gala Opening on Thursday 2nd November. There are three prizes up for grabs for those willing to put their creative skills to the test. The first prize is the prestigious Alfred Murphy Prize given in honour of one of SASI’s founding members. SASI assists children, teenagers and adults with autism and complex disabilities. The organisation has been in existence for more than 50 years.

Flowers, M. Dyson & Beachlynn Crew 2015 (Detail)

Photo opportunities: • Artists with their works • Presentation of prizes to winning artists For further information regarding interview and photo opportunities: Kath Ferry, CEO 9773 6044 or Kath.Ferry@sasi.org.au

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Talk to SASI SASIâ&#x20AC;&#x2122;s simple motto Your Life. Your Way. Your Choice. best describes the service we provide. Our clients choose to live life the way they want to. It is their choice to decide when, where and how they live each day. These word reflect SASIâ&#x20AC;&#x2122;s person centred philosophy. We support our clients to own and take charge of their lives today and in the future.

SASI started out more than 50 years ago as a service run by dedicated parents. Our organisation has evolved into a flexible, evidence-based, support service. We are a dedicated team who focus on the individual needs of each person we support on the spectrum.

Better understand how SASI can support clients with autism or another complex disabilty. Visit sasi.org.au or call (03) 773 6044

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Sunbury & Macedon Ranges Specialist School Sunbury & Macedon Ranges Specialist School offer programs for students aged between 5 and 18 years with an intellectual disability across two campuses. The Sunbury campus caters for primary students (Prep to Grade 6). The Bullengarook campus caters for senior students (Year 7 to Year 12) and offers VCAL at the Foundation level.

All students are supported by individualised learning Refer to Sunbury & Macedon Ranges Specialist Schoolâ&#x20AC;&#x2122;s website - www.smrss.vic.edu.au Sunbury & Macedon Ranges Specialist School Circular Drive Sunbury, 3429. (P.O. Box 304) Ph: 9744 4879 sunbury.macedon.ranges.ss@edumail.vic.gov.au

Bullengarook Secondary Campus 705 Bacchus Marsh Road, Bullengarook, 3437 (P.O. Box 962, Gisborne, 3437) Ph: 5428 9222 sunbury.macedon.ranges.bullengarook@edumail.vic.gov.au

Please contact Joanne Nolan, Principal, on 9744 4879 to arrange a visit.

www.smrss.vic.edu.au 46

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programs that focus on personal, social and academic needs.

GROW YOUR CHILD’S POTENTIAL St Paul’s College is a Catholic specialist school for children aged 5 to 18 years with intellectual and physical disabilities or diagnosed Autism Spectrum Disorder. To help your child reach their full potential, we offer: • Bridging and Dual-School programs at mainstream schools and St Paul’s College • Strong home-school partnerships • Allied health professionals working with teaching staff Contact Principal Trevor Herny on 03 9855 7700 or email trevor.herny@vmch.com.au or visit vmch.com.au/stpauls

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Yarra Ranges Special Developmental School EVERY child needs to experience success. This is particularly important for preschool children who are beginning their education journey. Yarra Ranges Early Education Program provides individualised educational programs for each participant. The Program’s approach is to address the needs of the child in a fun, play based environment while providing ongoing support and advice to families. Located on the Yarra Ranges Special Developmental School Mt Evelyn Campus, the modern Early Education Program building is custom built for providing early intervention educational programs. The programs provide small, play based sessions for children aged between 2 years and 8 months of age and 5 years of age who are experiencing developmental delay in two or more areas and/or have a disability. The program is Government funded by the Victorian Department of Education and Training. Program sessions are available during school hours (9.15am – 2.45pm) five days a week. Children may attend up to two days per week. The emphasis during these sessions is on the development of communication, fine motor, gross motor, social and cognitive skills in a play based environment. The program works in partnership with each family and each child receives an individualised, tailored program that specifically addresses their areas of developmental delay. Children also have access to the school’s hydrotherapy pool. A water familiarisation program is offered seasonally, which is staffed by a qualified, AustSwim Teacher and support staff. If required, a specialist Hydrotherapy Program can be undertaken by the School’s Physiotherapist.

