Choices Magazine 2018 by Star News Group

Issue 14 • 2018

Special Schools Guide – pages 1-45 Education, training, careers & social activities for individuals with special needs

Services, Employment & Training – pages 46-47 For your chance to win! Refer page 53 Refer pages 49-53 for information on Dyslexia

Photo provided with the compliments of Nepean School. For further information refer to pages 2, 3 and 34.

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. CONTINUED ON PAGE 34

Together we Achieve the Extraordinary

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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. Choices

Choosing primary schools for children with disability DECISIONS about the best primary schools for children with disability can seem daunting. Visiting schools you’re interested in and talking with principals about how schools can meet your child’s needs will help you find the right school for your child. Decisions about primary schools for children with disability Decisions about where your child goes to school are very personal and can be difficult. It’s common and normal to feel anxious about getting this decision right. All families have a lot to think about when they’re choosing schools, including distance, finances and availability of before and after school care. When your child has a disability, you’re likely to have extra considerations - for example, accessibility or learning support. It’s a good idea to start thinking about school options at least two years before your child is due to start school. Photo courtesy Currajong School.

First steps to choosing a primary school The first step is to find out about the primary school options near you. You could talk to your child’s preschool teacher, professionals at your child’s early childhood intervention service, friends, and a disability advocacy service to get information and ideas. If you already have another child at primary school, that school could be a good place to start as you’ll have already explored its benefits and have a relationship with the school. Visiting primary schools Once you’ve made a list of schools you’re interested in, you can explore them in more detail. School open days and tours will give you a general feel for a school. It can help to take a friend or a disability advocate with you, so you can both gather information and discuss it afterwards. You’ll get some sense of whether the school is right for your child from the: ■ welcome you and your child get

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It’s a good idea to start thinking about school options at least two years before your child is due to start school. principal’s approach to supporting children with additional needs ■ principal’s responses to your questions ■ school’s approach to education, diversity and inclusion ■ experiences of other families ■ extent to which inclusion is a focus in school policy documents. Ref: http://raisingchildren.net.au/articles/ disability_choosing_schools.html ■

Distinctive features of Andale ale School: s $EVELOPMENTAL CURRICULUM s %XPERIENCED STAFF s )NDIVIDUAL EDUCATION PROGRAMS MS s 3PEECH 0ATHOLOGIST ON SITE Special programs: s !RT s -USIC AND DRAMA s 0HYSICAL %DUCATION s 0ERCEPTUAL -OTOR 0ROGRAM s 3OCIAL SKILLS 0RINCIPAL -ARGARET #OTTER

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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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Ashwood School ASHWOOD School is a coeducational school for primary and secondary aged students that provides a progressive, supportive yet challenging environment. Ashwood School is an active learning community for students with mild intellectual disabilities. We work hard every day to ensure our school community is positive and inclusive - where every face has a place, every voice is valued and everyone has something to contribute. Individual 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. At Ashwood School we strive for our students to develop a sense of self - to know and understand who they are, what they like doing, to communicate their needs and to understand their emotions. 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

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? 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 programs including visual arts, performing arts, food technology, physical and outdoor education programs and are given the maximum opportunity to gain vocational and independence skills. School contact details: website: www.ashwoodsch.vic.edu.au phone: 9808 7444

WHO SHOULD GO TO ASHWOOD SCHOOL? 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

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a school tour. Visitors are always welcome at Ashwood.

School contact details: website: www.ashwoodsch.vic.edu.au phone: 9808 7444 Choices

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. s )NDIVIDUAL ,EARNING 0LANS FOR ALL STUDENTS Year s I0AD PROGRAM ACROSS SCHOOL 11 & 12 access s !LLIED (EALTH 4HERAPIES VCAL & VET s ,EARN TO 0LAY PROGRAM programs Specialist programs include s 3TEPHANIE !LEXANDER +ITCHEN 'ARDEN 0ROGRAM s -USIC s 6ISUAL !RTS s 0% s 0ERCEPTUAL -OTOR 0ROGRAM s 0ERSONAL #APABILITIES

1 Tasma Street, Ascot Vale Vic 3032 Contact: Colin Schot - Principal ascot.vale.ss@edumail.vic.gov.au www.ascotvaless.vic.edu.au | phone 9370 8906 9370 8931 12392366-LD32-18

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 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. 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

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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: ■ Smaller class sizes with teachers trained in specialist education ■ Integrated therapies with committed professionals working in tandem ■ Safe and supportive learning environment ■ Closer, more rewarding relationships between home and school ■ Regular camps, excursions and incursions with a focus on inclusion into our local community ■ Development of personal and interpersonal skills ■ Functional living program ■ 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

Stroud Street, Balwyn VIC 3103 Phone: 9859 8762 Website: www.belmoresc.vic.edu.au Email: belmore.sch@edumail.vic.gov.au

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BELMORE SCHOOL

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. Choices

Berendale School BERENDALE School is a secondary school educational setting in Hampton East for students with a mild intellectual disability. Berendale School values a culture of excellence in inclusive education with high expectations for both staff and students. We focus on a positive climate for learning to enable students to succeed and thrive. Our school is a professional learning community where collaboration and collective responsibility for improving student learning outcomes provides every student with the best possible post school options. All students from Years 7-10 follow the Victorian Curriculum and students in Years 11-12 have access to VCAL and a variety of VET courses. Senior students also have access to School Based Apprenticeships and Training (SBAT) and work experience options. Berendale has a well established Physical Education program whereby students have the opportunity to participate in

Located in Hampton East, Berendale is a secondary educational school setting for students with mild intellectual disabilities. Curriculum includes: đŏ % 0+.% *ŏ 1..% 1(1)ŏġŏ ! .ŏĈġāĀ đŏ % 0+.% *ŏ !.0%ü 0!ŏ+"ŏ ,,(%! ŏ ! .*%*# đŏ ! (0$ŏ * ŏ $5/% (ŏ 1 0%+* đŏ !."+.)%*#ŏ .0/ đŏ + 0%+* (ŏ 1 0%+* (ŏ . %*%*# ŏ ĵŏŏ +.0% 1(01.! ŏ ĵŏŏ +/,%0 (%05ŏĥŏ .%/0 ŏ . %*%*# ŏ ĵŏŏ *"+.) 0%+*ŏ ! $*+(+#5 ŏ ĵŏŏ .0 đŏ $++(ŏ /! ŏ ,,.!*0% !/$%,/ŏ * ŏ . %*!!/$%,/ ŏ ĵŏŏ +.0% 1(01.! ŏ ĵŏŏ ++ ŏ .!, . 0%+* ŏ ĵŏŏ .!$+1/%*#

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structured swimming classes, interschool sport and a variety of sport clinics run by external providers. We have a strong partnership with local sporting clubs and the Special Olympics team. Our school is currently embarking on a Capital Works Project, which will see a new multipurpose building built to house Food Technology and our student run Canteen and Café. We also have dedicated spaces for our Art and Music Programs. Our enrolments are drawn from a range of local special, mainstream and secondary schools in the Bayside Network. School tours are run on Tuesday mornings between 9:00am and 10:30am and Thursday afternoons between 3:00pm and 4:30pm. For further queries, information or to book a tour please contact Berendale School on 03 9555 6141.

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.

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

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may not be English. Be sure to provide an 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 16

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

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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).

Coburg Special Developmental School

all aspects of our programs. Our therapy team works with teachers to develop strong, individualised learning goals, which assist our students to fully engage in their learning and maximise outcomes.

For further information please contact Principal Warren Tofts

(03) 9354 4366 Corner Gaffney and Bishop Streets, Coburg Email: coburg.sds@edumail.vic.gov.au Web: www.coburgsds.vic.edu.au 14

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COBURG SDS is a dynamic Special Developmental School situated in the North Western region of Melbourne. We provide a friendly and caring environment that enhances learning, personal growth and well-being for all students. The school caters for families from the northern and western suburbs, from a range of socio-economic and ethnic backgrounds. Students attending the school generally reside within our designated transport area. Our school caters for students with a primary diagnosis of developmental delay or intellectual disability. Many of our students have additional needs that impact on their learning including, but not limited to, autism, communication and high sensory needs. We provide a caring and challenging environment that enhances learning, personal growth and well-being for all students. The school embraces a trans-disciplinary, Child Centred Learning approach that allows all students to engage as effectively as possible with the curriculum. We ensure that communication, functional skills and social and emotional learning are embedded through

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 realised.

