Choices Magazine 2019 by Star News Group

Issue 15 • 2019

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

Photo provided with the compliments of mecwacare. For further information refer to pages 2, 3, 60 & 61

• Country Special schools – pages 22 & 23 • Upskill or kick-start your career with BRACE - pages 56 & 57 • Special schools – pages 4-46 • Products & services - pages 2, 3, 47-80

A Star N News G Group P Publication bl bl

Disability Services

My Life, My Choice Daniel has been a participant at the mecwacare Fisher Street Disability Day Centre for three years, attending the centre three days a week for a range of activities, excursions and social interaction. When Daniel arrived at Fisher Street, he immediately felt the support of everyone around him. Each afternoon, Daniel participates in My Life, My Choice where he can enjoy an activity of his choosing with WKH RQH WR RQH VXSSRUW RI D VWD੔ member. For Daniel, he likes visiting local FDIpV WR KDYH D FR੔HH DQG WHOO VRPH RI KLV jokes. His time spent in cafés is a chance to post snaps on his Facebook page while socialising in the community. Daniel is passionate about music, with the weekly Rock Quiz competition his favourite program at the centre. 'DQLHO VD\V WKDW WKH VWD੔ DW WKH FHQWUH DUH supportive of everything he chooses to do. In his words, they are accommodating and KDYH EHHQ WKHUH IRU KLP WKURXJK GL੕FXOW WLPHV 'DQLHO EHOLHYHV D NH\ GL੔HUHQFH DW mecwacare LV WKDW VWD੔ OLVWHQ WR KLP GXULQJ the good days and the challenging days. Daniel still faces challenges but his FRQÀGHQFH LQ KLV DELOLW\ DQG LQGHSHQGHQFH continues to grow. He acknowledges the importance of ongoing support and the care of others, and with mecwacare he feels that support every time he enters the Fisher Street Disability Day Centre. 12422400-LN31-19

Choices

Daniel’s journey with mecwacare

When I arrived at Fisher Street, I felt the kindness of everyone around me and I knew I had made the right decision.” – Daniel

Choice and independence in Disability Services

mecwacare has been caring for the Victorian community since 1959 and has a proud history of providing disability services.

In-home care is available for clients throughout Melbourne and

regional Victoria

Disability Day Services

Planned Activity Groups

mecwacare Fisher Street Centre 57 Fisher Street, Malvern East

mecwacare Barry Fenton Centre 72 Bowen Street, Malvern East

mecwacare May Armstrong Centre 74 Bowen Street, Malvern East

Rivendell House 8 Henry Street, Pakenham

For more information: Freecall 1800 163 292 www.mecwacare.org.au Registered NDIS Provider

intake@mecwacare.org.au 12419311-LN31-19

Choices

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.

12420300-SN31-19

Distinctive features of Andale School: s $EVELOPMENTAL CURRICULUM s %XPERIENCED STAFF s )NDIVIDUAL EDUCATION PROGRAMS s 3PEECH 0ATHOLOGIST ON SITE s 3CHOOL 0SYCHOLOGIST ON SITE Special programs: s 6ISUAL !RTS s -USIC AND DRAMA s 0HYSICAL %DUCATION s 0ERCEPTUAL -OTOR 0ROGRAM s 3OCIAL SKILLS 0RINCIPAL -ARGARET #OTTER

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

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. 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 ■ principal’s approach to supporting children

Choices

Photo courtesy Currajong School.

It’s a good idea to start thinking about school options at least two years before your child is due to start school. 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 ■

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

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

12420898-LB31-19

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: s Purpose built school environment including a fully accessible playground s Small class sizes taught by specially trained staff s Individualised therapy programs designed and implemented by our team of physiotherapists, speech pathologists, occupational therapists and music therapist s Hydrotherapy program in our onsite pool s Specialised equipment designed to meet studentsâ&#x20AC;&#x2122; individual physical, mobility and independence needs s eLearning program s Studentsâ&#x20AC;&#x2122; health requirements fully supported by a team of Div 1 registered nurses s 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

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

Choices

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 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

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

Located in Hampton East, Berendale is a secondary educational school setting for students with mild intellectual disabilities. Curriculum includes: Â&#x2019; DWQb]`WO\ Qc``WQcZc[ GSO` % Â&#x2019; DWQb]`WO\ 1S`bWTWQObS ]T /^^ZWSR :SO`\W\U Â&#x2019; 6SOZbV O\R >VgaWQOZ 3RcQObW]\ Â&#x2019; >S`T]`[W\U /`ba Â&#x2019; D]QObW]\OZ 3RcQObW]\OZ BÒW\W\U 6]`bWQcZbc`S 6]a^WbOZWbg 0O`WabO BÒW\W\U 7\T]`[ObW]\ BSQV\]Z]Ug /`b Â&#x2019; AQV]]Z POaSR /^^`S\bWQSaVWâ O\R BÒW\SSaVWâ 6]`bWQcZbc`S 4]]R >`SÔÒbW]\ EO`SV]caW\U

12420401-CG31-19

Choices

students have the opportunity to participate in 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 Olympic team. In 2018 our school undertook a Capital Works Project. We now have a new multipurpose building which houses our Food Technology and student run Canteen and CafĂŠ. 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.

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 Choices

12358926-HM34-17

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 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.

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 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

Choices

12392515-RC32-18

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.

Croxton School 159 BeaconsďŹ eld Parade, Northcote VIC 3070 Telephone: 9482 5482 www.croxton.vic.edu.au croxton.ss@edumail.vic.gov.au

Foundation to Year 12; Croxton caters for students with mild intellectual disabilities and autism, providing a safe and supportive learning environment where individuals are challenged to achieve and reach their full potential.

A multi-campus educational setting offering a range of pathways for students across our newly built Northcote campus and surrounding mainstream primary and secondary schools. Our VCAL program offers a broad choice of study, ranging from horticulture to hospitality.

We live our school values of Humour, Empathy, Achievement, Respect and Teamwork (HEART).

Highly qualiďŹ ed, experienced and motivated staff that embrace current and emerging trends in education for students with special needs.

Small class groups with support staff and therapists to ensure that students are provided with intensive and personalised attention to support and achieve their individual education plan.

12421263-CLG31-19

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-ofhearing 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

Choices

■

or the teacher’s lesson. Language Deficiencies: Keep in mind that some deaf students’ first (or second!) language may not be English. Be sure to provide an 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. CONTINUED ON PAGE 46

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.

12389752-LD32-18

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

Dandenong Valley SDS DANDENONG VALLEY SDS GUIDING PRINCIPLES: ■ We uphold the conviction that every child has the ability and the right to learn. It is with that conviction that Dandenong Valley strives to increase each student’s level of personal independence in all possible areas from communication to daily living skills, to movement and recreation. ■ Dandenong Valley explores every avenue to fulfil the individual student’s potential for supported employment and desire to pursue vocational and work options. ■ The partnership desired between home and school is achieved not only by daily communication, but also by regular parent/ teacher interviews and Student Support Group meetings where individual programs are developed for each student. ■ Our excellent educational programs aim to develop the talents and capacities of children and young people with disabilities to their maximum potential and in such a way that they are competent socially and culturally and contribute positively where possible to the economic needs of their community.

Choices

Our excellent educational programs aim to develop the talents and capacities of children and young people with disabilities to their maximum potential. ■

■

The promotion of all children and young people’s optimum level of learning will develop their confidence, self esteem, optimism and respect for self and others. The promotion within each student of a sense of happiness, well-being, self-worth and a belief in their own capacity will enhance their participation in and contribution to their society. There is a need for the school to be caring, supportive and to act as an information reference point for families, care-givers and the community.

Dandenong Valley SDS is an Education Department school located in Narre Warren catering for children and young people with moderate to severe intellectual disabilities. Children range in age from 5 to 18 years. The school also has an Early Education Program for pre-school children with developmental delay. Our vision is to provide the best educational outcomes for children and young people with disabilities. 12420289-SN31-19

We offer: s 3MALL CLASS SIZES s 3TAFF TRAINED IN 3PECIAL Education s #URRICULUM PLANNING ALIGNED TO the Victorian Curriculum s 0URPOSE BUILT FACILITIES INCLUDING a Sensory studio and a sensory hydrotherapy pool s 4HERAPY TEAM INCLUDING SPEECH pathologists, occupational therapists, physiotherapist and music therapists s 2ANGE OF PROGRAMS INCLUDING camps, bike education, supported employment and community access

We welcome enrolment enquiries at any time. Please contact us to arrange a school tour. Dandenong Valley Special Developmental School 19-23 Victoria Rd, Narre Warren, Victoria 3805 Tel: 97044800 Principal: Sue Chernishoff Email: Dandenong.valley.sds @edumail.vic.gov.au Website: https://www.dandyvalley.vic.edu.au

GLENALLEN SCHOOL

School Proﬁle Glenallen School, located at 7 Allen Street, Glen Waverley, provides individual dividual learning programs program ams for ffor students stude udents uden 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