Independence through active learning

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All programs are supported by a qualified Special Education teacher, experienced education support staff as well as a team of Speech Pathologists, Occupational Therapists, a Physiotherapist and a Music Therapist working closely in a multi-disciplinary team. This team provides ongoing support, undertakes assessments and provides professional guidance and advice. If any parent feels that this program may be of benefit to their child, or they would like to organise a tour please contact the school on (03) 9736 2499 to speak to the Principal, Janet Taylor, for a confidential chat about your child’s needs. Yarra Ranges Special Developmental School Early Education Program offers: ■

Victorian Department of Training funded program;

Education

and

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A highly skilled and experienced multidisciplinary team;

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Customised, Individual education program plan for your child;

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A heated, private Hydrotherapy Pool on site.

Contact details 18 –20 Burdap Drive, Mt Evelyn 3796 Telephone: 9736 2499 Email:

yarra.ranges.sds@edumail.vic.gov.au

Yarra Ranges Special Developmental School is a state government school, with Amaze accreditation, for children aged 2 years and 8 months to 18 years who have a signiﬁcant developmental delay and/ or an intellectual disability including children with multiple disabilities and Autism Spectrum Disorder.

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We offer UÊ Ê >À ÞÊ `ÕV>Ì Ê*À }À> UÊ ÊÀ> }iÊ vÊi À i ÌÊ «Ì Ã UÊ ` Û `Õ> Ãi`ÉÃ > Ê}À Õ« learning experiences UÊ ÝÌÀ> VÕÀÀ VÕ >ÀÊ>VÌ Û Ì iÃÊ V Õ` }Ê> award winning ﬁlm and multimedia program UÊ vÌiÀÊÃV ÊV>Ài

UÊ/ iÀ>«ÞÊ«À }À> Ã UÊ i> Ì ÊÃÕ«« ÀÌÊ«À Û `i`ÊLÞ our school nurses UÊ*>Ài ÌÊÃÕ«« ÀÌÊ«À }À> UÊ/À> Ã« ÀÌÊÌ Ê> `ÊvÀ ÊÃV UÊ7 À ÊiÝ«iÀ i ViÊ> `ÊÃV ÊL>Ãi` apprenticeships UÊ->Ìi ÌiÊ1 ÌÊ>ÌÊ i> iÃÛ i ÊÊÊ*À >ÀÞÊ-V

Fun kids activities with VMCH! VILLA Maria Catholic Homes (VMCH) recognises each child is unique, and understands the needs of families and carers are varied. We offer an extensive range of supports for children and teenagers with disability to learn and develop, at our Early Childhood Intervention Services and our specialist school, St Paul’s College in Kew, and at locations across Melbourne. Our education services are dedicated to providing safe and supportive environments where children can access specialist education pathways and also developmental and therapy services to enable them to reach their full potential. Our respite services aim to provide a safe, fun and enjoyable environment for children, offering them a chance to socialise with people their own age and ‘time out’ for their families and carers.

new skills, gain independence, explore and embrace new activities, celebrate achievements and positively engage with their peers and the community. If your child is aged six to 18 years, enjoys making new friends, having fun, experiencing a range of interesting activities in a safe environment and getting out and about, then our Flexible Respite Services Program is for you. Join in the fun on our Saturday day programs, school holiday programs and camps. Activities depart from Kew and Wantirna and can include visits to IMAX, fishing, local festivals, music, puppet shows, reptile parks, swimming, cooking, Art ’n’ Craft and more. Or grab your sleeping bag and come along on a memorable camping experience with us!

VMCH offers an exciting range of recreation and camping programs for children and adolescents with a disability. Activities are age appropriate, fun and challenging and provide great opportunities to make new friends and explore a variety of activities.

We use a range of camp sites across Victoria, all with fantastic indoor and outdoor facilities, with accommodation in cabins or bunkhouses. Activities may include giant swing, canoeing, ropes course, campfires, games, beach walks or exploring the surrounding tourist haunts.

