Windermere Child & Family Services - pages 92, 93 & back cover
Schools for the hearing impaired & those offering deaf facilities - pages 44, 45, 68 & 69
Photo provided with the compliments of Vermont South Special School For further information refer to pages 2, 3, 64 & 65
Our vision is to empower students to reach their personal best.
Vermont South Special School is a primary school that provides individual learning programs for children with an intellectual disability.
• Small class sizes
• Individual Learning Plans for all students
• Specialised teachers
• Speech Therapy, Occupational Therapy and Physiotherapy
• 1:1 Technology Program
• Kitchen Garden Program
Early identification of disabilities
EARLY identification of disabilities in children is a crucial aspect of developmental care, significantly impacting their long-term health, education, and social integration. This process is vital for optimizing the child’s development and ensuring they have the best possible quality oflife.
Early Intervention and Developmental Outcomes
One of the primary reasons for the early identification of disabilities is the significant benefits of early intervention. When disabilities are identified early, appropriate therapeutic, educational, and medical interventions can be implemented promptly. These interventions are often more effective during the early years of a child’s life when the brain and body are still developing. Early intervention can improve cognitive, motor, social, and emotional skills, laying a foundation for better developmental outcomes.
Educational Benefits
Early identification enables educators and parents to tailor educational strategies to meet thespecificneedsofthechild.Thispersonalised approach can prevent children with disabilities from falling behind their peers. Special education services, individualised education plans (IEPs), and inclusion programs can be established early, ensuring that children receive the support they need from the outset of their educational journey. This proactive approach not only aids in academic achievement but also fosters a positive attitude towards learning and school.
Social and Emotional Development
Childrenwithdisabilitiesoftenfacechallengesin social and emotional development. Early identification allows for the implementation of social skills training and emotional support, whichcanhelpchildrenbuildbetterrelationships with their peers and adults. Addressing these needs early on can prevent the social isolation and low self-esteem that many children with disabilities experience. By fostering a supportive environment,childrencandevelopastrongsense of self-worth and resilience, which are crucial for theiroverallwell-being.
Detecting disabilities at an early stage allows for timely intervention, which can mitigate or even prevent the exacerbation of certain conditions.
Family and Community Support
Early identification of disabilities also benefits families and communities. Parents of children with disabilities often experience significant stress and uncertainty. Early diagnosis provides clarity, allowing parents to seek appropriate resources and support networks. This can alleviate some of the emotional and practical burdens on families, helping them to better advocate for and support their child. Communities, in turn, become more inclusive and aware, promoting a culture of acceptance and support for individuals with disabilities.
Economic Considerations
From an economic perspective, early identification and intervention can lead to substantial cost savings. While the initial costs of screening and early intervention programs can be high, they are often outweighed by the long-term savings in educational, healthcare, and social services. Children who receive early support are more likely to become independent, contributing members of society, reducing the need for long-term care and support.
Health and Medical Management
In many cases, disabilities are associated with medical conditions that require ongoing management. Early identification allows for timely medical interventions, which can prevent complications and improve overall health outcomes. For instance, early detection of hearing impairments can lead to the use of hearing aids or cochlear implants, significantly enhancing communication abilities and reducing the impact on language development. Similarly,earlyidentificationofautismspectrum disorder can facilitate access to therapies that improve social and communication skills.
Policy and Advocacy
Early identification of disabilities also plays a critical role in shaping public policy and advocacy efforts. Accurate data on the prevalence and types of disabilities can inform policymakers, leading to the development of targeted programs and services. Advocacy groups can use this information to push for legislation and funding that support early intervention and inclusive education. This can lead to systemic changes that benefit not only individuals with disabilities but society asawhole.
Challenges and Considerations
Despite its importance, early identification of disabilities faces several challenges. Access to screening and diagnostic services can be limited,particularlyinlow-incomeorruralareas. There may also be cultural barriers and stigma associated with disabilities, which can prevent families from seeking help. To address these challenges, it is essential to raise awareness about the benefits of early identification and to ensurethatservicesareaccessibleandculturally sensitive.