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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.

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 Choices

FROM PAGE 12 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. Choices

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 ■

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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Inclusion Rules the Day Grossek’s view Reframing our views 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,

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. 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 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

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

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 2018 enrolment is 305 students. The school is divided into 6 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 postschool placements for our students.

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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!

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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For further information please contact us on 1800 ISIGHT (free call) or 03 9707 1585

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.

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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 provided by Insight Education.

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Jacana School for Autism JACANA School for Autism has a current enrolment of 200 primary and secondary students, is located off the Western Ring Road, close to public transport, Broadmeadows Shopping Centre, Broadmeadows Leisure Centre and the Hume Global Learning Centre/Library. Funding from the Building the Educational Revolution provided a high quality refurbishment of the facilities in 2010. Jacana School for Autism is a Victorian State Government specialist school that exclusively addresses the educational needs of students with Autism. The school was established in 2013 to meet the needs of increasing numbers of students with Autism in the North Western Victoria Region. The school currently caters for 200 students, from 5 to 18 years of age. Jacana School for Autism is a primary and secondary years provider. School Vision: Jacana School for Autism fosters resilience and independence, enabling students to be engaged participants in community life. Purpose Statement: The school continually implements highly customised teaching and learning programs to ensure all students access an inclusive curriculum using evidence informed practice in a safe and supportive environment. Students are supported by a committed professional multi-disciplinary team, focussed on recognising and developing individual personal and educational potential School Values: Empathy Respect Inclusion Jacana School for Autism actively encourages a student-cantered approach by building a positive relationship between students, parents/ carers and the staff. We all have the right to be treated fairly and courteously, even under difficult situations. This includes demonstrating empathy towards one another. Everyone should feel valued and be treated with respect and has a collective responsibility to build positive relationships and promote inclusion. The school embraces the School Wide Positive Behaviour Support philosophy and practices. Class-groups generally comprise eight students of similar chronological age. Teachers and teacher aides generally work in teams of three in each

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classroom, and are supported by speech and occupational therapists, specialist teachers (Physical Education, Visual and Performing Arts & Design and Technology) leading teachers and school psychologist. The school provides an inclusive curriculum where teachers can equip all students with the knowledge, skills and behaviours to help them succeed in a world that is increasingly complex, rapidly changing and rich in information and communications technology. The curriculum is the common set of knowledge and skills that are required by all students for lifelong learning, social development and active and informed citizenship. JSA uses a range of standard curriculum options to develop and provide education programs that are meaningful for all students including: ■ Victorian Curriculum F-10 ■ ADVANCE Program ■ Senior secondary programs: Victorian Certificate of Applied Learning (VCAL), Certificate of Individual Achievement and Vocational Education and Training (VET) in Schools. 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. Jacana School for Autism Tel: 03 9309 628 19 - 39 Landy Road, Jacana 3047 Email: jacana.school@edumail.vic.gov.au Website: www.jacanaschoolforautism.vic.edu.au

Jacana School for Autism strives to be a centre of excellence. Students are supported towards developing their personal and educational potential so as to be valued contributors to family and community life. High expectations and challenging learning tasks facilitated within an Autism aware environment presents opportunities for our students WR EHFRPH FRQĂ&#x20AC;GHQW DQG VXFFHVVIXO OHDUQHUV 2XU FXUULFXOXP LV GHYHORSHG within The Victorian Curriculum F-10 framework, which incorporates the )UDPHZRUN IRU ,PSURYLQJ 6WXGHQW 2XWFRPHV

Respect | Inclusion | Empathy 19 - 39 Landy Road, Jacana VIC 3047 Phone 9309 6258 Fax 9309 6426 jacana.school@edumail.vic.gov.au http://www.jacanaschoolforautism.vic.edu.au/ 12390624-SN32-18

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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 over-

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sensitive to sound, touch, taste, smell and vision 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.

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 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.

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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.

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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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.

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.

We Offer

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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.

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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.

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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MONASH SPECIAL DEVELOPMENTAL SCHOOL Monash Special Developmental School is a state government school for children ǁŚŽ ŚĂǀĞ Ă ƐŝŐŶŝĮĐĂŶƚ ĚĞǀĞůŽƉŵĞŶƚĂů ĚĞůĂǇ ĂŶĚͬŽƌ Ă ŵŽĚĞƌĂƚĞ ƚŽ ƐĞǀĞƌĞ ŝŶƚĞůůĞĐƚƵĂů ĚŝƐĂďŝůŝƚǇ͘ DĂŶǇ ŽĨ ƚŚĞ ƐƚƵĚĞŶƚƐ ŚĂǀĞ ĂĚĚŝƟŽŶĂů ĚŝƐĂďŝůŝƟĞƐ ƉƌĞĚŽŵŝŶĂƚĞůǇ ďĞŝŶŐ ƚŚĂƚ ŽĨ ĂƵƟƐŵ ƐƉĞĐƚƌƵŵ ĚŝƐŽƌĚĞƌ͕ ǁŚŝůĞ ƐŽŵĞ ƐƚƵĚĞŶƚƐ ŚĂǀĞ Ă ƐĞŶƐŽƌǇ Žƌ ƉŚǇƐŝĐĂů ĚŝƐĂďŝůŝƚǇ͘ KƵƌ ĂƌůǇ ĚƵĐĂƟŽŶ ƉƌŽŐƌĂŵ ĐĂƚĞƌƐ ĨŽƌ ĐŚŝůĚƌĞŶ ĨƌŽŵ ϮǇƌƐ ϴ ŵŽŶƚŚƐ ƚŽ ϱǇƌƐ͕ ǁŚŝůĞ ŽƵƌ ƐĐŚŽŽů ƉƌŽŐƌĂŵ ŚĂƐ ƐƚƵĚĞŶƚƐ ĨƌŽŵ ϱ ƚŽ ϭϴǇƌƐ͘ DŽŶĂƐŚ ^ ^ ŚĂƐ D ĂĐĐƌĞĚŝƚĂƟŽŶ ĂŶĚ ŽīĞƌƐ͗ x

Ŷ ĞĂƌůǇ ĞĚƵĐĂƟŽŶ ƉƌŽŐƌĂŵ ;Ϯ ĚĂǇƐͬǁĞĞŬ ĨƌŽŵ ϵĂŵ-ϮƉŵͿ

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Music and PE specialist teachers

Camp program

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,ĞĂůƚŚ ƐƵƉƉŽƌƚ ďǇ ƐĐŚŽŽů ŶƵƌƐĞƐ