Our respite staff are experienced, enthusiastic, friendly and understanding. We enjoy having fun on our programs; helping participants develop

For more information about our fantastic activities for children contact us on 1800 798 921 or email seeds.response@vmch.com.au

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WESTERN AUTISTIC SCHOOL

We look forward to welcoming you and your children at our school.

Further information about WAS and its branches is available at www.westernautisticschool.vic.edu.au www.autismteachinginstitute.org.au www.autismprac.org.au LAVERTON

NIDDRIE

1 Burnley St Laverton, 3028

Cnr. Garnet & Teague Streets, Niddrie, 3042

9097 2000 western.autistic.sch@edumail.vic.gov.au

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As part of our schoolâ&#x20AC;&#x2122;s mission, WAS is actively involved in aTbTPaRW P]S caPX]X]V 8c WPb P registered training provider The 0dcXb\ CTPRWX]V 8]bcXcdcT 0C8 which provides post graduate qualiďŹ cations to educators f^aZX]V fXcW bcdST]cb fXcW 0B3

The Western Autistic School is a large, vibrant and unique school in the western suburbs of Melbourne. We offer an early years program for 300+ young children with Autism Spectrum Disorder in Prep to Grades 3 and speciďŹ c programs for secondary age students. ~ CWT X]SXeXSdP[ RWX[S Xb cWT U^Rdb Û ^da cTPRWX]V ~ 4PRW RWX[S Xb _aêXSTS fXcW P] X]SXeXSdP[ [TPa]X]V _[P] in consultation between parents and staff. ~ 5^d]SPcX^] bZX[[b X] b^RXP[ R^\\d]XRPcX^] T\^cX^]P[ intelligence, and language are emphasised alongside PRPST\XR bZX[[b ~ B\P[[ R[PbbTb % ( bcdST]cb fXcW cf^ cTPRWTab P]S an aide. ~ BRW^^[ fXST bd__âc Qh Tg_Tac cWTaP_Xbcb P]S psychologists. ~ 8]SXeXSdP[XbTS caP]bXcX^] _a^VaP\ Uâ RWX[SaT] c^ \êT on to local schools. ~ >] V^X]V ^dcaTPRW bd__âcb

ou y t a h w t s u j e couldbeb just what lkira could AAlkira ! ing forfor! ooklooking re lare ayou Alkira can offer you: • Further Education: Momentum/Pathways provides post-secondary school study of accredited and non-accredited subjects for school leavers and operates in conjunction with Box Hill Institute from the Nelson Road campus. With an academics and capacity building focus, the program is outcomes driven, with graduates of Momentum/Pathways experiencing open employment and volunteering, management of their money and budgets, utilising public transport and independence in the community, and even moving out of home, living away from family. • Networks: Continues the learning beyond Momentum/Pathways and is a community based education program consolidating and building upon learned skills, and promoting further independence and involvement in the community. • Place & Train: Individual and personalised support for work experience and volunteer work positions and for people who wish to transition to work. • Connections: With four sites operating in the City of Whitehorse and each offering a unique environment – something to suit all abilities – Connections offers a range of group based activities and programs covering The Arts, Academics, Health & Wellbeing and Recreation & Lifestyle. Activities are both site-based and community based. • Home & Choice: Provides people with individual support in the community or at home, as they choose. • Residential Services: Provides a range of supported independent living including shared home living and respite accommodation. • Recreation Service: Provides a broad range of leisure and recreational activities and holidays in the evenings, on weekends and during holiday periods. • Transport: Provides transportation for people to access Alkira’s services. For over 60 years Alkira has been at the forefront of service delivery for people with an intellectual disability and their families. We pride ourselves on listening to the people we support, and as needs change, so too does Alkira, where possible adapting to meet the needs of each individual. There are currently 220 people who choose Alkira’s services to support their needs, and Alkira provides support through: - A Volunteer Board of Directors (bringing to Alkira a broad business and industry skill base) - A highly skilled and experienced management team - A workforce of 85 trained, talented and dedicated staff - Over 80 committed Volunteers - Four Day Service sites; - Seven residential homes where over 30 people live independent of family; - respite accommodation for six people at any one time; - Transportation so people can access Alkira’ services.