12357445-KC34-17

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 Choices

List of country Special Schools Ballarat Specialist School – 5334 1302 Baringa School – 5127 1744 Barwon Valley School – 5243 1813 Bass Coast Specialist School – 5672 4474 Bendigo SDS – 5447 3267 Cobram & District Specialist School – 5872 1643 Colac Specialist School – 5231 1055 Doxa School – 5442 8140 East Gippsland Specialist School – 5152 5922 Echuca Specialist School – 5482 2769 Hamden Specialist School – 5595 1995 Hamilton SDS – 5572 3077 Horsham Special School – 5381 1475 Kalianna School Bendigo – 5432 1311 Latrobe SDS – 5174 1956

Mansfield Statewide Autism Services – 5175 2776 Maryborough support services – 5461 7921 Mildura specialist school – 5021 3311 Nelson Park School – 5278 3620 Portland Bay School – 5523 2218 Sale Specialist School – 5144 5644 Seymour Special School – 5792 2209 Skene Street School – 5258 2448 South Gippsland Specialist School – 5662 4496 Swan Hill Specialist School – 5032 3683 Verney Road School – 5821 8185 Wangaratta & District Specialist School – 5721 7424 Warracknabeal SDS – 5398 2564 Warragul & District Special School – 5623 1385 Warrnambool SDS – 5561 1711

Respect and Responsibility, Doing Your Personal Best, Supporting One Another, and Staying Safe and Healthy. Curriculum focuses on: Õ VÌ > Ê V>`i VÃÊUÊ iÊEÊ Õ ÌÞÊ Û }Ê- Ã *iÀÃ > ÊEÊ- V > Ê iÛi « i ÌÊUÊ Õ V>Ì ÊUÊ/ iÀ>« ÃÌÊ*À }À> }

UÊ ÀÃ > Ê-«iV > Ê-V ÃÊ ÛiÀ>ÀV }Ê«ÕÀ« ÃiÊ ÃÊÌ Êi V ÕÀ>}iÊ> `Êi >L iÊ> ÊÃÌÕì ÌÃ]ÊÃÌ>vvÊ> `ÊÌ iÊ ÃV ÊV Õ ÌÞÊÌ Ê>V iÛiÊÌ i ÀÊvÕ Ê« Ìi Ì > ° UÊ7iÊ >ÛiÊ>ÊÜ ìÊi À i ÌÊL>Ãi]Ê`À>Ü }ÊvÀ ÊÌ iÊ ÀÃ > Ê>Ài>ÊÌ Ê>ÃÊv>ÀÊ>ÃÊÌ iÊ- ÕÌ Ê ÕÃÌÀ> > Ê L ÀìÀÊ V Õ` }Ê ]Ê L >]Ê > Û>]Ê À i]Ê ì «iÊ> `Ê-iÀÛ ViÌ ° UÊ ÀÃ > Ê-«iV > Ê-V Ê«À Û ìÃÊi`ÕV>Ì > Ê«À }À> ÃÊv ÀÊÃÌÕì ÌÃÊ>}i`Êx £nÊÞi>ÀÃÊ` Ã« >Þ }Ê `ÆÊ ìÀ>ÌiÊ> `ÊÃiÛiÀiÊ` >} ÃiÃÊ>ÃÃ V >Ìi`ÊÜ Ì ÊV } Ì Ûi]Ê« ÞÃ V> ]ÊÃ V > ]Êi Ì > ]Ê Li >Û ÕÀ> ]ÊÃi Ã ÀÞÊ> `Ê Õ Ì « iÊ` Ã>L Ì iÃ°

Horsham Special School 17 High Street North, Horsham VIC 3400 horsham.ss@edumail.vic.gov.au | Phone: 03 5381 1475 12420647-FA31-19

Choices

Jacana School for Autism JACANA SCHOOL FOR AUTISM has a current enrolment of 217 P – 12 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. The school is divided into 3 subschools with facilities that include secure, modern, age appropriate play-grounds, a multi-purpose room/student gym, a purpose built climbing room, specialist performing arts and visual arts rooms, a student library, two occupational therapy rooms, primary and secondary Healthy Living Kitchens, a Community Learning Hub, a walking/ bike track including a large recreational learning space and student gardens. 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. Jacana School for Autism provides a primary, middle and secondary curriculum. 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: Respect Inclusion Empathy Jacana School for Autism actively encourages a student-centred approach by building a positive relationship between students, parents/carers and staff. We all have the right to be treated fairly and courteously, even under difficult situations. Everyone should feel valued and be treated with respect and have a collective responsibility to build positive relationships and promote inclusion. This includes demonstrating empathy towards one another. The school embraces the School Wide Positive Behaviour Support philosophy and practices. Class-groups generally comprise of eight

Choices

students of similar age. Teachers and Learning Support staff collaborate with speech pathologists, occupational therapists, Learning Specialists and coaches to provide personalised learning and support plans for students. 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 life-long learning, social development and active and informed citizenship. Specialist Teachers provide teaching and learning programs for the Physical Education & Health, The Arts, and The Technologies curriculum. JSA uses a range of standard curriculum options to develop and provide education programs that are meaningful for all students including: ■ Victorian Curriculum ■ ADVANCE Program ■ Senior secondary programs: Victorian Certificate of Applied Learning (VCAL), Certificate of Individual Achievement and Vocational Education and Training (VET) in Schools. If you 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

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/

12420894-LN31-19

Respect | Inclusion | Empathy

Developing Futures Creating Opportunities Inspiring Potential Student Supports Include: $OOLHG +HDOWK 7KHUDSLHV 6WURQJ IRFXV RQ /LWHUDF\ & Numeracy 3URMHFW %DVHG /HDUQLQJ ,QGLYLGXDOLVHG /HDUQLQJ & Pathway Plans 7LHUHG ,QWHUYHQWLRQ 3URJUDPV :RUN (GXFDWLRQ Vocational Training 9&$/ $6'$1 FRXUVHV at years 11 & 12 Jackson School provides an excellent specialised curriculum for students with special needs. It enhances the educational and social development of students with special needs attending mainstream schools by providing part-time special school placement for them and provides professional development for staff in mainstream settings. Jackson School is a day special school servicing the Western suburban areas of Caroline Springs, Delahey, Hillside, Sydenham, Taylors Lakes, Keilor, Keilor Downs, Kealba, Deer Park, St Albans, Kings Park, St Albans South, Sunshine, Sunshine West and Ardeer. The school caters for students of primary and secondary age and accepts referrals from Kindergartens, Early Intervention, Primary Schools, Secondary Colleges and other educational facilities from within the state and independent system.

Mulhall Drive, St. Albans, VIC, 3021 p 03 9366 4322 f 03 9364 1937 www.jacksons.vic.edu.au jackson.sch@edumail.vic.gov.au 12420372-SN31-19

Choices

WHAT WE OFFER A highly skilled clinical team that caters for the wellbeing of our students and families. Physical Education, Visual Arts, Performing Arts, Auslan, Mindfulness, Food Technology and Horticulture Specialist subjects. VCAL, SPEC, ATEP, Marnebek Kitchen Operations and Marnebek Practical Learning programs for senior students. Extra-Curricular activities such as Rope Rocketeers, Rock Band, Debutante Ball, Interschool Sport, Music Festival, School Concert, Sailabilty as well as numerous other incursions, excursions and camps.

Ph: (03) 5996 3858

www.marnebek.vic.edu.au

marnebek.sch.cranbourne@edumail.vic.gov.au Main Campus: 9 New Holland Dr, Cranbourne East VIC 3977 Senior Campus: Corrigans Rd, Cranbourne East VIC 3977 12422232-FA31-19

Marnebek School

Cranbourne RESPECT

RESPONSIBILITY

RESILIENCE

SAFETY 12420494-FA31-19

STUDENT SUCCESS = LIFE SUCCESS Marnebek School Cranbourne is an educational setting for students aged between 5 and 18 with an intellectual disability. Across two campuses Marnebek School provides our students with opportunities and pathways through the development of individual learning plans. Our curriculum is implemented to enhance our studentsâ&#x20AC;&#x2122; skills and provide a solid base of learning for the future by providing engaging and differentiated programs. Literacy and Numeracy are a strong focus, as are communication skills, personal and interpersonal skills, thinking skills and inquiry studies. These core areas enhance not only knowledge but provide our students with the skills required to be part of the wider community. The School Wide - Positive Behaviour Support Program is an integral part of our school community. Our school values of Respect, Responsibility and Resilience underpin all our actions and are central to life at Marnebek. 12420386-FA31-19

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

Choices

and an Occupational Therapist. Communication is a major focus of each child’s individual learning plan. A variety of communication methods are used throughout the school including speech, PECS, PODD and iPads. We welcome visitors to tour our school and meet and greet our students and staff. We are honoured to have strong links with the Mornington and Hastings Communities and the support of groups such as The Lions Club and Rotary. The Mornington Peninsula Shire, Mornington Park Primary, Woodleigh, Bunnings and local community groups work with us to provide additional recourses for our school. Extra activities in our curriculum include R.D.A, basketball, sailability a swimming program, a Stephanie Alexander garden, community access, travel training, work placement, bike education, camps, bowling and Music Aviva lessons led by a professional musician. Mornington SDS focuses on assisting students to achieve their individual potential and to be confident and motivated learners. Mornington SDS. Tel: 03 59 756 111 40 Robertson Drive, PO Box 307, Mornington 3931 Email: mornington.sds@edumail.vic.gov.au Website: www.morningtonsds.vic.gov.au

EC IAL SP N TO ING

LO VE DE

Mornington SDS s Early Education Program for 2.8â&#x20AC;&#x201D;4.8 year olds s Extra curricula programs such as riding for the disabled, swimming, basketball, sailability, camps & excursion. s Work experience and travel training programs s Community access s Sensory/discovery room s Speech therapy, Occupational therapy & Physiotherapy. s ICT resources including Interactive Whiteboards in all classrooms, desktop computers and ipads Mornington Special Developmental School is a Department of Education and Training school which caters for students aged 2.8 years to 18 years of age with moderate to severe disabilities. We are committed to providing an engaging safe and secure learning environment. The school supports and encourages students to build on their strengths and individuality.