WĂƌĞŶƚ ƐƵƉƉŽƌƚ ŐƌŽƵƉ ŝŶĐůƵĚŝŶŐ ǁĞĞŬůǇ ŐĞƚ ƚŽŐĞƚŚĞƌƐ

Transport to and from school for school age students in our transport zone

DŽŶĂƐŚ ^ ^ ŽīĞƌƐ Ă ŚŝŐŚůǇ ŇĞǆŝďůĞ ĞĚƵĐĂƟŽŶĂů ƉƌŽŐƌĂŵ ǁŚŝĐŚ ŝŶĐůƵĚĞƐ Ă ƌĂŶŐĞ ŽĨ ƌĞƐƉŽŶƐŝǀĞ ďƵƚ ĂůƐŽ ĐŚĂůůĞŶŐŝŶŐ ŝŶĚŝǀŝĚƵĂůŝƐĞĚ ƚĞĂĐŚŝŶŐ ĂŶĚ ůĞĂƌŶŝŶŐ ŽƉƉŽƌƚƵŶŝƟĞƐ ĂŶĚ ŝŶŝƟĂƟǀĞƐ͘ īĞĐƟǀĞ ĂŶĚ ĐŽŶƐŝƐƚĞŶƚ ƚĞĂĐŚŝŶŐ ƐƚƌĂƚĞŐŝĞƐ ĂŶĚ ƉŚŝůŽƐŽƉŚŝĞƐ ĂƌĞ ƵƐĞĚ ƚŽ ƉƌŽŵŽƚĞ ƐƚƵĚĞŶƚ ŝŶĚĞƉĞŶĚĞŶĐĞ͘ ůů ƉƌŽŐƌĂŵƐ ĂƌĞ ƐƵƉƉŽƌƚĞĚ ďǇ ƋƵĂůŝĮĞĚ ƚĞĂĐŚŝŶŐ ƐƚĂī ĂŶĚ ĞǆƉĞƌŝĞŶĐĞĚ ĞĚƵĐĂƟŽŶ ƐƵƉƉŽƌƚ ƐƚĂī ŝŶĐůƵĚŝŶŐ ƐƚƌƵĐƚƵƌĞĚ teaching and school-ǁŝĚĞ ƉŽƐŝƟǀĞ ďĞŚĂǀŝŽƵƌ ƐƵƉƉŽƌƚ͘ /Ŷ ĐŽŶũƵŶĐƟŽŶ ǁŝƚŚ ƚŚĞ ƚĞĂĐŚŝŶŐ ƐƚĂī͕ ƚŚĞƌĂƉŝƐƚƐ ƐƵƉƉŽƌƚ ƚŚĞ ƐƚƵĚĞŶƚƐ͛ well-being and development within Ă ĚŝǀĞƌƐĞ ƌĂŶŐĞ ŽĨ ƉƌŽŐƌĂŵƐ ĂĐƌŽƐƐ ƚŚĞ ƐĐŚŽŽů͘ ^ĞƫŶŐ ĞǆƉĞĐƚĂƟŽŶƐ ĂŶĚ ƉƌŽŵŽƟŶŐ ŝŶĐůƵƐŝŽŶ ŝƐ Ă ƐƚƌĞŶŐƚŚ ĂŶĚ ĂŶ ĞƐƐĞŶƟĂů ĞůĞŵĞŶƚ ŽĨ ƐĐŚŽŽů ĐƵůƚƵƌĞ͘ KƵƌ ĐŽƌĞ ǀĂůƵĞƐ ĂƌĞ ƉƌŽŵŽƚĞĚ ƚŚƌŽƵŐŚ ƚŚĞ ƚĞĂĐŚŝŶŐ ŽĨ ŽƵƌ ƐĐŚŽŽů ǁŝĚĞ ĞǆƉĞĐƚĂƟŽŶƐ͗ Ž ǇŽƵƌ ďĞƐƚ ǁŽƌŬ͕ ŚĞůƉ ŽƚŚĞƌƐ ƐƵĐĐĞĞĚ͕ ƌĞƐƉĞĐƚ ǇŽƵƌ ĞŶǀŝƌŽŶŵĞŶƚ FORMOREINFORMATIONPLEASECONTACT

9239 7400 ORVISIT

WWW.MONASHSDS.VIC.EDU.AU 12389698-SN32-18

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FROM PAGE 2 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. ■ 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. Nepean School is a bustling and innovative place of learning. We strive to create an environment that promotes active learning whilst ■

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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. Members of our Parent Group are also a great support for new families and happy to welcome them into the Nepean community. 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. We welcome visitors at any time! Please call our principal Carolyn Gurrier-Jones on 9786 9111 to organise a tour.

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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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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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 cooperatively 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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Building a bridge to a great start to school PREPS enter the gates of their new school dressed in the same uniform and they’re about the same age. However, scan their little faces and it is clear each child is feeling different things about school. Villa Maria Catholic Homes’ specialist school, St Paul’s College, is no exception and its prep grade, called the Bridging Program, recognises and supports the different strengths, interests and dreams of each student and their family. Ten preps are part of the innovative Bridging Program this year. It provides preps with additional needs a gradual transition into mainstream school. They attend St Paul’s three days a week where they benefit from small class sizes, support from allied health professionals and specialist teachers. They also attend the mainstream school of their choice for the other two days. Parent, Gabrielle, says her family chose the Bridging Program for their six-year-old son Jack this year to give him the best chance to attend his local primary school fulltime eventually. “We wanted to set Jack up for success in mainstream schooling by being able to teach him the fundamentals of turn-taking, sitting in a group without getting distracted, correct social behaviours and general school routine,” Gabrielle said. Jack is an adorable six-year-old who has Autism

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Spectrum Disorder and loves all things on wheels, playing at the park and riding his bike. He started prep with nine other students in the program at the beginning of this year. “We love that there isn’t the mainstream pressure on Jack to write his name, read, and draw at this stage. These are all the things that he struggles with and in a classroom of 18 he would get a bit lost and potentially go backwards,” Gabrielle said. Bridging Program teacher, Gillian Bryan, says Jack and his classmates benefit from a smaller class size, a play-based teaching approach and the program covers the Victorian Curriculum with modifications where necessary. “It’s very much the same structure of a prep grade. We make reasonable adjustments to the individual children’s requirements,” she said. Gillian and her team also regularly visit Jack’s mainstream school to support his transition. This can include everything from providing practical resources, sharing their expertise with teachers at the mainstream school and offering tips to adjust the curriculum where needed. For more information about St Paul’s College’s Bridging Program and their other specialist education programs contact Principal Timothy Hemphill on 9855 7700 or email timothy.hemphill@ vmch.com.au

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ST PAUL’S COLLEGE IS MOVING! St Paul’s College, a Catholic specialist school for children aged 5 to 18 years with intellectual and physical disabilities or diagnosed Autism Spectrum Disorder, is moving from Kew to Balwyn in 2019. To help your child reach their full potential, we offer at our brand new campus: • Bridging and Dual-School programs at mainstream schools and St Paul’s College • A discovery centre - an innovative and interactive new learning environment • Strong home-school partnerships • Allied health professionals working with teaching staff To ﬁnd out more contact Principal Timothy Hemphill on 03 9855 7700 or email Timothy.hemphill@vmch.com.au or visit vmch.com.au/stpauls

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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.

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

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 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

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 12359009-KC34-17

programs that focus on personal, social and academic needs. 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.

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Waratah Special School satellite unit at Brunswick South West PS THE Satellite Unit provides access to specialist education in a neighbourhood school. THE PROGRAM caters for Primary school aged students with intellectual disabilities, autism and additional learning needs. Students are enrolled at Waratah Special Developmental School and attend the Satellite Unit on a full time basis. Students access both mainstream and specialists classes to maximise learning outcomes with specialist support in both the mainstream and satellite classes. The large classrooms have an adjoining toilet and shower facility, quiet learning spaces and a secure outdoor play space. The focus is on participation, wellbeing and positive learning outcomes. The program provides: ■ Small class sizes - (7-12 students with two teachers and teacher aide support) ■ A trained multidisciplinary staff with special education training and skills ■ A curriculum designed to address the academic, personal, social and emotional needs of individual students ■ Opportunities for students to participate in learning and social activities with their peers in the primary school

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Brunswick South West PS hosts the Satellite Unit from Waratah Special Developmental School. Here students with additional learning needs not only benefit from the specialised curriculum provided in the Satellite Unit but are also given the opportunity to work in mainstream educational setting. All classrooms have an adjoining kitchen and bathroom. One of the classrooms has a purpose built playground for the students, with a sensory garden, sandpit and bike track that is accessible to all students to promote inclusive play. Students are fully supported when they integrate into the mainstream classroom with special education trained staff. They are matched with abilities and needs to their mainstream class to help build on their academic, social and emotional development. Students play and learn together with their peers in an inclusive environment. Contact Jenny Wallace, Principal on 9474 8700 or the Satellite Unit directly on 9389 3316 www.waratahsds.vic.gov.au

SATELLITE UNIT AT BRUNSWICK SOUTH WEST PS The Satellite Unit provides access to specialist education in a neighbourhood school.