Visit our website at www.alkira.org.au Contact Alkira on phone: (03) 9890 1365 Or Email: info@alkira.org.au

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Bayley House has been providing support services to people with an intellectual disability in the Bayside Metropolitan area for over 65 years. In addition to an extensive day service attended by more than 185 people, Bayley House also operates supported accommodation and short term respite services. Bayley House’s person centred approach delivers a ﬂexible, tailored service which supports people to achieve their goals and desired outcomes. This empowers individuals to become more independent, develop new skills and participate as a valued and active member of the community.

65 YEARS OF EXPERIENCE

We work closely with each person to help establish an activity program that is in line with their interests, the support required and personal goals. The outcomes achieved are very individual and have different meaning and value for each person.

Located in Brighton, Bayley House embraces the principles of adult learning and offers adults with an intellectual disability a range of activities that facilitate learning and development, create opportunities to gain new experiences and offer pathways into the community. All programs are supported by qualiﬁed and experienced staff, great facilities and a positive social environment. We are a registered NDIS provider and our activity structure is aligned with goals and outcomes designed to link back into a person’s NDIS plan.

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An important element of Bayley House’s day service is our involvement in the local community. We have strong links with organisations, schools and businesses in the Bayside area and many are actively involved in providing services, supporting our programs or assisting those who attend Bayley House.

52 Middle Crescent, Brighton VIC 3186 For further information please visit our website: www.bayleyhouse.org.au or call on 03 9982 1500 Email: dayservice@bayleyhouse.org.au

Knoxbrooke THERE’S so much happening at Knoxbrooke! What’s new: Knoxbrooke Achieve: The sky’s the limit! Making the leap from school to work can be daunting, but what if you could explore all your options in one place? Knoxbrooke Achieve is an initiative designed to teach the skills to successfully make this journey. We can help you discover the possibilities to fully participate in the community. Unlock your ideas and abilities and develop real pathways to future learning and employment opportunities. Located at ‘Basecamp’ next to Ferntree Gully train station, our comprehensive two-year course covers every aspect of education and employment preparation, such as life skills, resumes and interview training, and the different types of work available, whether it be volunteering, working at one of our social enterprises, further education or general employment. Kristian Dauncey, Knoxbrooke CEO, is looking forward to this brand-new initiative. “Knoxbrooke Achieve is a wonderful structured program that guides young adults through the wide variety of options. It’s a fun program that continuously builds on the skills needed through real-world experiences. Knoxbrooke Achieve has been carefully designed to achieve real outcomes” There are limited places available for 2018, so register your interest as soon as possible. We can also help you determine whether you’re eligible for NDIS funding for this program. And, when you’ve completed the course, it’s up, up and away - graduate in style with a hot air balloon flight over the Yarra Valley to get you on your way! Looking for other types of support? We can also help with: NDIS – information and planning With the NDIS rolling out from November 2017, it’s important to be well prepared so that you can get the most out of your NDIS experience, or that of your loved one. We have dedicated staff available to answer any questions you may have, or join us at one of over 20 free NDIS information sessions designed to guide you through the NDIS process. These twohour sessions are limited to small groups of only 12 attendees to ensure that you can have your questions answered.