Theearlyidentificationofdisabilitiesinchildren
It enables timely intervention, which can significantly improve developmental outcomes, enhance educational experiences, support social and emotional growth, and reduce long-term costs.
is of paramount importance for their development, education, and overall well-being. By identifying and addressing disabilities early, we can create a more inclusive society where all children have the opportunity to reach their full potential. This requires a concerted effort from families, educators, healthcare providers, policymakers, and communities to ensure that all children receive the support they need as earlyaspossible.
Andale School
ESTABLISHED in1981andnestledinthefriendly suburb of Kew, Andale School is a specialist, independent primary school for children with complexlearningneeds.
Many of our students have transitioned to our smallandnurturingcommunityfrommainstream schools as their needs have not been well met in such environments (often despite the best efforts oftheschool).
We reduce the cognitive and social stress that often accompany school experiences for vulnerable learners by establishing and maintainingsafeandorderlylearningspaces.
AndaleSchoolteachersuseformalassessments to evaluate each student’s learning requirements andprogress.
We use explicit instruction when teaching English as well as Science of Reading to support studentliteracydevelopment.Weteachnumeracy through the CRA approach (concrete, representational, abstract) to ensure students make deep connections between factual, proceduralandconceptualknowledge.
Work samples, as well as teacher observations of students at work and play, also provide us with valuable insights into each student’s attitudes, understandingsandlearningmotivation.
Across the curriculum, learning programs are designed to develop independence, resilience, andself-confidence.
Through applied learning experiences we encourage our students to try new things so they can discover (and improve at) the things they enjoy.
We develop Individual Education Plans (IEPs) for each student, considering each child’s strengths.
We also identify barriers to learning and implement adjustments to maximise student participationandlearningatschool.
In partnership with families and with the input of allied health professionals, teachers set achievable, yet challenging goals, that are assessed and amended throughout the year via thestudentsupportgroupmeetingprocess.
Importantly, Andale School is a safe learning community where all children belong and have friends.
We reduce the cognitive and social stress that often accompany school experiences for vulnerable learners by establishing and maintaining safe and orderly
learning spaces.
Our classrooms are safe and orderly environments within which we minimise stress andanxietyaroundschoolandlearning.
Ourcommitmenttoprovidingcalmclassrooms ensures our students can flourish personally, socially and academically, to the best oftheirability.
For further information or to arrange a tour of our school, please contact our Principal Anna Urbanon98533911.
Andale School 84 Charles Street, Kew, 3101 www.andale.vic.edu.au andaleschool@andale.vic.edu.au
Andale is an independent primary school that provides individual learning support for children experiencing learning difficulties.
Andale School provides an inclusive, collaborative, and nurturing learning environment in which every child can be themselves – extraordinary.
With small class sizes, highly skilled teaching staff, and integrated professional support from an Educational Psychologist, Speech Therapist and Occupational Therapist, Andale is unique in the Melbourne education landscape.
We strongly believe that learning difficulties should not be a barrier to achieving potential. By providing an inclusive school environment that nurtures individual strengths, our exceptional children will have the very best chance at social and educational success.
Please contact the school on 9853 3911 to learn more.
Ascot Vale Heights is a Foundation - Year 12 inner city school where each learner is supported to reach their full potential and become engaged global learners.
We provide quality education programs which are delivered through the Victorian Curriculum:
• Personalised Learning
• Individual Education Plans for all students
• 1:1 iPad program across school
• Occupational Therapy & Speech Therapy
• Mental Health Practitioner
• Respectful Relationships
• School Wide Positive Behaviour Supports
• Zones of Regulation
Specialist programs include:
• Stephanie Alexander Kitchen Garden Program
• Post School Transition Program
• Intensive Swimming Program
• Perceptual Motor Program
• Personal and Social Capability Curriculum
• Incursions/Excursions
• Day/Overnight Camps
• Work Experience
• Bike Education
• Sensory Room
• Visual Arts
• Music
• Physical Education
Aurora School Early Intervention and Early Education for
Children who are Deaf and Deafblind
AURORA SCHOOL
Language Rich Bilingual Environment
Aurora School is a Department of Education School which provides optimal learning environments for young children who are deaf and deafblind and their families across the State of Victoria.