For further details please contact the Principal Mr David Newport: on 03 59756 111 or email: mornington.sds@edumail.vic.gov.au or visit www.morningtonsds.vic.gov.au 12420385-DJ31-19

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

WƌŽŐƌĂŵƐ ƵƐŝŶŐ ƚŚĞ sŝĐƚŽƌŝĂŶ ƵƌƌŝĐƵůƵŵ ƚŚĂƚ ĂƌĞ ƐƵƉƉŽƌƚĞĚ ďǇ ƚŚĞ ^d Zͬ>/E< program

Ŷ ĞĂƌůǇ ĞĚƵĐĂƟŽŶ ƉƌŽŐƌĂŵ ;Ϯ ĚĂǇƐͬǁĞĞŬ ĨƌŽŵ ϵĂŵ-ϮƉŵͿ

ƌĂŶŐĞ ŽĨ ĞŶƌŽůŵĞŶƚ ŽƉƟŽŶƐ

ŚǇĚƌŽƚŚĞƌĂƉǇ ĐŽŵƉůĞǆ

/ŶĚŝǀŝĚƵĂůŝƐĞĚ ƉƌŽŐƌĂŵƐ ĂŶĚ ƐŵĂůů ŐƌŽƵƉ ůĞĂƌŶŝŶŐ ĞǆƉĞƌŝĞŶĐĞƐ

^d D ƉƌŽŐƌĂŵ ŝŶĐůƵĚŝŶŐ ĐŽĚŝŶŐ ĂŶĚ ƌŽďŽƟĐƐ

Music and PE specialist teachers

Camp program

dŚĞƌĂƉǇ ƉƌŽŐƌĂŵƐ͗ ^ƉĞĞĐŚ͕ Kd ĂŶĚ WŚǇƐŝŽ

^ŽĐŝĂů ǁŽƌŬĞƌ

,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 12420690-LN31-19

Choices

Naranga School, Frankston 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, Independent Travel, Music, Outdoor Education, and

Naranga has a focus on positive attitude and behaviour 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

Choices

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 – ■ Kindness to Ourselves ■ Kindness to One Another ■ Kindness to Our Environment Our teachers and therapists work collaboratively in a transdisciplinary teaming model to deliver quality learning programs. Students are supported in their learning through three hours of Physiotherapy, three hours of Occupational Therapy, three hours of Speech Therapy and one hour of Music Therapy every week. We provide comprehensive programs for students at all stages of learning, from early learners through to VCAL and VET programs. Individual Learning Plans (ILPs) cover the

Choices

breadth of the Victorian Curriculum and include English, Mathematics, Personal and Social Learning, Digital Technologies, Visual Arts, Music, Dance & Drama, STEM, 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. ILPs and learning activities are designed, implemented and evaluated by the transdisciplinary team in collaboration with families and carers. Our school has a strong commitment to developing the literacy and communication skills of ALL students. We have adopted the ‘Four Blocks of Literacy’ model to ensure all students have opportunities to read and write every day. Staff are proficient in using a wide range of high and low tech Augmentative and Alternative Communication (AAC) systems. We offer parent training and support in using the student’s AAC system, empowering students to be able to say whatever they want to say, to whoever they want to say it to, whenever they want to say it!

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

We welcome visitors at any time! Please call our principal Carolyn Gurrier-Jones on 9786 9111 to organise a tour. 12420487-RC31-19

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

Choices

interpreting sensory information, and may display over- or under-sensitivity. Being oversensitive 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. CONTINUED ON PAGE 38

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.

12359023-KC34-17

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

Choices

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.

^ƉƌŝŶŐǀĂůĞ WĂƌŬ ^ ^ tŝƚŚ <ŶŽǁůĞĚŐĞ͕ tĞ 'ƌŽǁ ^ƉƌŝŶŐǀĂůĞ WĂƌŬ ^ ^ ŝƐ ĂŶ ŝŶŶŽǀĂƟǀĞ ĂŶĚ ĚǇŶĂŵŝĐ ĐĞŶƚƌĞ ŽĨ ůĞĂƌŶŝŶŐ ĨŽƌ ƐƚƵĚĞŶƚƐ ǁŝƚŚ ĚŝƐĂďŝůŝƟĞƐ͕ ĨƌŽŵ ŽƵƌ ĂƌůǇ ĚƵĐĂƟŽŶ WƌŽŐƌĂŵ ƚŚƌŽƵŐŚ ƚŽ ϭϴ ǇĞĂƌƐ ŽĨ ĂŐĞ͘ tĞ ƉƌŽǀŝĚĞ ƋƵĂůŝƚǇ ĞĚƵĐĂƟŽŶ ƉƌŽŐƌĂŵƐ͕ ǁŚŝĐŚ ĂƌĞ ĚĞůŝǀĞƌĞĚ ƚŚƌŽƵŐŚ ƚŚĞ sŝĐƚŽƌŝĂŶ ƵƌƌŝĐƵůƵŵ͗ ͻ /ŶĚŝǀŝĚƵĂů ůĞĂƌŶŝŶŐ ƉůĂŶƐ ĨŽƌ Ăůů ƐƚƵĚĞŶƚƐ ͻ ĂƌůǇ ĚƵĐĂƟŽŶ Ͳ Ϯ ǇĞĂƌƐ ϴ ŵŽŶƚŚƐ ƚŽ ƐĐŚŽŽůͲĂŐĞ ĐŚŝůĚƌĞŶ ǁŝƚŚ Ă ŐůŽďĂů ĚĞǀĞůŽƉŵĞŶƚĂů ĚĞůĂǇ ;s > &Ϳ ͻ WĂƚŚǁĂǇƐ WƌŽŐƌĂŵ ;ϭϲнͿ ͻ ůůŝĞĚ ,ĞĂůƚŚ dŚĞƌĂƉŝĞƐ ʹ Kd͕ ^ƉĞĞĐŚ͕ WŚǇƐŝŽ ĂŶĚ DƵƐŝĐ ͻ >ĞĂƌŶ ƚŽ ƉůĂǇ ƉƌŽŐƌĂŵ ͻ ^ĐŚŽŽů tŝĚĞ WŽƐŝƟǀĞ ĞŚĂǀŝŽƵƌ ^ƵƉƉŽƌƚ WƌŽŐƌĂŵ

Specialist programs: ͻ ^ƉŽƌƚ ͻ ƌƚ ͻ DƵƐŝĐ ͻ <ŝƚĐŚĞŶ 'ĂƌĚĞŶ WƌŽŐƌĂŵ ͻ 'ĂƌĚĞŶŝŶŐ ͻ KƵƚĚŽŽƌ ĚƵĐĂƟŽŶ ǆƚƌĂͲĐƵƌƌŝĐƵůĂƌ ĂĐƟǀŝƟĞƐ͗ ͻ ^ǁŝŵŵŝŶŐ ͻ ƵŬĞ ŽĨ Ě ͻ ĂƐŬĞƚďĂůů Θ ŽǁůŝŶŐ ͻ ĂŵƉƐ Θ ŝŬĞ ĚƵĐĂƚŝŽŶ ͻ /ŶƚĞƌƐĐŚŽŽů ^ƉŽƌƚ ͻ ZŝĚŝŶŐ ĨŽƌ ƚŚĞ ŝƐĂďůĞĚ ͻ ǆƚĞƌŶĂů tŽƌŬ ǆƉĞƌŝĞŶĐĞ ;ϭϲнͿ

13-15 Sandown Road, Springvale Vic 3171 Contact: Jackie Lowther—Principal | Ph: 9546 7666 springvale.park.sds@edumail.vic.gov.au | www.springvaleparksds.vic.edu.au 12421178-FA31-18

Choices

12422250-SN31-19

Choices

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.

www.smrss.vic.edu.au Choices

Waratah Special Developmental School WARATAH SDS is a school which values and respects the individuality of each student. Students who attend our school come from a wide area of Melbourne, including parts of Banyule, Yarra, Moreland, Darebin and the City of Melbourne. The school community encompasses a wide range of socioeconomic and ethnic backgrounds. Many of our studentshave associated disabilities including sensory, physical, medical, communication and autism spectrum disorders. We are committed to achieving the very best educational outcomes for all our students through an individually tailored curriculum. Our school curriculum is aligned with the Victorian Curriculum and addresses the learning areas of literacy, maths, health and physical education, science, technology, humanities, the arts and personal and interpersonal capabilities.A dedicated multidisciplinary staff ensure students have the best opportunities for success. A functional and integrated approach is taken to student learning with language and communication a key focus. Alongside speech we use a range of alternative and augmentative communication systems with opportunities for communication incorporated into all aspects

Choices

Students attend the satellite unit on a full time basis and are supported to participate in programs with their primary school peers. of the school day. Teachers are in daily contact with parents building a strong home/school partnership and our welfare officer provides additional support to families and helps them link into other services. A Satellite Unit at Brunswick South West PS provides access to special education in a local neighbourhood school. Students attend the satellite unit on a full time basis and aresupported to participate in programs with their primary school peers. This provides additional opportunities to develop social and language skills whilst still benefitting from the expertise of the special education staff.