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For 50 years, Knoxbrooke has provided support, training and employment opportunities for people with a disability. Knoxbrooke 365 If you need assistance for yourself or family member outside of business hours, we can help. Knoxbrooke 365 offers in-home and community support every day of the year from 6am – 10pm, with overnight support available. Knoxbrooke Community A vibrant hub of colour and movement, Knoxbrooke Community offers a wide-range of tailored and engaging group activities with an emphasis on life skills development and community participation. With over 140 programs on offer there is sure to be something of interest. Social Enterprise employment and volunteering If you are an NDIS participant looking for rewarding employment, have you considered Knoxbrooke Enterprises? We operate three successful social enterprises in Mount Evelyn and currently employ over 150 people with an intellectual disability. Yarra View Nursery Yarra View Wholesale Nursery produces more than 1 million plants per year from its 12-acre site including camellias, fuchsias, bonsai and natives for distribution to popular retail chains. Yarra View Nursery employs over 100 people with disabilities, in areas that include seedling propagation and horticulture. Home of Garden Lovers, located at the Yarra View site, is a beautiful retail garden nursery open to the public. Knoxbrooke Outsource Knoxbrooke Outsource is a modern commercial warehouse operation that packages a wide range of items from 100’s & 1,000’s to paint pots. Knoxbrooke Outsource also operates a thriving timber kindling business. If you would like to know more about Knoxbrooke, call us on 1300 KNOXBROOKE or visit www.knoxbrooke.com.au

Finishing school and wondering what’s next?

Our program features: • • • •

We are excited to introduce Knoxbrooke Achieve, a new program designed to teach the skills needed to achieve employment or further education.

Limited places Multiple locations Easy public transport access 2 year program

And clear pathways to: • General employment • Social enterprise employment • Volunteering • Community connections (Civic participation) • Further education (TAFE)

Be empowered to achieve your goals.

For more information call us on 1300 KNOXBROOKE or visit www.knoxbrooke.com.au We are a registered NDIS provider

C E L E B R AT I N G

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OC Connections FOR most of us having a job means enjoying an income and the freedom to choose how we live, work and spend our leisure time. OC Connections is committed to providing important opportunities to people of all abilities to choose from a variety of employment options including supported working environments, community-based enterprises and skills training. OC Connection offer a strong network of support that enables people to receive tailored education and training to ensure that they achieve their specific goals and aspirations. The vision is to enable people to live how they choose, in a society that values individuals for who they are, respects their rights and encourages their participation in everyday life. OC Connections takes a holistic approach to supporting people in achieving their goals. OC Connections Enterprises (OCCE) OCCE is OC Connections’ employment division operating a variety of training and employment programs that are meaningful, varied and challenging and aim to maximise each person’s potential. Participants benefit from supported employment opportunities that are designed to build skills and to assist participant’s transition to community based and open employment options. Work Experience OCCE work experience program is open to students referred through TAFE, Special Development Schools, other agencies including Disability Employment Services and family members. Work experience introduces students to a structured workday, teaches them about work ethic and social interaction and gives a taste of working within a supported environment. Work Trials Potential participants complete a one day trial as part of the recruitment process. During the trial,

“Our goal is to provide the opportunities that give people the confidence and skills necessary to transition from school to employment.” 56

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participants have the opportunity to try different tasks; get to know the other employees and better understand their goals and interests. Participants are then able to make more informed choices about training and employment opportunities. Skills training is tailored to an individual’s abilities. Progress is monitored on a regular and ongoing basis to record achievements and identify opportunities for the future. Supported employment in the community and pathway to Open Employment OC Connections offers community based supported employment initiatives. One initiative is the commercial car washing service where participants contribute to managing and growing the small business enterprise to provide opportunities across South East Melbourne. The organisation is also contracted to provide administrative support services in the community through initiatives such as the Department of Defence Administration Program. Here, participants have the opportunity to choose a range of office-based tasks such as filing, photocopying and general administration work and gain valuable skills training in a completely integrated setting. This has proven to be a great success for both the participants involved and the members of the Defence Force working with them. For more information please visit www.OCConnections.org or contact us at admin@OCConnections.org Ph 9569 0603

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People Outdoors About Us PEOPLE Outdoors, a branch of The Australian Camps Association, was established in 1989 to provide outdoor recreation for people of all ages with physical or intellectual disabilities. People Outdoors is a registered NDIS service provider certified with the Department of Health and Human Services (DHHS) and accredited with the Australian Tourism Accreditation Program (ATAP). Our Programs Programs include single day through to week long camps and provide people with disabilities the opportunity to experience the social and developmental benefits of adventure outdoors. In some cases, participation is assisted by our charity, the People Outdoors Fund. All programs are staffed by trained and passionate professionals and volunteers. People Outdoors programs are hallmarked by a high level of communication with parents/guardians and campers, including personal pre-camp meeting and post program evaluation. People Outdoors programs are all about fun, personal development, social connection and enjoying the great outdoors. “I love the camps it gives me the opportunity to meet new people, try new things and the volunteers are awesome, there is not a thing they won’t do for you” - Rita, People Outdoors Camper

Experts in providing outdoor experiences for people with disabilities.