Communication, Language and Literacy form the foundation of our bilingual (English and Auslan) programs that support each child’s whole development.
Early Intervention programs are available to families of children, living throughout Victoria, aged from birth until school entry who have a confirmed bilateral hearing loss. The staff work in partnership with families providing regular home based and group sessions.
Early Education programs are available for children from three years of age who have a confirmed moderate to profound bilateral hearing loss. Early Education focuses on a play based, developmental pathway with particular emphasis on the effective use of speech, language and communication. We provide a warm and encouraging environment that fosters the development of all students according to individual needs and abilities.
Aurora School has an inclusive 3 and 4 year old Community Kindergarten which offers a rich positive environment for children enrolled in the Aurora School Early Education program and for local community children. Programs offer English and Auslan, and are based on the Victorian Early Years Learning and Development Framework.
Communication
for Life Long Learning
• Statewide Early Intervention
• 3 year old, 4 year old and Foundation Early Education
• Individualised programs for Deaf and Deafblind Children
• Inclusive 3 year old and 4 year old Community Kindergarten
Belmore School
BELMORE Schoolisanewlyrenovatedspecialised educational setting for 5-18 year olds located in Balwyn, Melbourne. We provide for a maximum of 60 students, who all have complex physical disabilities and/or require paramedical support. Each of our small classes comprise of a teacher and an education support staff member. Every student has a robust Individualised Education Plan aligning with the Victorian Curriculum and ASDAN (an alternative secondary school curriculum).
Belmore School also has a highly accomplished onsitealliedhealthteamwhoworkcloselywithall teachers and education support staff. This team currently comprises of two Physiotherapists, two Occupational Therapists, two Speech Pathologists, a Music Therapist and an Allied Health Assistant. There is always an experienced Nurse on site to manage students’ medical needs. This allows us to ensure that all staff are trained, skilled and familiar with all students’ unique goals, complex communication needs, and personalised physical program adaptations.
The allied health team also works closely with families, RCH, Orthokids and NDIS providers to ensure consistency for each student and promote optimal skill development and participation in their learning and within the broader community.
We ensure all students have a voice and are active participants in all activities within our school community. This includes being involved in various programs such as hydrotherapy, music club, food technology, modified sports, graduation, student leadership, peer mentoring, student led whole school assemblies, excursions and community access.
We value communication and embrace the variety of ways people communicate during the day, such as through speech, sign, visuals and written language. All staff are trained in and deliver teaching and learning programs using the PODD communication system and our qualified Speech Pathologists support staff to enable students requiring individualised AAC systems to access their learning. AAC and literacy are one of the single most important things we can teach our students, as it will enable them to truly communicate and operate independently.
All staff are trained in and deliver teaching and learning programs using the PODD communication system and our qualified Speech Pathologists support staff to enable students requiring individualised AAC systems to access their learning.
Ourschoolcatchmentareacoversthenortheast quadrant of Melbourne. Accessible buses provide transportation to and from school within this area of Melbourne.
For further information or to arrange a tour of our school, please contact our Principal Amanda White on 9859 8762.
INCLUSIVE education is a fundamental right that ensures equitable opportunities for all students, including those with special needs. Schools dedicated to supporting and nurturing students with special needs play a critical role in promoting their holistic development and enabling them to reach their full potential. The following discusses the importance of maintaininganddevelopingschoolsforstudents with special needs, emphasizing the benefits for individual students, the broader community, and societyasawhole.
■ Equal Access to Education: Maintaining and developing schools for students with special needs is essential for ensuring equal access to education. These schools provide tailored learningenvironmentsandspecializedsupport systems that cater to the unique needs of studentswithdisabilities.Byhavingdedicated facilities and resources, students with special needs are provided with the opportunity to learnandgrowalongsidetheirpeers,promoting inclusivity and reducing educational disparities.
■ Individualised Support and Personalised Learning: Schools for students with special needs offer individualised support and personalised learning plans, which are crucial for addressing diverse learning styles and
abilities. Specialized teachers, therapists, and support staff are trained to understand and catertothespecificneedsofeachstudent.This personalised approach fosters a positive learning experience, enhances academic progress, and supports the development of essential life skills, promoting independence andself-confidence.