WARATAH SPECIAL DEVELOPMENTAL SCHOOL WARATAH SDS provides a quality education for students with intellectual and multiple disabilities from ямБve to eighteen years of age. WARATAH SDS IS A SCHOOL WHICH: s 6ALUES AND RESPECTS THE INDIVIDUALITY OF ITS STUDENTS s 0ROVIDES CHALLENGING STIMULATING AND STRUCTURED PROGRAMS TO ENSURE STUDENTS ACHIEVE SUCCESS s (AS SMALL CLASSES AND A HIGH STAFF STUDENT RATIO TO PROVIDE INDIVIDUALISED PROGRAMS FOR ALL STUDENTS s (AS NEW PURPOSE BUILT FACILITIES AND LARGE GROUNDS WHICH PROVIDE MANY OPPORTUNITIES FOR PHYSICAL AND SENSORY ACTIVITIES s )MPLEMENTS A WELL ESTABLISHED 3CHOOL 7IDE 0OSITIVE "EHAVIOUR 3UPPORT APPROACH TO TEACH STUDENTS APPROPRIATE SOCIAL SKILLS A SKILLED & DEDICATED MULTIDISCIPLINARY STAFF WORKS TOGETHER WITH FAMILIES TO PROVIDE: s %XCITING AND INNOVATIVE APPROACHES TO EDUCATION WITH A FOCUS ON COMMUNICATION AND SOCIAL SKILLS s )NDIVIDUAL LEARNING PLANS TO MEET STUDENTS PERSONAL SOCIAL AND ACADEMIC NEEDS s )NNOVATIVE USE OF COMPUTERS AND TECHNOLOGY TO ENGAGE STUDENTS IN LEARNING s 3UPPORT FOR FAMILIES

Contact the Principal Jenny Wallace on 9474 8700 to arrange a visit. 228 Banksia St, Bellfield waratah.sds@edumail.vic.gov.au www.waratahsds.vic.edu.au

12420485-FA31-19

Choices

Early intervention - engaging children with special needs and building a foundation for learning THERE is increasing recognition and research on the importance of early intervention in the first few years of a child’s development, and how it can improve the outcome for children with a disability. Yarra Ranges Special Developmental School’s Early Years Centre is developing a reputation for the quality of their Early Education Program. Located in Mount Evelyn, the modern centre was designed to provide high-quality early intervention educational programs in a relaxed, fun, play based environment. The building features a wheelchair accessible playground, ceiling hoists and a Sensory Room to develop and regulate sensory input. All sessions are conducted by a qualified Special Education Teacher and experienced education support staff. Working closely in a multidisciplinary team of speech pathologists, occupational therapists, a physiotherapist and a music therapist they also liaise with relevant private therapists involved in the child’s education. This dedicated team provides ongoing support, undertakes assessments and provides professional guidance and advice. The program works in partnership with each family and every child receives an individualised, tailored program that specifically addresses their areas of developmental delay. The program provides small (6 students per group), play-based sessions for children aged between two years and eighth months of age and five years 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. NDIS funding is not needed and if available it won’t be affected by our services. Program sessions are during school hours 9:15am – 2:45pm, five days a week. Children may attend up to two days per week. Different options are available to suit the needs of the individual child.

Choices

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 97362499 or email yarra.ranges.sds@edumail. vic.gov.au.

This dedicated team provides ongoing support, undertakes assessments and provides professional guidance and advice.

YARRA RANGES SPECIAL DEVELOPMENTAL SCHOOL 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 school of choice for students with a moderate to profound intellectual disability and/or associated disabilities including Autism. Our vision is to promote independence through active learning.

12420396-SN31-19

We offer UÊ Êv VÕÃÊ Ê Õ V>Ì UÊ-V Ê7 ìÊ* Ã Ì ÛiÊ i >Û ÕÀÊ À> iÜ À UÊ-ÌÀÕVÌÕÀ }Ê Õ VÌ > Ê ì«i ì Vi ÊÊÊ À> iÜ À UÊ Ê >À ÞÊ `ÕV>Ì Ê*À }À> UÊ ÊÀ> }iÊ vÊi À i ÌÊ «Ì Ã UÊ ` Û `Õ> Ãi`ÉÃ > Ê}À Õ« learning experiences UÊ ÝÌÀ> VÕÀÀ VÕ >ÀÊ>VÌ Û Ì iÃÊ V Õ` }Ê> award winning film and multimedia program

Ê iÀÌ wi`Ê-V Ê UÊ UÊ/ iÀ>«ÞÊ«À }À> Ã UÊ i> Ì ÊÃÕ«« ÀÌÊ«À Û `i`ÊLÞ our school nurses UÊ*>Ài ÌÊÃÕ«« ÀÌÊ«À }À> UÊ/À> Ã« ÀÌÊÌ Ê> `ÊvÀ ÊÃV UÊ vÌiÀÊ-V Ê >ÀiÊ*À }À> UÊ V ÕÃ Ê1 ÌÃÊ>ÌÊ i> iÃÛ iÊ } ÊÊÊ-V Ê> `Ê>ÌÊ i> iÃÛ iÊ*À >ÀÞÊ-V

FROM PAGE 16 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. 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. ■ 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. ■ 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 ■

Choices

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

Products Services Training Employment Holidays & Activities

Alkira FOR over 60 years Alkira has been at the forefront of supporting people with an intellectual disability and their families. We pride ourselves on listening to the people we support, and as needs change, so too does Alkira, where possible adapting to meet the needs each individual. OUR SERVICES Further Education: Momentum / Pathways provide post-secondary school study of accredited and non-accredited subjects for school leavers and operates in conjunction with Box Hill Institute (RTO Code: 4687) from the Nelson Road campus. With an academics and capacity building focus, the program is outcomes driven, with graduates of Momentum/Pathways experiencing open employment and volunteering, management of their money and budgets, utilising public transport and independence in the community, and even moving out of home. Networks: Continues the learning beyond Momentum/Pathways and is a community-based education program consolidating and building upon learned skills, and promoting further independence and involvement in the community. School Leavers Employment Service (SLES): Improves social and economic participation, building confidence to enable participants to reach their goals! Alkira can help develop the skills necessary to become part of the workplace community. This program aims to prepare young adults/School leavers for entry into a Tertiary Institute or a DES (Disability Employment Services) provider. Connections: We have three sites operating in the City of Whitehorse, each offering a unique environment - something to suit all abilities. Connections offers a range of group based activities and capacity skill building covering The Arts, Academics, Health & Wellbeing, Independent skills, Recreation & Leisure and Vocational options. Activities are both on site and community based. Home & Choice: This service offers people more flexibility to meet their needs and wishes by enabling people to use their home as their base for the day rather than attending one of Alkiraâ&#x20AC;&#x2122;s sites. Residential Services: Specialist Disability Accommodation. Long term accommodation in one of our many specialist accommodation houses

Choices

where 3-5 people live together with 24 hour staffing support. Supported Independent Living: Support for people to live as independently as possible in their privately owned home, in a rental property or in other types of housing such as social housing. This can be either alone or with family or with friends. Short-Term Accommodation: Providing short-term accommodation (respite) for people to have a break from home, spend time with others that share similar interests and enhance their independent living skills. Short-term accommodation can be provided for anything from a few hours to a few weeks. Recreation Service: Regardless if you are looking for fun, adventures or relaxing activities Alkiraâ&#x20AC;&#x2122;s Recreation Service will have something for you. We provide a broad range of leisure and recreational activities in the evenings, on weekends and during holiday periods, as well as week-long holidays across the year. Transport: Provides transportation for people to access Alkiraâ&#x20AC;&#x2122;s services. Visit our website at www.alkira.org.au Contact Alkira via phone: (03) 9890 1365 Or Email: info@alkira.org.au

“Alkira is the best place I have been to, I’ve made lots of friends.” ~Barbara Bou-abs

“I made a lot of friends at Alkira. I really enjoyed all the programs there.” ~Mathew Lai

Alkira can offer you: Further Study: Momentum/Pathways and Networks - Build on your skills and personal development

SLES: Aimes to prepare young adults and

school leavers for entry into a Tertiary Institute or a DES. Connections: A range of group based activities and programs covering The Arts, Academics, Health & Wellbeing.Recreation & Leisure and Vocational options.