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Where We Go Our programs only operate at Australian Camps Association member camps that are accredited with the ATAP program. Each camp utilises varying facilities and activities. Most camps are held within 1-3 hours drive from Melbourne. Once you have chosen a camp, you will receive an information pack outlining what campsite you will be going to and what activities you will be doing. What We Do Activities on camp will depend on the campsite you will be staying at. The choice is yours! We love ADVENTURE so you will find activities such as canoeing, flying fox, giant swing, ropes courses, swimming, bush walking, archery, yabbying and so much more available to choose from. If you are more the indoor type you may choose activities such as arts and crafts, discos, movie nights and cooking. You may also visit local attractions, festivals and markets. Book Today! What are you waiting for? Give us a call today to see what we can do for you- 03 9863 6824. www.peopleoutdoors.org.au Corporate One, 84 Hotham Street, Preston 3072 03 9863 6824

Experts in providing outdoor experiences for people with disabilities. Come and join us on an Adventure!

Call today- 03 9863 6824

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Autism Teaching Institute THE Autism Teaching Institute is a highly regarded provider of autism specific training and consultancy for educators. The Autism Teaching Institute (ATI) has been training education professionals throughout the state of Victoria since 2006 and has gained a reputation for the quality and practical nature of our courses. The training programs are facilitated by ATI expert practitioners in the field of ASD who have extensive experience working with students with autism. The ATI consistently receives excellent feedback, both from participants and employers. We Offer ■

Visiting consultancy service

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Training seminars

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Nationally accredited postgraduate courses

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Early childhood training and development

Nationally Accredited Training The postgraduate Graduate Certificate and Graduate Diploma of teaching students with ASD is based on a reflective practice model in which teachers are presented with current, high quality research from experts in the field of ASD, and guided to translate this into their everyday classroom practice. The focus on practical application of theoretical information provided in the course invites teachers to explore the unique learning characteristics of individual students with ASD. Teachers are encouraged to incorporate strategies that support students with ASD into their classroom practice to create an inclusive learning environment.

Consultancy service Consultancy to Schools, Early Childhood centres and education service providers is customised to suit the individual needs of each setting. Consultation may include: ■

Observations of students with ASD within their setting.

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Meeting with educators to explore the learning characteristics, strengths and needs of students with ASD.

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Facilitation of goal setting and program design for students with ASD within a framework of inclusive practice.

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Provision of customised Development activities for staff.

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Assisting schools to build their capacity and expertise to support a diverse range of learners.

Professional

Participant Feedback “I feel I can perform my job in a more informed way” “The content met the needs of our staff member perfectly and she was able to provide advice and support to the rest of the staff. Whatever the ATI are doing keep doing it. Highly recommended.” “Comprehensive information: practical and useful: great opportunities for networking.” “Hands on practical experience in classrooms, fantastic knowledgeable lecturers.”

Opportunities to observe at Western Autistic School and inclusive programs at ATI Partnership Schools are available to enrich the practical component of the training.

Further Information Autism Teaching Institute 98 Ascot Vale Rd Flemington, VIC, 3031 Phone: 03 9372 3647 admin@autismteachinginstitute.org.au www.autismteachinginstitute.org.au Western Autistic School Tel: (03) 9097 2000 Laverton: 1 Burnley St, Laverton, 3028 Niddrie: Cnr. Garnet & Teague Streets, Niddrie, 3042 www.westernautisticschool.vic.edu.au

Participants completing the accredited courses receive a nationally recognised Special Education qualification as endorsed by the Victorian Institute of Teaching (VIT).