Waratah SDS offers an individualised curriculum which focuses on each studentâ&#x20AC;&#x2122;s needs. Students have access to a range of therapies including weekly speech pathology,, and occupational therapy where necessary. y Students have weekly specialised art, cooking, physical education and Information Communication Technology sessions. Our well established Positive Behaviour Support framework takes a proactive approach to teaching students social skills and acceptable behaviour.

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Contact Jenny Wallace, Principal on 9474 8700 or the Satellite Unit directly on 9389 3316 www.waratahsds.vic.edu.au

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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 Education and Training funded program;

■

A highly skilled and experienced multidisciplinary team;

■

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. 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 UÊ V ÕÃ ÊÕ ÌÊ>ÌÊ i> iÃÛ iÊ } Ê School

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Bayley House BAYLEY House brings passion and commitment to disability advocacy, skills development, independence and self-determination. We live life to the full, offering a mix of activities so there’s something for everyone. It’s all about living, learning, enjoying, creating and belonging. Here we take a look at just two of the activities keeping us busy at Bayley House. Retail art Our thriving retail art program is a hub of creativity, skill development and purpose for a diverse mix of over 30 people each week. Colours and techniques abound as the group dyes and paints fabric, weaves, makes jewellery, paper maché and textiles. Wind chimes are being created as old cutlery is given a new lease on life. Paper craft and machine sewing techniques feature in products including stationery, heat bags and woven items. The group is growing in popularity with participants designing new products, developing skills and enjoying an industrious, social vibe. Group members have a range of vocational and support requirements. Excitingly, the group now has the opportunity to engage with the community: our local Coles

Sandringham Community Bank has been a proud supporter of Bayley House over the past 10 years with grants of over $37,000 in support of initiatives assisting people with a disability in Bayside.

Sylvia enjoys hand-sewing fabric flowers which feature on carry bags and other creations.

Inga and Louise demonstrate the technology to (standing from left) Bayley House CEO, Fiona Lynch and Sandringham Community Bank’s Matthew Gallop and Jane Webb.

has generously invited the group to set up a monthly market stall selling its vibrant creations. Technology Bayley House is excited to trial sophisticated computer interface technology with the help of a generous grant from Sandringham Community Bank. The innovative project uses the Eye Mobile Mini system to facilitate interactive communication for people with limited physical movement and speech. The assistive technology allows individuals with high-level support needs to access and control a computer using their eye movements. Now apps, the internet, music, e-books, social media, games and more are available, through the natural movement of the eyes. It can be used completely hands-free via a tablet with a touch screen interface.

Telephone: 03 9982 1500 | www.bayleyhouse.org.au | dayservice@bayleyhouse.org.au

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Bayley House plays a central role in the lives of nearly 250 people in Melbourneâ&#x20AC;&#x2122;s Bayside region. As a for-purpose organisation with experience spanning seven decades, we thrive on supporting adults with intellectual disability to be their best. Almost 200 people attend our regular programs or participate in off-site activities. Our accommodation services support 43 residents living fulfilling lives in the community. We also offer short-term respite services. We bring passion and commitment to disability advocacy, skills development, independence and self-determination. Participants exercise choice and control as they live, learn, enjoy, create and belong here at Bayley House, where diverse needs and individual preferences are recognised and supported. We maintain vibrant links within our local community. Many schools, businesses and organisations are actively involved in providing services, supporting our programs or assisting those who attend. Located in Brighton, Bayley House embraces the principles of adult learning and offers our participants activities to facilitate learning and development, gain new experiences, foster new skills and create pathways into the community. Our initiatives are supported by qualified and experienced staff, great facilities and a positive social environment. As a registered NDIS provider, our activities are aligned with goals and outcomes to support individual NDIS plans.

Bayley House | NDIS Provider | Quality accredited

#makinglivesextraordinary #bayleyhouse

52 Middle Crescent, Brighton VIC 3186 For further information please visit our website: www.bayleyhouse.org.au or call on 03 9982 1500 or email dayservice@bayleyhouse.org.au 12390578-LN32-18

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. 48

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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

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Ph: 0420 305 405 Email: jayne@dyslexiamelbourne.com Web: www.dyslexiamelabourne.com

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The Gift of Dyslexia PEOPLE with dyslexia are able to see, hear, feel and sense what they imagine as real. The dyslexic thinking style enables the individual to view ideas and concepts in different ways, capturing the whole picture rather than working through a process in sequential steps. When they are confused or intrigued by an object or situation they will mentally move around and explore it from different viewpoints or angles. This ability to perceive thought as reality is what Ron Davis calls ’disorientation’ as well as "a perceptual talent". As a gift this thinking style enables individuals to develop talents in areas such as: ■ Spatial Awareness ■ Problem Solving ■ Drama / Role Playing ■ Inventing ■ Manual Skills ■ Building ■ Strategic Planning ■ Lateral Thinking ■ Mechanical Arts ■ Music / Dancing ■ Art / Design

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Storytelling Architecture ■ Athletics At the heart of Dyslexia is a creative talent "I am delighted to be able to facilitate these courses with people of all ages and backgrounds, nothing pleases me more than hearing back from happy adults, teenagers, children and parents who have completed course work with me, they always inspire me to do more." Jayne Common Characteristics of Dyslexia ■ Is bright / articulate but is unable to read, write or spell at age level ■ Has a high IQ but doesn’t test well ■ Feels dumb has low self esteem ■ Seems to zone out / day dreams ■ May omit, reverse or substitute words ■ Complains of headaches / dizziness when reading ■ Has low reading comprehension ■ Has difficulty putting thoughts into words ■ Left / right confusion ■ Has difficulty with telling time and managing time ■ Strong sense of Justice, emotionally sensitive ■ ■

DYSLEXIC THINKING STYLE PICTURE thinkers become confused by things that do not make sense to their non-verbal picture thinking style. With two-dimensional symbols, such as alphabet letters, they may not make the automatic sound symbol connection. A phonetic approach to reading or spelling does not suit the dyslexic thinking style. High Frequency words such as 'a', 'the', and 'it' have no mental picture, and cause confusion. Dyslexics have little problem with words whose meaning they can picture, such as 'dog'. However, it is difficult to make a picture for a word like 'the' apart from seeing the letters of the word itself. Davisâ&#x201E;˘ Facilitators refer to these words as 'trigger words'- the words that cause confusion.

People with dyslexia become confused and stressed when this picture thinking process does not work. They will concentrate harder and become more tense until the intense concentration causes disorientation. Disorientation When sufficiently confused, perceptions become distorted and the brain no longer receives accurate messages. This may manifest itself in print instability, substitutions, reversals, transpositions, and omissions in reading or writing. The dyslexic's internal sense of time can also become distorted, their motor control can appear delayed or clumsy and balance and motion may be affected.

DIFFICULTIES ARISE WHEN THE PICTURE THINKER ENCOUNTERS WORDS THAT THEY CANNOT TURN INTO A 3D PICTURE

The

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sat

the

mat

The resulting sense of frustration and negative emotional reactions lead to low self esteem and the adoption of 'compulsive solutions'. These coping solutions maybe displayed as disruptive behavior, day-dreaming, being the class clown, dependency on others and so on. Choices

My Storee â&#x20AC;&#x153;PAUL has an incredible imagination but needs to work on his spelling,â&#x20AC;? is a direct quote from almost every report card I ever received. It was this backhanded complement that my imagination was somehow limited, because of my poor spelling, which I read from English teacher after English teacher. For some reason however, in spite of this, I still became a writer. I have now been a primary teacher for almost sixteen years and seen time and again children give up entirely on writing because they do not like it and because it is too hard. The truth is, it is not hard because they do not have ideas or they donâ&#x20AC;&#x2122;t like stories. Children can always tell the most incredible stories or present amazing ideas. Too often, it is simply the spelling of words. For some reason, teacher after teacher did not defeat me. I would still write these epic stories and love it and teachers around me would have their hair turn grey as they tried, in vain, to cover my work with red pen, correcting my spelling. For me and for thousands upon thousands of children, red pen is never going to help. When I am told to picture a word in my mind, I do not see letters forming. Instead I see great images of the word or obscure applications. When I am in the midst of writing something amazing I have never once thought back to a word written above one of mine in red and reminded myself of how to spell it. Traditional schooling did not fail me. I have two university degrees and have written award winning plays and a number of books. However, tradition schooling could not teach me to spell either. The problem is not that I cannot spell, it is that too often people saw the ability of not being able to spell as being linked to not being able to write.