■ Social and Emotional Development: Maintaining and developing schools for students with special needs facilitates social andemotionaldevelopmentinanurturingand accepting environment. These schools foster a senseofbelonging,wherestudentscaninteract with peers who share similar experiences and challenges. By promoting positive social interactions, teamwork, and cooperation, students with special needs develop essential social skills, emotional resilience, and selfesteem,whicharecriticalfortheiroverallwellbeing.
■ ParentalEngagementandSupport:Schoolsfor students with special needs foster strong partnerships between educators and parents. These schools provide a supportive network where parents can collaborate with teachers, therapists, and specialists to develop individualised education plans, set goals, and monitorprogress.Parentalengagement
ensures continuity and consistency between homeandschoolenvironments,enhancingthe effectiveness of support and interventions for students.
■ Community Integration and Awareness: Maintaining and developing schools for students with special needs contribute to the broader community by promoting inclusion and raising awareness about disabilities. These schools provide opportunities for students without disabilities to interact and developfriendshipswiththeirpeerswhohave special needs. This fosters empathy, understanding, and acceptance, breaking downbarriersandpromotingamoreinclusive society.
■ Potential for Future Success: Schools for studentswithspecialneedsplayacrucialrole in preparing students for future success. By providing a comprehensive education that focuses on academic, vocational, and life skills, these schools equip students with the toolstheyneedtoleadfulfillinglivesasactive and engaged members of society. The skills and support gained in these schools can pave the way for further education, employment opportunities, and independent living for studentswithspecialneeds.
These schools provide opportunities for students without disabilities to interact and develop friendships with their peers who have special needs.
Maintaining and developing schools for students with special needs is of utmost importance for ensuring equal access to quality educationandpromotinginclusivecommunities. These schools provide individualised support, personalised learning, and a nurturing environment that fosters social, emotional, and academic development. They also facilitate parental engagement and promote community integration, fostering empathy, understanding, and acceptance. By investing in schools for students with special needs, we empower these individualstothrive,contribute,andachievetheir full potential, thereby creating a more inclusive andequitablesocietyforall.
Bulleen Heights School
BULLEEN Heights School is a specialised school forstudentswithAutismSpectrumDisorderaged from 5-18 years. The school is located in the North-Eastern suburbs of Melbourne and operates across two campuses – Pleasant Road (primary)andManninghamRoad(secondary).
The Victorian Curriculum provides a frameworkforplanningwhole-schoolcurriculum. 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 withteachers.
TheVictorianPathwaysCertificate(VPC)isan inclusiveandflexibleoptionforstudentsinyears 11 and 12 and delivered at both foundation and intermediate levels. VPC gives practical workrelated experience, as well as literacy and numeracy skills and the opportunity to build skillsthatareimportantforlifeandwork.
The provision of a structured, predictable and secure environment contributes to the achievement of both immediate and long term goals,inthebeliefthatallstudentscanlearnand achieve success. Strategic plans support the developmentof21stCenturyskillswithafocuson
Our team of teachers and education support staff are supported by a multidisciplinary team including a psychologist, speech therapists and occupational therapists.
STEAM, digital technology, and innovative practices designed to enhance student learning acrossallareasofthecurriculum.
Specialist teaching areas include STEAM, Visual Arts and Physical Education. Extra curricula programs supporting student learning includecampsandexcursions,communityaccess and swimming. After school care is available to eligiblestudents.
Our team of teachers and education support staff are supported by a multi-disciplinary team, including a psychologist, speech therapists and occupational therapists. Working in a positive behaviour support environment, our team provides a holistic approach to diverse and individualneeds.
• Our aim is to provide personalised learning embedded in a rich academic, social and physical curriculum enabling students to reach their potential and to become contributing members of society.
• We offer excellent educational programs, based on the Victorian Curriculum designed to develop individual skills and strengths within a structured and secure environment.
• Our multi-disciplinary approach to learning and teaching provides a safe environment where consistency is valued and motivated staff engage, instruct and assess students to achieve individual goals.