The Autism Teaching Institute is a Registered Training Organisation (#21709) of Western Autistic School. All of our training and accredited courses address the Australian Professional Standards for Teachers descriptors 1.5, 1.6 and 4.1 as required by the VIT for teacher registration.

Training is focused on the current needs of teachers and the students in their classrooms.

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variety.org.au 4

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Contents Alkira ............................................................................................52

Mount Erin College, Deaf Education Centre .......29

Andale School ........................................................................... 5

Naranga School ......................................................................33

Ascot Vale Special School.................................................. 6

Nepean School ............................................... 34, 35 & Back

Ashwood School........................................................................7 Aurora School ............................................................................ 9 Autism Teaching Institute.............................................. 60

Northern School For Autism ..........................................37 OC Connections .........................................................56 & 57 Officer Specialist School ................................................. 39

Bayley House ...........................................................................53 Belmore School..........................................Cover, 2, 3 & 10 Bendigo Special Developmental School..................11 Bulleen Heights School ..................................................... 12

People Outdoors .........................................................58 & 59 Port Phillip Specialist School........................................ 40 Services, Employment & Training .......................52-63

Creating More Inclusive Schools ....................... 8 & 42

South Gippsland Specialist School ............................ 41

Croydon Special Developmental School ................ 13

Springvale Park Special Developmental School

Currajong School (The) ..................................................... 14

...........................................................................................................43

Deaf Students In The Classroom .....................28 & 32

St Paul’s College – Villa Maria Catholic Homes

Dogs for Kids with Disabilities.................................... 20

...........................................................................................................47

Eastern Ranges School ...................................................... 15

Statewide Autistic Services – Sasi ...................44 & 45

Fun Activities For Kids With Villa Maria

Sunbury & Macedon Ranges Specialist School .......

Catholic Homes ................................................................. 50 Glenallen School.................................................................... 17 Glenroy Specialist School ................................................19

.......................................................................................................... 46 Thomas Cowley Goes To Nasa ..........................22 & 26 Variety – The Children’s Charity ....................... 4 & 61

Grossek’s View ............................................................ 16 & 18 Hume Valley School ............................................................ 21 Insight Education Centre .............................. 23, 24 & 25 Knoxbrooke....................................................................54 & 55 Marnebek School...................................................................27

Western Autistic School ................................................... 51 What Is Autism Spectrum Disorder? – Amaze Victoria ................................................... 36 & 38 Yarra Ranges Special Developmental School

Mornington Special Developmental School

............................................................................................... 48 & 49

................................................................................................30 & 31

YMCA (Anglesea Recreation Camp) ........................63

Next edition: August 2018 For bookings please contact: Themes Media on 5945 0666 or Email: katrina.mihai@ starnewsgroup.com.au Published by Star News Group Pty Ltd ACN 005 848 108. Publisher/Managing Director, Paul Thomas. All material is copyright to Star News Group Pty Ltd. For our terms and conditions please visit www.starcommunity.com.au

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Looking for a camp or activity program for a group of children or young people with special needs?

Join YMCA for an adventure of a lifetime! YMCA Victoriaâ&#x20AC;&#x2122;s Community Development Unit specialises in co-ordinating programs for children and young people of all abilities and backgrounds.

Camping Adventures is an Access ALL Abilities Camp held during the January and /CTOBER School holidays for children aged 8-16 years with one quarter of places reserved for children and young people with disabilities.

Weekend Escape is a residential camping program for young people and adults over the age of 16, with a physical and/or intellectual disability. The program is full of activities to suit a variety of interests and abilities. DadsLink is a program that aims to enhance the relationship between fathers and their children by providing information, support and a range of activities for dads, kids and families, including weekend camps.

YMCA ParentLink is a single parent network

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providing a variety of family friendly activities and access to parenting information and support.

For more information: call (03) 8397 3111 or visit www.victoria.ymca.org.au/discover

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Together we Achieve the Extraordinary An innovative educational setting offering individualised learning pathways for students with physical disabilities and complex health needs.

We welcome visitors at any time! Please call our principal Carolyn Gurrier-Jones on 9786 9111 to organise a tour.