When I went through school dyslexia was not a diagnosis given unless children kept writing their letters backwards when they reached High School, even then it was really only said to warn them away from wanting to be pilots.

For years, teachers would give weekly spelling tests and they would encourage me to do more homework to improve my results, as they consistently resembled soccer scores. Further issues arose when teachers would read around the room and judge my ability to read, not by the books that I read or authors I enjoyed, but by what they heard.

I was. I am. Dyslexic. A diagnosis that I find incredibly hard to spell but easy to live with. I am almost forty, I still have trouble spelling words but have developed techniques to support myself. I still jumble up letters when I am reading street signs and I still have a deep loathing for those codes you have to enter on websites to prove you are not a robot.

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But, unlike so many other people I have met with dyslexia, I have an enormous passion for literature. For most dyslexics thirteen years of schooling and struggling through classic novels and spelling tests is enough for them to never pick up a book again. It is enough for them to turn their back on books entirely. The interesting thing however, comes in the fact that although I had countless teachers who worried about my spelling and lost sleep over the fact that I was unable to fluently read Shakespeare in front of the class but I was blessed with one teacher who was different. When I was sixteen, I had decided I was probably going to leave school. I had a chef apprenticeship lined up and thought it was probably a good way to spend my life and escape the classroom. In that same year, I had a new English teacher. His name was Clinton Max and he was different. He still wrote on my report card that I needed to work on my spelling but he also gave me the only ‘A’ I ever received for English. He had us write in journals and told us that he was only looking for creativity and no spelling. This was the greatest thing I had ever heard and the first time I started to enjoy writing at school. At the end of the year, he said to me. “You really are a talented writer and if you get good enough you can always pay someone to fix your spelling.” I was sixteen and impressionable. For him, I am sure it was a sentence of little importance but that

one sentence, at the right time, completely changed my life. My Storee, which is my second picture book, is that journey of me as a writer. It is a little boy who loves to write but has teachers telling him he cannot spell, until he finds that one teacher who instead of looking at the individual words looks at his writing. It is a profound thing to have someone give you praise with something that you enjoy and it can overshadow so much negativity. My wish for this book is that it can do the same thing for others who do not necessarily have that teacher. The challenge in writing My Storee was in finding a way to tell children that you do not need to be able to spell to be able to write, when clearly books always show that you do. It was such an honour working with EK Books and having them understand that for this book to work it needed to be different, it needed to show and tell my experiences. Paul Russell is a teacher, artist, playwright, author and father of two. My Storee, his second picture book, illustrated by award-winning artist Aska, is inspired by his own experience with dyslexia. His first book, Grandma Forgets, was a CBCA Notable book for 2018. Teacher notes and other activities can be downloaded free from www. ekbooks.org . My Storee is available wherever good books are sold.

WIN - for your chance to win a copy of My Storee answer a simple question about Dyslexia.

12394267-ACM32-18

We have 2 copies on offer!! Enter by heading to: starcommunity.com.au/competitions Entries close 5pm Friday 31st August 2018 Choices

Working in tandem with you.

- Support Coordination - Plan Management 54

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12393542-RC32-18

Talk to MOIRA today and find out how we can help support your NDIS transition.

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Encompass Community Services WHEN a flower doesn’t bloom, you fix the environment in which it grows, not the flower. Alexander Den Heijer Encompass Community Services’ CEO Elaine Robb says, “At the very core of Encompass is a tenacity to succeed, despite what the world around puts up as barriers to those we continue to support and assist.” For over 30 years, Elaine and the team at Encompass have been tirelessly and quietly working hard; pushing for change to fix the environment, in order for people of all abilities and backgrounds, to grow and evolve into the best version of themselves. Starting out as one of only nine funded Disability Employment services in Australia in 1985, Encompass has opened its arms to embrace more people and their needs; where access to training, employment and life skills takes absolute priority. “We are people-centered. We believe and invest in people and are interested in working with them to help them realise their goals, no matter how long it takes. We happily go through the journey with them,” Encompass CEO Elaine Robb says. “Everyone deserves a fair go and people with disabilities have the same desires and goals about life as everyone else does. People with disabilities with whom we work are people first and foremost. They want to have a home, a family, a job and they want to contribute to their community. They can, and many already do.” Christy, an Encompass employee who works with their food services team, lives with Down syndrome. “I make the best yoyo,” she confidently states. She has been working at Encompass for over ten years now, even receiving a Service Award a few years ago. “Encompass has helped me a lot. I love coming to work because it is fun. We laugh all the time and it is okay to be silly sometimes. I am also great at making pies. Encompass is very lucky to have me!” She started accessing Encompass’ life skills support program over ten years ago and discovered a passion for the kitchen. “I would like to learn how to make coffee one day. I am good at a lot of stuff and I am sure I will learn pretty quickly. Next time, you will say Christy makes the best coffee! Then I will run this place,” Christy laughs. And what’s not to say that she can’t. There are so many people like Christy at Encompass, kicking goals and breaking stereotypes. This is

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the heart of what Encompass does. Encompass is committed to improving the lives of people living with a disability; and has meticulously designed programs and services that create a more inclusive, diverse and sustainable community. They are customer service leaders in delivering NDIS supports, which include: Options and Connections, offering life skills and independent living programs; Encompass Respite and Tours, providing a range of community-based daytime, overnight and weekend activities and mini-breaks for adults who live with a disability; and In Home Care & Domestic Supports, assisting with everyday domestic activities and personal tasks, helping to increase a person’s capacity to be independent in their own homes and participate with confidence in their community. Encompass also has a service under the banner Plan Connect Australia, which provides support coordination services, helping participants to implement all supports in their NDIS plan including informal, mainstream, community and funded supports.

Encompass also runs a 7-acre farm, The Paddock, a leader in horticultural therapy, passionate about promoting the ‘paddock to plate’ food experience. Produce at the farm are grown spray-free using organic principles. They also grow/provide seedlings to local farmers; and supply seasonal produce to local cafes/ restaurants. ‘Pick Your Own’ produce days run in summer, opening the farm to the public to pick their own produce straight from the ground. In partnership with The Flying Brick Cider Co, they operate an apple cider orchard with 16 varieties of heritage apples. An exclusive Encompass cider is expected in 2019. Farm tours and sustainability workshops are conducted from time to time. The Paddock also hosts Options and Connections’ life skills and pre-employment training programs (‘Green Thumbs’, ‘Paddock to Plate’ and ‘Paddock’); and offers work placement/ experience and volunteer opportunities to people interested in or skilled at farm work. It is a training venue for the Encompass College of Education and Training, a back-to-back finalist at the prestigious Victorian Training Awards (2016-2017). Naomi, a single mum with 3 children says, “Encompass offers a supportive learning environment. I am in my 40s and going back to the classroom was a bit daunting. But the trainers and staff are amazing. You are guided the whole way through. They are very flexible. They encourage and believe in you. It felt like a million dollars when I received my diploma!” Encompass offers Foundation courses; and qualifications in Community Services, Retail, Hospitality/Kitchen Operations, Production Horticulture, Allied Health Assistance, Individual Support, Aged Care and Disability. They also offer free preemployment training (Basic/Intermediate Computer, Steps to Employment, Study Skills Refresher). Encompass is also a Disability Employment Service (DES) provider. Not only are they pioneers; they are also one of the few remaining to deliver a continuous DES contract (over 30 years now). They have placed approximately 500 jobseekers in jobs since 2010, not including nearly