Home & Choice: Individual support in the community or at home, as you choose.

Residential Services: Supported independent living including shared home living and respite accommodation.

Recreation Service: A broad range of leisure and recreational activities and holidays.

Transport Services: Transport for people to access Alkira’s services. Alkira is a registered NDIS provider.

Our friendly team will be able to assist you with any questions you may have.

P: 03 9890 1365 A: 3 Thurston Street, Box Hill VIC 3128

E: info@alkira.org.au www.alkira.org.au 12421421-FA31-19

Autism Teaching Institute Autism Teaching Institute is a highly regarded provider of autism specific training and consultancy for educators. The Autism Teaching Institute (ATI) has been training education professionals throughout the state of Victoria since 2006 and has gained a reputation for the quality and practical nature of our courses. The training programs are facilitated by ATI expert practitioners in the field of ASD who have extensive experience working with students with autism. The ATI consistently receives excellent feedback, both from participants and employers. We Offer ◆ Nationally accredited postgraduate courses ◆ Visiting consultancy service ◆ Training seminars ◆ 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. Training is focused on the current needs of teachers and the students in their classrooms. Opportunities to observe at Western Autistic School and inclusive programs at ATI Partnership Schools are available to enrich the practical component of the training. Participants completing the accredited courses receive a nationally recognised Special Education qualification as endorsed by the Victorian Institute of Teaching (VIT).

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 autistic students within their setting. ◆ Meeting with educators to explore the learning characteristics, strengths and needs of autistic students. ◆ Facilitation of goal setting and program design for autistic students with ASD within a framework of inclusive practice. ◆ Provision of customised Professional Development activities for staff. ◆ Assisting schools to build their capacity and expertise to support a diverse range of learners. 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.”

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 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.

12420307-RC31-19

Choices

Bayley House BAYLEY House offers a warm, vibrant and closeknit community. As a for-purpose organisation with experience spanning seven decades, we thrive on supporting the wellbeing of people with intellectual disability as they live, learn, create and belong. We harness individual talents, energy and enthusiasm to provide life skills, stimulating experiences and new opportunities through strengths-based and person-centred active support. High quality, accredited courses and in-house activities for learners at any level. Capacity building is vital for all of us. While learning underpins all our activities, we also have specific education programs. PATHWAYS TO INTEGRATION – ADULTS WITH AN INTELLECTUAL DISABILITY We are proud of our strong partnerships with a wide variety of local organisations. We foster participation and significant interactions as we create pathways for people living with a disability to interact meaningfully with their broader community. ACCREDITED COURSES ■ TAFE – Certificate 1 Vocational Preparation at Holmesglen TAFE ■ Certificate 1 Dance at Melbourne Polytechnic ■ Certificate 1 Transition Education from AST (Access Skills Training) ■ Certificate 1 Initial Adult Literacy & Numeracy AST

Choices

IN-HOUSE COURSES Literacy and numeracy

■ ■

Bayley Ambassadors – Public Speaking. We are part of the VALID network

SOCIAL ENTERPRISES Bayley Bakes

■ ■

Bayley Cafe

■

Succulents for sale

■

Retail Art

WORKPLACE TRAINING Thanks to our partnerships with local businesses, our Community Engagement initiative creates the opportunity for individuals to participate in either voluntary or paid work experiences. The program allows our people to learn new skills, build strong connections with staff and customers, boost morale and enhance a sense of teamwork, all while being supported by Bayley House staff.

At Bayley House our vibrant community brings passion and commitment to disability advocacy, skills development, independence and selfdetermination. We respect the strength of the connections between individuals, families, staff and volunteers. We actively support individuals and their families to realise their goals and aspirations. We are accountable for high quality and sustainable services. We treat everyone with respect and act with integrity. We are a capacity building organisation. Bayley House specialises in helping individuals with an intellectual disability to live a full, engaged life. We provide rewarding opportunities and facilitate continual capacity building, enhanced independence and inclusion in our wider community. Evidence-based approaches underpin our work to support individuals with an intellectual disability live a full and meaningful life with choice and control. We listen to you to understand your goals, likes and interests. Our extensive range of activities see the development of talents and potential, attainment of new skills and enjoyment of greater independence. Activities centre around our Brighton campus, our accommodation facilities and other community locations. In line with best practice and NDIS requirements, individual goals and outcomes are planned, reviewed and evaluated. As a registered NDIS provider, our activities are aligned with goals and outcomes to support individual NDIS plans.

Bayley House | NDIS Provider | Quality accredited

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

#growlearnbelong #bayleyhouse

facebook.com/bayleyhouse instagram: @bayleyhouse 12421768-SN31-19

BIALA PENINSULA Supporting children and their families to thrive An early childhood service working with children from birth to 12 years. With over 35 years’ experience the organisation has grown to now be a one stop wrap around provider of services, supports, advocacy, therapy, inclusion support, ‘key worker’ and ‘team around the child’ approaches. Biala Peninsula offers a range of services and options to families and young children across the Mornington Peninsula, Frankston and now communities beyond: UÊ -Ê ` Û `Õ> ÊÃiÃÃ ÃÊ> `ÊÃ > Ê}À Õ«Ê «À }À> Ã UÊ V ÕÃ ÛiÊÎ½ÃÊ `iÀ}>ÀÌi Ê«À }À> UÊ*À viÃÃ > Ê`iÛi « i ÌÊ> `ÊÌÀ> }Ê Ü À Ã «ÃÊqÊv ÀÊi>À ÞÊÞi>ÀÃÊ> `Êi>À ÞÊV ` `Ê ÃÌ>vv]Ê«>Ài ÌÃÊEÊV>ÀiÀÃ UÊ-Õ«« ÀÌÊ À` >Ì Ê UÊ* > Ê > >}i i ÌÊ UÊ*>Ài ÌÊ> `ÊV>ÀiÀÊÃÕ«« ÀÌÊqÊ >`ÃÊ1 Ìi`]Ê Õ ÃÊ -Õ«« ÀÌÊ À Õ«]Ê iÜ®Ê À> `«>Ài ÌÉ > ÞÊ

>ÀiÀÃÊ Õ««>Ê> `Ê >ÌÊÊ 12422625-LB31-19

UÊ7À>«>À Õ `Ê«À }À> Êv ÀÊ > >Êv> iÃÊqÊv> ÞÊ V Õ Ãi }]Ê->ÌÕÀ`>ÞÊÀiVÀi>Ì Ê«À }À> Ã]Ê - LÃV ÕL]Ê>`Û V>VÞ UÊ `Êv ÀÊÌ iÊV Õ ÌÞÊqÊ* *ÊqÊ*Ài iÃÊ ÊÌ iÊ *i ÃÕ >]Ê -Ê v À >Ì ÊÃiÃÃ Ã]Ê iÞÊ7 À`Ê - } ÊÌÀ> } UÊ-V ÊL>Ãi`Ê> `Êi>À ÞÊV ` `Ê ÕÃiÊ> i`Ê i> Ì ÊÃÕ«« ÀÌÊÃÌ>vvÊqÊV ÌÀ>VÌÃÊ>Û> >L iÊÌ Ê «À >ÀÞÊÃV ÃÊv ÀÊ iÊ ÀÊ ÀiÊ`>ÞÃÊ>ÊÜii

Biala operates from its Mornington licenced children’s service venue with its wonderful indoor and outdoor children’s spaces, as well as in children’s homes, in the community, at childcare, at kindergarten and at school and supports children at recreation and social events in the community. It is open 6 days a week, 50 weeks of the year and offers after hours and holiday programs. With an amazing and growing team of over 45 staff that includes Allied Health Assistants, a consultant Dietician, Disability Support Workers, EC Program Assistants, Early Childhood Special Education Teachers, a Family Therapist/ Play Therapist, a Music Therapist, Occupational Therapists, a Physiotherapist, a Psychologist, a Psychotherapist, a Social Worker, Speech Pathologists, Support Coordinators, Plan Management and administration support, programs and strategies can be individualised to best meet your needs. Our vision – Our children with disabilities are active participants in all aspects of family and community life during the early years and into the future. Our purpose – Biala provides safe and nurturing learning environments through high quality programs, therapies and support services for children with additional needs, their families and the community. Our values – Respect, Excellence, Integrity. Contact Biala Peninsula today to ﬁnd out how we can support your family, arrange a visit or a sign-on-for-services session, and visit our website for ideas and information www.bialapeninsula.org.au CEO – Marlene Fox (03) 5975 1820 MFox@bialapeninsula.org.au