Primary Campus
49-61 Pleasant Road, Bulleen Vic 3105
Phone: 9850 7122
Website: www.bulleenheights.vic.gov.au
Secondary Campus
221 Manningham Road, Lower Templestowe, 3107
Phone: 9852 1631
Email: bulleen.heights.sch@education.vic.gov
12687364-FC33-24
Stepping Stones to Success
Who is the Program for?
Ourteamhasextensiveexpertiseinsupporting students with a broad range of social, emotional and behavioural challenges. These include students diagnosed with:
• Autism Spectrum Disorder
• Attention Deficit Hyperactivity Disorder
• Oppositional Defiant Disorder
• Depression and Anxiety
• Conduct Behaviour Disorders
Students with these diagnoses often present with associated behaviours, such as verbal and physical aggression, defiance and difficulties with friendships. Some students may not have a diagnosis but may still present a range of challenging behaviours that result in similar challenges with school engagement.
Returning to a Mainstream School
TheCheshireSchoolteamareavailabletoassist parents in identifying schools that may be more suitable before a student graduates, and also
Quotes from Parents
visit the new school prior to commencement, ensuring a smooth transition. Students and parents are provided with continuous support after commencing at a new school, which allows students to successfully reintegrate into the mainstream school system with as much, or as little, support needed.
Requirements
Key enrolment criteria:
• Be experiencing significant social, emotional and/or behavioural difficulties which place a student at risk of disengagement within a mainstream school
• Have speech and language skills within the average range
• Have a full-scale IQ of 80 or more
• Show positive indicators of the ability to sustain changes made and to reintegrate into a mainstream school following placement at Cheshire School
We LOVE the school. We love the unique kids, the amazing staff, the beautiful new facilities and the chance to connect with other families whose children are on a different journey. Our child runs into school happily every morning, and greets us with a big smile every afternoonwhat more could we ask for?
Cheshire School
Cheshire School is an independent school that caters for primary-aged students who find the current mainstream setting challengingduetocomplexsocial,emotional and behavioural difficulties.
As an interim school, our intervention program is specifically designed to help students gain the necessary skills to re-engage with learning and transition back into mainstream schooling.
About Us
Cheshire School offers an alternative educational setting. It is a very small school with no more than 10 students in each class and a staff to student ratio of 1 to 3.
Due to our size, and given the design of our facilities, we have the flexibility to shape the learning experiences that are very much tailored to individual and collective needs of our students.
We partner closely with the student and their family to identify the function of any behavioural challenge that may be impacting on everyday life and use an individualised program to help students make positive changessotheycanreachtheirfullpotential. Over the course of a student’s time with us, we work on the development of self-esteem, resilience and coping strategies, as well as facilitating a change in behaviour.
Coburg Special Developmental School
COBURG SDSisadynamicSpecialDevelopmental 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 ethnicbackgrounds.Studentsattendingtheschool generally reside within our designated transport area.
Our school caters for students with a primary diagnosis of developmental delay or intellectual disability. Many of our students have additional needs that impact on their learning including, but not limited to, autism, communication and high sensoryneeds.Weprovideacaringandchallenging environment that enhances learning, personal growth and well-being for all students. Our staff createstrongrelationshipsbaseduponrespectand positive support for all of our students.
Theschoolembracesatrans-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.
The school has recently moved to its new facilities at 191 Urquhart Street Coburg, and is benefitting from the incredible, purpose designed and built facilities that maximise engagement, safety and engender a love of learning.
The school has recently moved to its new facilities at 191 Urquhart Street Coburg, and is benefitting from the incredible, purpose designed and built facilities that maximise engagement, safety and engender a love of learning. It evokes a truly calming atmosphere, whilst offering a range of specialist rooms and areas that take learning beyond the classroom. It is a genuinely inspiring environment.
Book a tour to view what we have to offer.
The Currajong School is a registered,Independent Specialist School located in East Malvern, a southeastern suburb of Melbourne, and serves a wide geographical area.
The school was established in 1974 as a nondenominational, co-educational school catering for primaryaged students with specific needs, with a focus on social, emotional, and behavioural needs.As The Currajong School headsintoits50thyear,wecreateacommunityatmosphere, with an inclusive and positive learning environment. At The Currajong School we have a proud tradition in providing excellence in specialist education for students with social, emotional, and behavioural needs and maximise every learning opportunity to shape our students’ future through high quality,values enriched inclusive teaching and learning.