100 self-employed. They support over 50 jobseekers on one-on-one appointment per day; and works closely with them to help them achieve their goals and find a job that they love. From 1st July, Encompass’ Disability Employment Service and Gforce Employment Solutions, under EGF Solutions, have combined strengths to continue delivering inclusive and diverse employment in Geelong and more service areas. They also own and operate social enterprises that provide access to real employment opportunities and life skills in a supportive environment. They have a one-stop shop called Hub 3219 @ Apollo, where people can shop, eat, create and connect. HomeStart is a pre-loved furniture shop that upcycles/repurposes furniture. Apollo Place Op Shop sells pre-loved clothing primarily for children. 3219 Eat provides café and catering services; including meal provision as part of the NDIS scheme. A few streets away is ReadyStart a pre-loved clothing shop that is perfect for people who are ready to look good, ready to work and are ready to start again. These social enterprises also have a voucher system that provide assistance to members of the community in need. Some volunteer-driven programs that run at these social enterprises include: Refashion Parade, a fashion parade featuring models of all abilities on the runway wearing pre-loved/refashioned clothing; ReadyEarth, a sewing/ screenprinting group that uses unwanted clothing/bedding to create sustainable shopping bags to replace plastic; Reimagine, a project that breathes new life into items deemed as rubbish to turn them into unique pieces of homeware or furniture; and HubArt, an art group that creates pieces of art using purely recycled materials. Encompass Community Services pride itself in being a benchmark in providing universal access, reaching over 25,000 touchpoints per year, and growing! Their success in the past 30 years is primarily due to their relentless and uncompromising pursuit of access and inclusion for all. They are not afraid to shake up the tree; because for Encompass, when a flower does not bloom, it is the environment you fix, not the flower. Choices

Knoxbrooke Achieve School Leaver Employment Support Program MANY families turn their attention to post school options as their child nears graduation from secondary school. Knoxbrooke Achieve could be an option to consider. Knoxbrooke Achieve is a two-year School Leaver Employment Supports (SLES) course. The course runs three days a week over school terms. Knoxbrooke Achieve can be accessed through an NDIS plan or, if a NDIS plan is still forthcoming, Knoxbrooke also offers the course at a subsidised non-NDIS rate. The Knoxbrooke Achieve course commenced in January 2018 and our students are already making great strides in their learning, enjoying many new experiences and developing life-long friendships. With a distinct focus on employment outcomes - both open and supported, the course operates out of Knoxbrooke’s BaseCamp (88 Station Street, Ferntree Gully) which is adjacent to the railway station. We offer small class numbers and a flexible curriculum that focusses on outcomes which include: general employment, social enterprise employment, volunteering, civic participation, or further education such as TAFE. The Knoxbrooke Achieve course covers a wide range of engaging activities including: cooking masterclasses, home budgeting, workplace safety and your rights at work, volunteering and how to travel - not just local but also interstate and overseas.

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Students participate in a range of further learning opportunities and work placement options, develop life skills and learn what’s required to set-up a small business. Knoxbrooke Achieve also includes social activities such as camping, sailing, art and drama. Places for 2019 are limited, so register your interest as soon as possible. Would you like to know more about Knoxbrooke? Based in Ferntree Gully, Knoxbrooke offers personalised support and encouragement to achieve your goals towards greater independence and community involvement. We can offer: ■ Day Programs that suit your interest ■ Individual in-home support available 6am 10pm, 365 days of the year ■ Life skill development ■ Group social activities ■ School leaver Employment Support (SLES Program) ■ Employment in our Social Enterprises (Knoxbrooke Enterprises) For more information, visit www.knoxbrooke. com.au or call 1300 KNOXBROOKE (03 9758 3666), email reception@knoxbrooke.com.au or find us on Facebook.

Knoxbrooke

Achieve An NDIS SLES Provider

• Limited places • Easy public transport access We are excited to present our Program, Knoxbrooke Achieve. Operating from our Basecamp location in Ferntree Gully, it has been designed to teach the skills needed to achieve employment or further education. *

• 2 year program* • Clear pathways to open employment

1 year program also available.

12391213-CB30-18

Disability Services Registered NDIS Provider

more choice more flexibility more support

tailored programs to suit individual needs

In-home care available for clients throughout Melbourne and regional Victoria mecwacare Barry Fenton Centre 72 Bowen Street, Malvern East P 03 9564 5100

Freecall 1800 163 292 www.mecwacare.org.au community@mecwacare.org.au

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mecwacare Fisher Street Centre 57 Fisher Street, Malvern East P 03 9572 9000 Rivendell House 8 Henry Street, Pakenham P 03 5941 2315

12392892-RA32-18

For more information:

Choice and independence in Disability Services mecwacare has a proud history providing Disability Services to meet the needs of clients, caring for the Victorian community since 1959. Our Disability Services operate in client homes and on-site at day centres with a focus on choice, diversity and active community participation. mecwacare encourages inclusiveness and has a strong support network for all clients, recognising and understanding the interests and abilities of all people. mecwacareâ&#x20AC;&#x2122;s Disability Services support participants from all over Melbourne and regional Victoria. As a registered NDIS provider both one-to-one and in groupEDVHG SURJUDPV RXU WHDP RI TXDOLĂ&#x20AC;HG FDUHUV DQG H[SHULHQFHG VXSSRUW VWDŕŠ&#x201D; KDYH D strong commitment to providing personalised care that is focused on maintaining independence. Support coordination provides understanding and assistance to HQVXUH FOLHQWV PD[LPLVH WKHLU 1',6 VHUYLFHV ZLWK VXSSRUWV UDQJLQJ IURP WUDQVSRUW hygiene maintenance, domestic care and personal care. All support is based on client choice as mecwacare PD[LPLVHV TXDOLW\ RI OLIH IRU everyone in our care. â&#x20AC;&#x2DC;I love when my family come and see my art - it makes me happyâ&#x20AC;&#x2122; mecwacare Client

mecwacareâ&#x20AC;&#x2122;s Centre-Based Disability Programs are designed for participants with an intellectual, physical or mental health disability. Access is available at our centres in Malvern East and Pakenham, with the activities based on skills building, vocation support DQG HGXFDWLRQ /LIHVW\OH SURJUDPV LQFOXGH KHDOWK DQG Ă&#x20AC;WQHVV KRUWLFXOWXUH OLWHUDF\ SUH business skills, voluntary employment, arts and crafts, and music therapy. mecwacare DOVR RSHUDWHV D WUDQVLWLRQDO SURJUDP IRU VFKRRO OHDYHUV WKDW RŕŠ&#x201D;HUV LQGHSHQGHQFH WR participants in accessing their community and who want to focus on moving into employment or further education.

12393615-RA32-18

â&#x20AC;&#x2DC;Weâ&#x20AC;&#x2122;ve noticed a huge change in our son since being at Fisher 6WUHHW +LV FRQÂżGHQFH KDV JURZQ HQRUPRXVO\Âś 3DUHQW RI &OLHQW

People living with an Acquired Brain Injury (ABI) have access to Planned Activity Groups, strength training, podiatry, day trips and engaging activities that are rewarding and health-based.

Would you like to know more? Call today on Freecall 1800 163 292

www.mecwacare.org.au Choices

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 to learn and develop, at our Early Childhood Intervention Services and our specialist school, St Paul’s College in Kew, and at our recreational programs at locations across Melbourne. We can also visit you at home or in your local community. 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. Respite & short term accommodation Our respite services provide safe, fun and enjoyable environments for children, offering them a chance to socialise with people their own age and ‘time out’ for their families and carers.