12403113-LB31-19

Upskill or kick-start your career with BRACE A CERTIFICATE IV in Mental Health or Disability is a great way to build on your current skills or start down a new career path. For VCAL (Victorian Certificate of Applied Learning) teacher Susanne, having the additional qualification of a Certificate IV in Mental Health has paid off in the classroom. “We live and work in a world where many people you meet are experiencing mental health issues,” said Susanne. “As a VCAL teacher, I’m with students who, for a range of reasons, are taking a different approach to their secondary school certificate. The extra knowledge and skills have given me a better understanding of what may be happening for my students, and how best to help them learn and succeed. “Some days as well as being a teacher I can also be a counsellor or support person or helping students find other community services that can help them. It all goes together. “As an educator, your own learning never stops. There is always something you can learn and do better.” CHC43315 CERTIFICATE IV IN MENTAL HEALTH Contributing to the health and well-being of

Choices

others can be a rewarding and challenging role in a diverse workforce. Enhance your career prospects in the sector by completing a qualification in Mental Health. CHC43115 CERTIFICATE IV IN DISABILITY Study for a rewarding career working with people with a disability. Successful completion of this course will enable you to provide training and support for people with disabilities to help them achieve greater levels of independence, selfconfidence and community involvement. For more than 40 years BRACE has offered Victorian’s a pathway from education and training into employment, supporting people to gain knowledge and skills to make a difference in their lives through education and finding and keeping a job. Our high quality pre-accredited courses and nationally accredited qualifications range from short one day courses to Diploma level qualifications. BRACE – empowering people through education, training and employment RTO Code: 3621

Now taking enrolments 22301VIC &HUWLȴFDWH Ζ LQ 7UDQVLWLRQ (GXFDWLRQ 22302VIC &HUWLȴFDWH Ζ LQ :RUN (GXFDWLRQ CHC43315 &HUWLȴFDWH Ζ9 LQ 0HQWDO +HDOWK CHC43115 &HUWLȴFDWH Ζ9 LQ 'LVDELOLW\ )UDQNVWRQ %DOODUDW 'DQGHQRQJ

Enquire now: 03 9781 3388 enquiries@brace.com.au brace.com.au

%5$&( (GXFDWLRQ 7UDLQLQJ R΍HUV WXLWLRQ IHHV IRU HOLJLEOH VWXGHQWV 3OHDVH VHH RXU ZHEVLWH IRU IXUWKHU GHWDLOV RQ IHHV DQG HOLJLELOLW\ FULWHULD 7KLV WUDLQLQJ LV GHOLYHUHG ZLWK 9LFWRULDQ DQG &RPPRQZHDOWK *RYHUQPHQW )XQGLQJ (OLJLELOLW\ FULWHULD DSSO\ RU WUDLQLQJ LV GHOLYHUHG RQ D IHH IRU VHUYLFH EDVLV 3HRSOH ZLWK GLVDELOLWLHV DQG IURP GLYHUVH EDFNJURXQGV DUH HQFRXUDJHG WR DSSO\ 'HWDLOV RI WKH 572ȇV FRPSODLQWV DQG DSSHDOV SURFHVVHV FDQ EH IRXQG RQ RXU ZHEVLWH RTO Code: 3621

12421695-SN31-19

Choices

Interact Australia WITH over 25 years of experience, Interact Australia work to promote social inclusion, health and wellbeing by empowering people to achieve their full potential. As a values based not-for-profit organisation, we champion and support people with a disability in their choices, offering a range of personcentred supports, matched to meet unique circumstances and individual needs. Interact offer both Individual support services (NDIS) and Disability Employment Services (DES) tailored to specific needs and future goals. Meet one of our participants Sammy (pictured), who has a mild intellectual disability and epilepsy. Sammy joined Interact to help him transition from secondary school to an employment pathway. Sammy had a passion for woodworking so with his Recruitment Partners support, he secured a work placement with Timbercon. Sammy worked hard while learning the job, so Timbercon agreed to ongoing employment, and he has now started a traineeship. Interact continue to support Sammy in the workplace and he couldn’t be happier. Sammy says; Interact gave me an opportunity to do a traineeship with Timbecon. They understood what I was into and when I went there I just went, like, mate - this is perfect! The amount of support they give me it’s just, wow, they’ve been helping me a lot!” Joe, Sammy’s dad has been thrilled with Sammy’s new career and say’s “Interact give you all the support that is required but as a father… They do such a wonderful job and it’s overwhelming and fantastic.” If you have funding under NDIS or TAC, we provide a range of individualised support services for people with cognitive, psychosocial and physical disabilities including; ■ Assistance with Daily Living ■ Personal care supports. ■ Participation in community, social and recreational activities. ■ Development of daily living skills. ■ Assistance with independent travel and transport. ■ Assistance to go on holiday.

Choices

School Leaver Employment Supports (SLES) If like Sammy, you would like support in finding fulfilling employment that values your skills and contribution, our Disability Employment Services (DES) is for you. Support includes; CAREER PLANNING AND PREPARATION ■ Goal Setting ■ Skills and Abilities Identification ■ Resume and Cover Letter advice ■ Skills Development ■ Interview skills coaching ■ Confidence building ■ Access to training ■ Job Search Support ■ Introduction to employers ■ Work Experience placements ■ Connecting you with apprenticeship centres, labour hire organisations and industry groups IN WORK SUPPORT ■ On the job training ■ Special equipment for the workplace ■ Advice on workplace issues Interact support people to create futures by focussing on strengths and skills development for social and economic inclusion. We are proudly part of IntoWork Australia, a national group of ten businesses, opening doors to apprenticeships, training, employment and support. Living with a disability and looking for individualised supports or disability employment services? Create your future, focussed on your skills, abilities and goals. For more information and discuss eligibility call 1300 FUTURE (388 873) or visit our website interact.com.au. ■

Create your future Interact Australia provide a range of individualised supports and employment services for people living with a disability.

With locations across Victoria you can ďŹ nd us in: "

1300 FUTURE interact.com.au

12421693-RC30-19

Home Care Services mecwacare’s Home Care Services provide values-based care to clients with a disability and support people to live as independently as possible in their own home. Services include –

assistance with personal care social and community access support with domestic duties in-home care services

Do you already have an NDIS plan? FREECALL 1800 163 292 and speak to one of our specially WUDLQHG VWDර ZKR ZLOO EH DEOH WR assist with planning, establishing supports and a roster to enable your plan outcomes to be achieved.

For more information: intake@mecwacare.org.au

more choice, more flexibility, more support

For people with hearing or speech loss TTY 1800 555 677 Speak and Listen: 1800 555 727 For people who need help with English T.I.S. 131 450 and quote NDIS – C988843 12423051-LN31-19

Choices

Centre-Based Services mecwacare’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 and education. Lifestyle programs include –

KHDOWK DQG ÀWQHVV

voluntary employment

horticulture

arts and crafts

literacy

music therapy

pre-business skills

mecwacare also operates a transitional program for school leavers that supports participants to access their community independently and focus on moving into employment or further education.

Would you like to know more? Call us today on Freecall 1800 163 292 12422401-LN31-19

Choices

Melbourne City Mission MELBOURNE City Mission (MCM) provides specialised therapy and support for children with developmental delay or disability across the Melbourne areas of Brimbank, Melton, Hume, Moreland and Maribyrnong. MCM’s early intervention specialists are passionate about supporting children and families to work towards their developmental goals and milestones. The journey for families from diagnosis to accessing support can be quite overwhelming. MCM’s early intervention specialists support children and families every step of the way. Therapy MCM provides a range of allied health therapies for children including: ■ speech therapy to assist with difficulties in communicating or swallowing ■ physiotherapy to build or improve physical development and mobility ■ occupational therapy to work on fine motor skills and understanding emotions ■ specialised teaching to increase participation and inclusion at childcare, kinder and school Key Worker approach MCM offers early intervention support through a Key Worker approach. Our Key Workers are

Choices

therapists who act as a family’s main contact, while engaging expertise from across the team. The Key Worker model is regarded as bestpractice in empowering families to support their child’s inclusion and engagement within everyday life and their community. Our Key Workers spend time getting to know each family in detail. They also consult with other specialists on the team to give each child the most appropriate support and care. Support when and where you need it most MCM’s early intervention specialists can support children at home, childcare, kinder, school or in the community. Building the knowledge and skills of everyone in a child’s support network is the best way to achieve outcomes. Groups MCM offers a range of groups to support children’s development. Our groups provide opportunities for children to build confidence and develop skills. Each of our groups are specially created to be fun, social and engaging while teaching important life skills. Contact MCM To find out about the early intervention support available in your local area, contact MCM on 1800 343 287 or visit www.mcm.org.au/ecis.

Rethink disability Melbourne City Mission is here to support your child and family

12420481-LN31-19

MCMâ&#x20AC;&#x2122;s early intervention team is here for your journey. Our qualiďŹ ed, experienced team support children with disability or developmental delay to achieve their goals.

Call 1800 343 287 Visit www.mcm.org.au/ecis

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. Job Sampling and Work Experience OCCE job sampling work experience program is open to students referred through TAFE, Special Development Schools, other agencies including Disability Employment Services and family members. Job sampling 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, 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.

Choices

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.