The Currajong School has a clear vision and purpose. The school is renowned for fostering student excellence with the support and involvement of our families, specialist services and broader community.
We are confident our focus on social, emotional and behavioural needs and academic abilities will be achieved through maintaining strong partnerships with parents, allied health professionals and the wider community. This, in turn, provides a comprehensive approach to challenging our students to achieve their best and build self-confidence in their personal abilities. This holistic approach of building the foundations of academic, physical, social and emotional learning capabilities of our students, reflects our school’s long-standing ethos.
Disability and Sport
SPORT plays a pivotal role in society, providing physical,mental,andsocialbenefitstoindividuals. For people with disabilities, sport can be especially transformative, offering opportunities for empowerment, social inclusion, and improved quality of life. The intersection of disability and sport highlights the importance of accessibility, adaptability,andsupportinfosteringaninclusive sporting environment.
The Benefits of Sport for People with Disabilities
Physical Health
Engagement in sports and physical activities offers significant health benefits for people with disabilities. Regular exercise improves cardiovascular health, enhances muscular strength, and boosts overall physical fitness. It can also help manage weight, improve coordination and balance, and reduce the risk of secondary health conditions such as obesity, hypertension, and diabetes. For individuals with physical disabilities, adaptive sports provide tailored opportunities to engage in exercise, ensuring they can enjoy these health benefits safely and effectively.
Mental Health and Well-being
Sports participation is linked to improved mental health outcomes. For people with disabilities, it canalleviatesymptomsofdepressionandanxiety, enhance mood, and reduce stress. The sense of achievement from participating in sports can boost self-esteem and confidence. Additionally, the structured nature of sports can provide a senseofroutineandpurpose,whichisparticularly beneficial for individuals with cognitive or intellectual disabilities.
Social Inclusion and Community Engagement
Sports offer a platform for social interaction and community engagement, fostering a sense of belonging and inclusion. For people with disabilities,participatinginsportscanhelpbreak downsocialbarriersandchallengestereotypes.It provides opportunities to form friendships, develop social skills, and engage with the community.Inclusivesportsprogramsandevents promote diversity and acceptance, encouraging a more inclusive society.
Adaptive Sports and Accessibility
Adaptivesportsaremodifiedtomeettheneedsof individuals with disabilities. These adaptations
By fostering inclusive sports environments, society can ensure that individuals with disabilities have equal opportunities to participate, compete, and thrive in the world of sports.
ensurethatpeoplewithvaryingphysical,sensory, or intellectual abilities can participate in sports. Key aspects of adaptive sports include:
Equipment Modifications
Adaptive sports often require specialised equipment to accommodate different abilities. Examples include wheelchair basketball, where athletes use sport-specific wheelchairs, or blind soccer, where players use an audible ball. Technological advancements have led to the development of sophisticated prosthetics, adaptedbikes,andotherequipmentthatenhance participation.
Rule Adjustments
Rules in adaptive sports are modified to ensure fairandcompetitiveplay.Forinstance,inGoalball, asportdesignedforvisuallyimpairedathletes,all players wear blindfolds to ensure equality. In sitting volleyball, the net is lower, and players must keep part of their torso in contact with the floor. These rule adjustments make sports accessible while maintaining their competitive nature.
Inclusive Programs and Organisations
Numerous organisations and programs promote adaptive sports, offering training, resources, and eventsforathleteswithdisabilities.Organisations like the International Paralympic Committee (IPC)andSpecialOlympicsprovideplatformsfor elite competition and grassroots participation. Local clubs and community programs also play a vital role in providing accessible sports opportunities.
The Paralympic Movement and Global Impact
The Paralympic Movement is a key driver of awareness and participation in sports for people with disabilities. The Paralympic Games, held parallel to the Olympic Games, showcase the highest level of athletic achievement among athletes with disabilities. The Games inspire millions and highlight the capabilities and determination of these athletes. They also drive global conversations on disability, inclusion, and accessibility, encouraging countries to invest in sports programs and infrastructure for people withdisabilities.