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We have four cosy houses for children aged 6 to 18 years old to stay overnight in Croydon, Kew, Lilydale and Wheelers Hill. Weekend activities, holiday programs and camping trips. Our exciting range of recreation and camping programs for children and teenagers aged six to 18 years with a disability are age appropriate, fun and challenging, providing great opportunities to make new friends and explore a variety of activities. VMCH staff are experienced, enthusiastic, friendly and understanding. We enjoy having fun on our programs; helping kids develop new skills, gain independence, explore and embrace new activities and positively engage with their peers and their community. To find out more about our fantastic excursions, camps and holiday activities check out our website www.VMCH.com.au/disability or call us on 1800 798 921.

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

12359629-KC34-17

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 Choices

Naturally Vibrant Healing Owned by Alexandra Browne-Hill Offering you: Restful soothing Reiki therapy to assist with chronic illness, stress relief, rebalancing. Holistic Counselling - with safe, supportive engagement of your Soul requirements to find contentment that is right for you in order to resolve trauma, life damage, fear or stress. For adults and children. Spiritual mentoring to assist you to follow the path your heart feels is best for you. Workshops and classes for Caregivers, Preteens, Debrief Trauma, Intuitive Care, Serious Illness/ Palliative care. www.alexandrabrownehill.com.au WALKING beside our children while they grow and experience life adventures can be exhilarating and enjoyable. Most times we all grow in many ways as a family unit. Sometimes however, it feels more like a mountainous hike with the challenges of guiding our family through schooling, educative processes and a rather tumultuous society full of expectations. We try to navigate through shift work versus school hours, wholesome meals versus fast snacks, financial burden versus missing out. Let’s face it, as much as we love our families, negotiating our life path is fast, over busy, and exhausting with an ever decreasing focus on quiet time. There is a huge BUT right there! But we need down time…and lots more of it! How will we find time to nourish our bodies, our minds and most importantly, our souls so that we can feel healthy and balanced if we do not take a reflective, peace filled time? When can we encourage our children with the much needed hope and faith that life can be wonderful and creative, with the knowledge that anything can be solved IF we don’t stop and share this information with them? Our children, our youths and our young people are propelled along at a high rate of knots, reaching burn out very early with a resultant lack of confidence and ability to connect with their own wisdom - an ancient wisdom tucked away in their highly intelligent heads and very underused. There has been no time and no guidance to show them how.

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Simultaneously, we have become a society of stressed, weary, chronically ill and frustrated adults. We try very hard to give our children experiences and technical equipment. Yet, we are too burnt out to actually connect with our kids while we concern ourselves with longer hours, paying bills, reaching ever more for a better home or car…ouch. It is all very unproductive in the long run when we begin to see the results of our children turning to the wrong “friends”, not being able to problem solve their issues or in fact even share their issues and sadly to take their frustration out on each other in a growing bullying culture.

Whether you are a parent, a child, a teen, a teacher, a carer, or anyone who cares about life matters, we all require a connection within ourselves to know who we are and to listen to our own deeper wisdom. We intuitively understand right from wrong and what we need as individuals, even more so when we are younger before society moves that skill out of our reach. At birth we are intuitively smart and just KNOW things. We all feel when something is not functioning well for us. This sense of things not sitting well within us gives us indicators that we might consider change, or be a precursor to depression if not addressed or even be old trauma that makes it difficult to stop and listen in to our own wise words. This is life and things occur for us to learn life lessons. That does not mean that we are alone. Far from it. Being a part of a supportive, loving and encouraging community has proven to reward us with wonderful creative outcomes and a sense of accomplishment with increasing healthy selfesteem. We can strive for more with compassion and hope, understanding ourselves more clearly and focusing more on ourselves as opposed to focussing on whatever the rest of the world is doing. We can discover strategies and tools for navigating our lives with more kindness, effectiveness and understanding. Collecting skills for balancing your life and creating healthy boundaries is important. Learning how to communicate with proficiency helps enormously. Using your natural given intuition and expanding it to hear your own answers clearly and compassionately is half the answer. The other half is finding time to be reflecting on your own requirements. Children do require plenty of down time in order to explore their thoughts, new ideas and get a break from society. As a registered nurse, midwife and parent, I am passionate about supporting you to discover a more compassionate, peaceful life journey which you can share with your family and friends. This can often mean healing yourself from life events, stresses, trauma or illness before you can go any further. Over the years of nursing, spiritual studies and travel to other cultures, I have packaged up practical methods of restoring ourselves back to a healthy condition emotionally, physically and

deep in our Soul. Using a blend of western medical skills, Buddhist philosophy, ancient indigenous wisdom and experience as a nurse and counsellor, I am committed to supporting anyone seeking to improve their health. I offer hard earned tools and strategies for Self- Healing with the natural and beautiful insights you can benefit from with your own intuition and guidance within a safe and supported space. All individuals, regardless of age, have something unique and wonderful to offer the world. We can do this by connecting with that ancient part of ourselves which already knows our own answers. My aim is to support you to achieve this goal. I am committed to helping you plan your physical, mental, emotional and soul needs in healthy, natural and practical ways. What I can offer you and anyone in your family is a safe space in which to step out of the world for a while and enjoy a soothing, peaceful Reiki Session. This is described by many as a massage of the soul and is used in hospitals around the world today for a sense of peace and selfconnection. Holistic Counselling, also available, is focused on your uniqueness together with processes that are adapted for your needs which allow you to develop your inner strengths and find answers that feel right for you whatever age you are. There are processes such as sand play and drawing therapy for children to enjoy and gain from. Tactics and strategies for guiding you, your students, your children and families are time honoured methods of supporting you to create a warm and loving relationship with those around you and an improved relationship with yourself. If you or your child would like to work through your stressful life events in a gentle, practical and healthy way then call me on 0409 009 924 and book your 90 minute session. Warmly, Alex Mobile 0409 009 924 Alexandra Browne-Hill Healing 11 Cavell Street Scoresby Email: alexandra.browne.hill@gmail.com Website: alexandrabrownehill.com.au Choices

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.” 66

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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

Goal oriented, quality outdoor ĂĐƟǀŝƟĞƐ ĂŶĚ ĐĂŵƉƐ ĨŽƌ ƉĞŽƉůĞ ǁŝƚŚ ĚŝƐĂďŝůŝƚǇ People Outdoors, a branch of the ƵƐƚƌĂůŝĂŶ ĂŵƉƐ ƐƐŽĐŝĂƟŽŶ͕ ŚĂƐ 30 years experience delivering outdoor programs for people of all ages with physical or intellectual ĚŝƐĂďŝůŝƟĞƐ͘

dŚĞ ƵƐƚƌĂůŝĂŶ ĂŵƉƐ ƐƐŽĐŝĂƟŽŶ ŝƐ Ă ƌĞŐŝƐƚĞƌĞĚ E /^ ƐĞƌǀŝĐĞ ƉƌŽǀŝĚĞƌ ĐĞƌƟĮĞĚ ǁŝƚŚ ƚŚĞ ĞƉĂƌƚŵĞŶƚ ŽĨ ,ĞĂůƚŚ ĂŶĚ ,ƵŵĂŶ ^ĞƌǀŝĐĞƐ ; ,,^Ϳ ĂŶĚ accredited with the ƵƐƚƌĂůŝĂŶ dŽƵƌŝƐŵ ĐĐƌĞĚŝƚĂƟŽŶ WƌŽŐƌĂŵ ; d WͿ͘

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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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Calling all creatives with a disability Statewide Autistic Services is raising the bar for creatives with a disability. SASI’s annual art exhibition is in its sixth year and is growing in popularity. This inclusive event is set to impress with a celebration of outstanding artwork once again. SASI is inviting people with a disability to submit their artwork. SASI CEO Kath Ferry is anticipating the upcoming exhibition saying “The exhibition is a great opportunity to showcase the high level of hidden talent in the community! We’re excited to be part of an event where people with a disability can bring their work into a public forum to be recognised”. This year entries are open from Thursday,26 July to Friday, 24 August. Entrants may submit up to three two-dimensional pieces with a cost of $10 per entry. Frankston’s Cube 37 gallery will host the exhibition which runs from Wednesday, 5 September until Sunday, 30 September with a Gala Opening on Thursday, 13 September. 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.