Our goal is to provide the opportunities that give people the confidence and skills necessary to transition from school to employment. The organisation is also contracted to provide administrative support services in the community through initiatives such as the Department of Defence Administration Program. Here, individuals 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 team members 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 or call 03 9569 0603

12421265-CG31-19

OCC Enterprises provides a range of supportive and innovative employment services including career planning, skill training, job placement and work experience opportunities. â&#x20AC;&#x153;Participants work in a supported environment where they build FRQÂżGHQFH OHDUQ new skills and meet new friends.â&#x20AC;? Community based supported employment Skill development for open employment Pathways to employment Individual employment plans Job Sampling Support to access Cert I in Transition Education & Cert II in Skills for Work OC Connections proudly provides rewarding opportunities to enable people to OLYH happy and valued lives.

Phone 03 9575 4200 info@OCCEnterprises.org www.OCConnections.org

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 Quality Tourism Framework. 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

Choices

WHERE WE GO Our programs only operate at Australian Camps Association member camps that are accredited with the Quality Tourism Framework. Each camp offers a variety of 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 YƵĂůŝƚǇ dŽƵƌŝƐŵ &ƌĂŵĞǁŽƌŬ͘

ǁǁǁ͘ƉĞŽƉůĞŽƵƚĚŽŽƌƐ͘ŽƌŐ͘ĂƵ ͮ Ϭϯ ϵϴϲϯ ϲϴϮϰ PeopleOutdoors

12422805-SN30-19

Choices

Busy Feet: expanding horizons through dance By Melissa Meehan IF you were to walk past Phoenix Park Community Centre on a Tuesday afternoon you’re bound to hear a group of people having a toe-tapping good time. And that’s because every Tuesday from 4.30pm the Chadstone/ East Malvern Rotary Club runs their Busy Feet program for children with an intellectual or physical disability. Spokesman Lyle Chasemore said the program was run for children aged between six and 16 years old. “It’s really great that these kids have their own hobby - their brothers and sisters might have footy training or dance rehearsal and now these kids who otherwise wouldn’t have anything of their own can come along and dance every week,” he said. “And they can have fun while moving around and being stimulated by colour and music.” The classes run for 45 minutes and are run by volunteers, who provide one-on-one support to each child taking part. The Busy Feet program started in 2012 and provides many benefits for the children and their parents or carers. It not only develops confidence and skills for the kids but it gives parents and carers time to relax while their children are in a safe space having fun. “Initially they (the kids) are shy and quiet when they first join and then they burst in and say hi,”

Mr Chasemore said. “Other kids are non-verbal but you can see them light up when they arrive.” Mr Chasemore said being involved in Busy Feet has provided him with great pride. The thing that surprised him the most was being able to give parents and carers some respite. “Parents know their kids are well looked after, and there is only one exit in and out,” he said. “So the parents can relax, have a cup of tea and have a chat. “Respite for the parents and carers is as important as providing something for the kids, I think.” Stonnington Council provides an in kind grant so that the program can be held at the community centre. Busy Feet has programs in Stonnington, Boroondara, Melton, Bayside, Hobsons Bay and Bendigo. For more information visit www.busyfeet.org.au.

Busy Feet allows kids with a disability to have something of their own.

Busy Feet is all about having fun and getting moving.

Choices

Fun kids activities with VMCH 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 Balwyn, 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. OVERNIGHT 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.

We have five cosy houses for children aged 6 to 18 years old to stay overnight in Croydon, Kew, Ivanhoe, Lilydale and Wheelers Hill. SOCIAL ACTIVITIES, HOLIDAY PROGRAMS AND WEEKEND TRIPS. Our exciting range of recreation and weekend 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. Our 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.

Choices

Supporting lifelong skill development MAKING friends, transitioning to school and separating from primary care givers are just some of the many challenges that young children face as they grow. With so much to cope with it’s not surprising that some need extra support. “There are a range of services that can assist you and your child prepare for school and maximise their ability to perform every day activities,” says Rebecca Kriek, Assistant Manager Early Intervention and Therapy Services at Windermere Child & Family Services. Windermere’s services which improve overall health and wellbeing, include: ■ Speech and Language therapy to work with you and your child to develop communication, speech, pronunciation and language skills. ■ Occupational Therapy to enhance independence and everyday living skills. ■ Physiotherapy to improve mobility and physical skills. ■ Psychology to assist with emotional wellbeing and cope with different situations. “We also offer a range of specialist programs which assist children to develop and practice life skills in fun and supportive group-based settings. We particularly cater for children who have a diagnosis or developmental delay,” says Rebecca. Many of the group programs, which cover a range of age groups and needs, cater to supporting preschool and primary age children to develop life skills. These include fostering independence, social and communication skills as well as school readiness. “Our group programs also include specialist therapy components designed to support the development of particular skill sets,” says Rebecca. The Ready, Set, School sessions for example include a speech pathology and occupational therapy component to support the development of sound and letter links, writing names, recognising numbers and counting skills. Windermere’s Group Programs are run at locations across Melbourne’s south east, including Berwick, Warragul and Cranbourne. Parents are usually requested to attend the sessions with their children. This is to enable parents and children to learn how to continue working towards

Choices

goals outside of the sessions. Windermere also offers a range of group programs for different age groups and circumstances. For example, there are programs for parents in areas such as mental health, resilience and behaviour management. To complement these specialist services Windermere is also launching a new Behaviour Management service which maximises quality of life for adults. The service will provide intensive and individualised support to manage unsafe or inappropriate behaviours. Services will include: ■ Physiotherapy services to prescribe specialist equipment to maximise independence. ■ Exercise Physiology focussing on health and wellbeing outcomes through improved muscle function. ■ Occupational Therapy to improve independence and daily living skills. ■ Behaviour Support Services with a focus on mental health and psychology outcomes. To find out more about Windermere’s services talk to the team on 1300 946 337 or email info@windermere.org.au.

How will I benefit from Support Coordination under the NDIS? A SUPPORT Coordinator acts like a mentor. They teach people how to access the NDIS services listed in their plan so eventually they can coordinate them on their own. “We work with people to get them to a stage where ultimately they have the knowledge to access services by themselves, so in time they no longer need us,” says Windermere Support Coordinator Kate Louden. A large part of a Support Coordinator’s role involves assisting NDIS consumers to find and connect with the services that will best support them to achieve the goals listed in their NDIS plan. Consequently Support Coordinators can remove much of the stress of having to coordinate NDIS services or trying to get started implementing a NDIS plan. As NDIS plans are reviewed every year, Support Coordination may be progressively phased out or discontinued.

“It’s about showing people how to navigate the system to build their own skills and capacity,” says Kate. “I will sit in a face to face meeting with a consumer and we will decide together on a course of action. But instead of making a phone call to put in place what we have agreed on I will put the phone on speaker so they can make the call themselves,” she says. Kate says that Support Coordinators also assist people to understand the type of services they want to access, and coach them through who they need to go to and what questions they need to ask when they want to connect with these services. “We are lucky to have a relatively big Support Coordination team at Windermere, and we have consumers coming to us from a fairly wide geographic area across Melbourne’s south east. This means we have lots of team resources and knowledge to draw on,” says Kate. To find out more about Windermere’s services talk to the team on 1300 946 337 or email info@windermere.org.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.

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. 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.

Choices

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

At YMCA Victoria we believe adventure is for everyoneâ&#x20AC;Ś We specialise in delivering unique experiences for all. Camping Escape is a residential camping program for adults with disabilities. The program is full of activities to suit a variety of interests and abilities whether be up a mountain at the snow or on a sunny, sandy beach.

DadsLink is a program that aims to enhance the relationship between fathers and their children by providing information, support and a

families, including weekend camps.

12421683-FA31-19

range of activities for dads, kids and

It’s different for girls AUTISTIC GIRLS FACE UNIQUE CHALLENGES IN THEIR RELATIONSHIPS A new study shows that autistic girls are not getting the support they need to help them develop their friendships. The study’s senior co-author was Professor Liz Pellicano, an internationally renowned expert on autism based at Macquarie University. Researchers interviewed 102 children: 27 autistic girls, 27 autistic boys, 26 neurotypical (nonautistic) girls, and 23 neurotypical boys. Autistic and non-autistic girls described similar approaches to friendship, with a focus on developing friends who they could depend on for social and emotional support. Both groups placed high importance on their friendships, and were eager to fit in. But a difference emerged when it came to conflict between friends. While non-autistic girls often had a wide group of less intimate friends, autistic girls usually formed close bonds with just one or two friends. Conflict between friends could therefore be devastating: “you have no-one else to go to,” said one autistic girl interviewed. Conflict in all the girls’ relationships usually took subtle forms, such as gossip, ‘the silent treatment’, or exclusion. Autistic girls were more often victims of conflict within friendships, and were less able to understand the causes of this conflict or to play the social games expected of them to resolve it. The two groups also took different approaches to resolving major disagreements. While nonautistic girls tended to know how to work out a compromise, autistic girls ended up taking an “all-or-nothing” approach: either accepting all the blame themselves, or labelling the other person the wrong-doer and breaking off the friendship. Meanwhile, both autistic and non-autistic boys’ friendships revolved around shared activities and concrete support; their friends were “people they do things with” - ranging from sports to video games - and people who would help them out practically and “[back] them up.” The most common cause of conflict among boys was friends annoying each other by taking jokes too far. But this was usually seen as a minor issue, and quickly resolved. While non-autistic boys placed a little more emphasis on emotional