Two more talented artists will also receive an award. 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 this event and all entrants. We invite visitors to the exhibition to place their vote for the People’s Choice Award,“ said Ms Ferry. Conditions and entry forms are available from sasi.org.au/events

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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Support coordination can ease NDIS worry WHEN mum Olivia* first approached Windermere she was worried she would be unable to ensure that her two sons received the NDIS supports they so urgently needed. Olivia, who is sole carer for Harrison 17 and David 13, was apprehensive about developing their NDIS plans and being able to put them into action. Although Harrison and David both have high care needs, they had been receiving just two hours of weekly support prior to the NDIS. Windermere Support Coordinator Lisa Sheehan initially worked with the family to develop an NDIS plan that met their needs and goals. “It was about guiding them through the process, so they could understand what might best meet their needs and then achieving that for them,” said Lisa. Both Harrison and David’s NDIS plans focussed on meeting their basic needs in ways that enhanced the independence and wellbeing of the entire family. “Lisa was fantastic. She was also able to get on to things for me straight away,” says Olivia. Prior to NDIS, Harrison, who has cerebral palsy, needed physical support from Olivia to transfer from bed to a wheelchair every day. He was unable to use a toilet without her assistance. Having a shower was an “impossible” luxury, as Olivia just didn’t have the physical strength to support him. Lisa ensured that access to the appropriate therapy and equipment was included in Harrison’s NDIS plan.

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Since the implementation of this plan, for the first time Harrison is able to enjoy a shower and rely less on continence products. He is also able to transfer from his bed to a wheel chair and, with the right equipment, use a toilet more independently, with less assistance. “It’s made life a lot easier and safer for us,” says Olivia. David, Harrison’s younger brother, is non verbal and has a compulsion to eat non-food items. David’s NDIS plan allowed for therapy for eating and behavioural difficulties and the purchase of a device that assists him to communicate and interact better with others. “Now the family has a clear NDIS plan they are more confident and happier,” says Lisa. Prior to approaching Windermere Olivia had heard differing reports about the impact of the NDIS. However, the experience of her family has genuinely changed their situation for the better. “I would definitely recommend getting support coordination services for the NDIS,” she says. “Lisa has gone above and beyond to ensure we have got what we needed. She’s been extremely helpful in sorting out things so that I don’t have to worry as much or deal with trying to get things done,” says Olivia. Windermere is a registered service provider under the NDIS. To find out more about Windermere’s Support Coordination services talk to the team on 1300 946 337 or email ndis@windermere.org.au *Details have been changed to protect privacy

Jake’s story: Living with ADHD JAKE* had always struggled socially and after visiting two separate paediatricians, a diagnosis of ADHD was finally made. Whilst the diagnosis answered a lot of questions for mum Sally, it left many more unanswered. “Jake had a really short attention span, and didn’t understand boundaries. He would get right in people’s faces to the point of being overbearing,” she says During his kindergarten years Jake’s behaviour escalated. The local council’s early intervention officer recommended the NDIS and they got an opportunity for early transition. After Jake’s plan was approved the family approached Windermere Child & Family Services for support.

Windermere offers early intervention and therapy services including psychology, physiotherapy, occupational therapy, speech pathology and education. Kerry, an Occupational Therapist with Windermere, visits Jake up to twice a week either at school or home. She focusses on Jake’s fine motor skills and short attention span, whilst also giving him strategies to understand social cues and interaction. “Kerry has implemented quite a few things, including a timer, into Jake’s routine and I continue this at home. Jake needs structure and the timer helps keep things in check for him,” says Sally. Whilst Sally still finds things overwhelming at times, she is pleased to have support and a plan to best assist Jake. “Kerry is mobile, accessible and convenient, she sees Jake in his natural environment, and represents comfort and stability for him,” she says.

Windermere’s Occupational Therapists work to build greater independence in children’s day to day activities. Fun and practical strategies are used to increase skills, confidence and selfesteem. This can range from developing children’s self-care skills like dressing and tying shoe laces or addressing sensory needs and strategies to address sensitivities that may be impacting on behaviours. Windermere offers early intervention and therapy services including psychology, physiotherapy, occupational therapy, speech pathology and education. Therapists provide assistance within the home, clinic, or at a location of choice such as kindergarten or school. To find out more call 1300 946 337 or visit www.windermere.org.au *Details have been changed to protect privacy Choices

Contents 10 Challenges deaf students face

Mecwacare..................................................................... 60 & 61

in the classroom ...................................................... 12 & 16

Melbourne City Mission ...................................................75

Amaze – formerly Autism Victoria ..................28 & 29

Moira Inc ....................................................................................54

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

Monash Special Developmental School .................33

Ascot Vale Special School...................................................7

My Storee by Paul Russell ....................................52 & 53

Ashwood School....................................................................... 6 Autism Teaching Institute...............................................32 Bayley House ................................................................46 & 47 Belmore School.................................................................8 & 9 Bendigo Special Developemental School ...............11 Berendale School ...................................................................10 Bulleen Heights School ..................................................... 13 Choosing primary schools for children with disability ................................................... 4 Coburg Special Developmental School................... 14 Currajong School (the)....................................................... 15 Dogs for kids with disabilities .................................... 20 Dyslexia Melbourne.......................................... 49, 50 & 51

Naranga School ......................................................................35 Naturally Vibrant Healing ................................... 64 & 65 Nepean School ............................. Front Cover, 2, 3 & 34 OC Connections ........................................................ 66 & 67 Officer Specialist School ................................................. 36 People Outdoors ........................................................ 68 & 69 South Gippsland Specialist School ............................37 Springvale Park Special Developmental School ................................ 40 St Paul’s College – Villa Maria Catholic Homes ........................... 38 & 39 Statewide Autistic Services SASI..................... 70 & 71 Sunbury & Macedon Ranges

Encompass Community Services .......... 55, 56 & 57

Specialist Schools .............................................................. 41

Glenallen School.................................................................... 17

Variety – The Children’s Charity .................................48

Glenroy Specialist School ................................................ 21

Villa Maria Catholic Homes ...........................................62

Grossek’s View ............................................................. 18 & 19

Waratah Special Developmental School .....42 & 43

Hume Valley School ............................................................22 Insight Education Centre .............................. 23, 24 & 25 Jacana School for Autism ....................................26 & 27

Windermere Child & Family Services ...........................72, 73 & Back Cover Yarra Ranges

Knoxbrooke Inc ...........................................................58 & 59

Special Developmental School ......................44 & 45

Marnebek School........................................................30 & 31

YMCA ...........................................................................................63

Next edition: August 2019 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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Positive pathways for children and families Melbourne City Mission offers a range of innovative, personalised supports throughout Melbourne and Victoria. We work with you and tailor supports to enable your child to reach their goals and to meet your needs. We are committed to a world where people have equal rights, choice and access to opportunity. We are experienced in providing specialised support and guidance to families who have a child or children with disability or developmental delay. We take the time to get to know your child and you as a family. We work in partnership with you to: Design a tailored support plan Connect to therapy, support services, resources and information Understand the National Disability Insurance Scheme (NDIS), your support plan and link you with the services you would like to access Develop strategies to enhance your child’s learning Support your child in your home, and in familiar and new environments Be ready for transition to kindergarten or school Ensure there is always good communication between you and your key worker

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We’re committed to working with your family to achieve the best outcomes for your child.

*HW LQ WRXFK WRGD\ WR Ā QG RXW how we can support your family. 1800 343 287 support@mcm.org.au

Registered NDIS Provider Choices

Are you ready for NDIS? W are registered We i t d and d providing p roviding sservices ervvices n now. ow. Let us help you get the most out of your every day.

Occupational Therapy, Speech Therapy, Physiotherapy, Psychology, Early Intervention & Support Coordination Also available without NDIS

Call us today on 1300 946 337, email ndis@windermere.org.au g or visit windermere.org.au/ndis ermeere.o org.au/ndis 12392319-SN32-18

Registered NDIS Provider