matters, such as shared humour, trust and listening, on the whole they took a similar approach to friendship to autistic boys. Professor Pellicano said she was concerned to find that autistic girls reported more relational conflict than all other groups in the study given the often limited support that is available to autistic girls. While some researchers have suggested that autistic girls would have similar approaches to friendship to autistic boys, her study contradicts this idea and suggests that autistic girls might need special assistance to help them maintain the successful friendships they desire. Professor Pellicano says there were a number of exceptions - areas where the autistic girls were more like their autistic male counterparts than non-autistic girls, “such as having best-friendships that were less close than those of their neurotypical peers, experiencing more conflict with bestfriends, and being subject to more overt conflict than their neurotypical peers.” But in Professor Pellicano’s view, “these findings nevertheless provide compelling support for the possibility that gender plays an important role in shaping young autistic people’s social experiences.” “They add to a growing body of work supporting the idea that autistic girls need different strategies and supports to understand and effectively navigate the social expectations placed upon them.” Sources: Felicity Sedgewick, Vivian Hill & Elizabeth Pellicano (2018). “Its different for girls”: gender differences in the friendships and conflict of autistic and neurotypical adolescents <https:// mediacentreforeducationresearchaustralia. cmail19.com/t/d-l-nyhhijk-yukdzydji-r/>’, Autism. For more information or an interview, please contact: ■

Liz Pellicano on 0451 393 380, 02 9850 9181, or at liz.pellicano@mq.edu.au or

■

Macquarie University’s Media Manager Emma Casey on 0401 494 436 or at emma.casey@ mq.edu.au Choices

Australia falls behind the US including students with a disability IN the US, students with a disability are much more likely to be included in mainstream classrooms than three decades ago, but a new study shows this in not the case in Australia, especially for students on the autistic spectrum. The study, by Dr Kate de Bruin of Monash University, looked at the impact of key reforms in both countries on what portion of students with a disability were placed in regular classes, separate rooms and classes, special schools, or outside of school altogether. Dr de Bruin says we should look at such findings carefully ahead of the Review of the Melbourne Declaration, and the development of the new joint agreement about the educational goals and vision for Australia. The last agreement did not articulate any key targets for improving inclusive education in Australia such as addressing the low school completion rates, or the rising rates of segregation. The new Declaration will present an updated agenda for educational policy in Australia. It represents a

Choices

golden opportunity to make a real difference to the lives of young people with a disability by clearly defining inclusive education and setting targets for achieving it. She highlights that knowing what impacts on inclusion is of vital importance to students, parents, schools, and policy-makers. “Decades of evidence shows that students with disabilities perform better socially and academically in regular classrooms with inclusive teaching practices than in segregated settings.” She says inclusive education works well for students without a disability too, likely because teaching practices that help students with disabilities are also useful for other students. “A popular myth is that the presence of kids with disabilities might negatively affect peers,” she said. “Yet the evidence doesn’t support this. A huge meta-analysis found a positive and statistically significant benefit academically for students without a disability.”

In Australia, the portion of students with a disability attending regular classes peaked in 1988 at 59%. It dropped from then until 1992, stayed about the same after the Disability Discrimination Act of 1992 was put in place, and increased only slightly after 2005, when the Disability Standards for Education 2005 were enacted, sitting at 54% in 2015. Over this period as a whole, the number of children in special schools and special classes rose, while those not at school at all dropped. Dr de Bruin says while these reforms have been positive in some respects, and it is a relief that less students are being excluded from school altogether, the figures make it clear that the reforms have done little to promote full inclusion. For Australian students on the autism spectrum, segregation has got worse. While data was not available for earlier years, from 2009 to 2015, their inclusion in mainstream classes dropped from 18.8% to 3.3%. The portion in special schools, meanwhile, increased from 37% to 52%. In contrast, a reform made in the US in 1990 and amended in later years was hugely successful: from 1989 to 2017, the portion of students with disabilities in regular classrooms rose from 32% to 63.5%. The portions in separate rooms and classes, separate schools, and not at school all fell. Unlike in Australia, inclusion also improved for students on the autism spectrum although to a lesser degree. From 1992 to 2015, their inclusion in regular classes rose from 9% to 39.4%. In Australia, said Dr de Bruin, as of 2015 only 3.3% of Australian students on the spectrum are included in regular classrooms. So while the US still has a long way to go improve inclusion for these students, she said, “this means that US students on the autism spectrum are about 13 times more likely to access their education within regular classrooms than their Australian counterparts.” The laws on inclusion in the US are “clearer and stronger” and their data collection in this area has been better too, said Dr De Bruin. She says this last point is crucial, as clear data on student placement makes for greater transparency. Part of the US reforms’ success also owed to

court cases brought by parents. “We sometimes like to criticise the US for suing each other a lot,” said Dr De Bruin, “Yet a lot of these reforms started with litigation which showed that separate wasn’t equal. Parents used these laws to press to have their kids rights met.” Asked what can be done to improve the situation in Australia, Dr De Bruin says broad and general policies aren’t enough. “There needs to strong mandates within those policies. And there needs to be reforms to improve the school system; a building of workforce capacity; regular evaluation of progress under the policies; and consulting people with disabilities is critical.” “We need a transformation across the system: school leadership, culture and classroom practice.” And while they may not seem exciting, she said, new data collection measures like the Nationally Consistent Collection of Data School Students with Disability (NCCD) have the potential to be strengthened and really help by making it clearer which groups aren’t getting their needs met. Her message to teachers, meanwhile, is that with the right training “they can teach every kid, and every kid can learn, and that high quality classroom practice can make a big difference to all students.” Schools can continue improving, she said, by being sure to consult parents and the students themselves on the adjustments they need. A transformation is vital, she said, “if we are to ensure all students receive the high-quality and inclusive education to which they are entitled.” If using this release for an online story, please link to the original research below. If using this release for a print story, please make mention of the journal: Kate De Bruin. (2018). ‘The impact of inclusive education reforms on students with disability: an international comparison’, International Journal of Inclusive Education. For more information or an interview, please contact Dr Kate De Bruin at Monash University on 0405 338 984 or at catriona.debruin@monash.edu Choices

Contents ‘It’s different for Girls’ ...................................................... 75 10 Challenges deaf students face in the classroom ..................................................................... 16 & 46 Alkira Centre ............................................................. 48 & 49 AMAZE – formerly Autism Victoria ........... 36 & 38 Andale School ......................................................................... 5 Ascot Vale Special School ............................................... 7 Austism Teaching Institute ......................................... 50 Australian students fall behind the US ...... 76 & 77 Bayley House ............................................................. 52 & 53 Belmore School .................................................... 9, 10 & 11 Berendale Special School .............................................. 12 Biala Peninsula ......................................................... 54 & 55 Brace Education & Training ............................. 56 & 57 Bulleen Heights Special School ................................ 13 Busy Feet ................................................................................. 68 Choosing primary schools for children with a disability .................................................................................... 6 Coburg Special Developmental School ............... 14 Croxton Special School .................................................. 15 Currajong School (The) ................................................... 17 Dandenong Valley School .................................. 18 & 19 Dogs for Kids with Disabilities ................................. 72 Glenallen School ................................................................ 21 Horsham Special School ............................................... 23 Interact Australia .................................................... 58 & 59 Jacana School for Autism .................................. 24 & 25 Jackson School .................................................................... 26 List of Country Special Schools ................................ 22 Marnebeck School ........................................... 27, 28 & 29 mecwacare ............................. Front cover, 2, 3, 60 & 61 Melbourne City Mission ..................................... 62 & 63 Monash Special Developmental School .............. 32 Mornington Special Developmental School . 30 & 31 Naranga School ................................................................... 33 Nepean School .......................................................... 34 & 35

OC Connections ...................................................... 64 & 65 Officer Specialist School ............................................... 37 People Outdoors ...................................................... 66 & 67 Products, Services, Training, Employment, Holidays & Activities Guide ........................................ 47 Springvale Park Special Developmental School ............................. 39 St Paul’s College Villa Maria Catholic Homes ................................... 40 Sunbury & Macedon Ranges Special Schools ............................................................... 41 Villa Maria Catholic Homes ...................................... 69 Waratah School ........................................................ 42 & 43 Windermere Child & Family Services ......................... 70, 71 & Back cover Yarra Ranges Special Developmental School .................. 44 & 45 YMCA ........................................................................................ 73

Next edition: July 2020 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

No.1 NDIS Service Provider We understand your needs

20+ years providing Disability, Early Intervention & Therapy Services

Call us today on 1300 946 337 or email ndis@windermere.org.au or visit windermere.org.au/choices Registered NDIS Provider 12410797-CG31-19