Challenges and Barriers
Despite the progress, several challenges and barriers persist in promoting sports for people withdisabilities:
Accessibility
Many sports facilities and programs are not fully accessible, limiting opportunities for participation. This includes physical barriers, suchaslackoframpsoradaptedequipment,and programmatic barriers, such as insufficient trainingforcoachesoninclusivepractices.
Funding and Resources
Adaptivesportsprogramsoftenrequireadditional funding for specialised equipment and training. Securing financial resources can be challenging, particularly in regions with limited economic development. Sponsorship and public funding arecrucialforsustainingtheseprograms.
Awareness and Attitudes
Social attitudes and misconceptions about disability can hinder participation. There is a need for greater awareness and education to challenge stereotypes and promote the benefits of sports for people with disabilities. Advocacy andrepresentationinmediacanplayasignificant roleinchangingperceptions.
Training and Support
Coaches and sports professionals may lack the necessary training to work with athletes with disabilities. Providing education and resources onadaptivetechniquesandinclusivepracticesis essential for creating supportive and effective sportsenvironments.
Disabilityandsportintersecttocreatepowerful opportunities for empowerment, inclusion, and health. Adaptive sports provide tailored opportunities for people with disabilities to engage in physical activity, enhancing their physical and mental well-being. The Paralympic Movement and other inclusive sports initiatives play a critical role in promoting these opportunitiesonaglobalscale.However,ongoing efforts are needed to address challenges related to accessibility, funding, awareness, and training. By fostering inclusive sports environments, society can ensure that individuals with disabilities have equal opportunities to participate, compete, and thrive in the world of sports.
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 movementandrecreation.
■ Dandenong Valley explores every avenue to fulfil the individual student’s potential for supported employment and desire to pursue vocationalandworkoptions.
■ The partnership desired between home and school is achieved not only by daily communication, but also by regular parent/ teacherinterviewsandStudentSupportGroup meetings where individual programs are developedforeachstudent.
■ Our excellent educational programs aim to develop the talents and capacities of children and young people with disabilities to their maximumpotentialandinsuchawaythatthey are competent socially and culturally and contribute positively where possible to the economicneedsoftheircommunity.
■ The promotion of all children and young
Our excellent educational programs aim to develop the talents and capacities of children and young people with disabilities to their maximum potential.
people’soptimumleveloflearningwilldevelop their confidence, self esteem, optimism and respectforselfandothers.
■ The promotion within each student of a sense ofhappiness,well-being,self-worthandabelief 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 thecommunity.
Dandenong Valley SDS is a specialist school for students with moderate to severe intellectual disability. We are a foundation to year 12 school. Dandenong Valley SDS is located in Narre Warren in close proximity to Fountain Gate Primary and Secondary schools. The school stands in landscaped grounds that include outstanding playgrounds, a sensory park and a horticulture centre.
Our strategic plan priorities are to improve students’ communication, independence and social capabilities. Our students all have individual learning plans that reflect these goals.
The programs that Dandenong Valley offer in addition to our academic program which is based on the Victorian Curriculum levels A-F, are;
•EarlyEducationProgram.
•Specialistprograms,art,music, PEandPMP.
•Camps,excursionsand incursions.
•Hydrotherapy.
•Multi-disciplinarytherapy program which includes speech, occupational therapy, physiotherapy and music therapy.
Students in their last two years of school are involved in our transition program which prepares them for life beyond the school gate. The key skills are functional literacy, functional numeracy, ICT, recreation and leisure, personal social skills and health, independent living and vocational learning.
Dandenong Valley endeavours to equip students with the capacity to manage themselves and their relations with others, understand their world and act effectively in that world.
For more information please visit our website, www.dandyvalley.vic.edu.au
GLENALLEN SCHOOL
School Profile
Glenallen School, located at 7 Allen Street, Glen Waverley, provides individual learning programs for students 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.
Learning
• RESPECT • LEARNING
• COMMUNICATION • TEAMWORK
Respect
• We listen when others are speaking – authentic listening
• We arrive at meetings on time
• We treat people equitably as we would wish to be treated
• We acknowledge that people have different views
• We value all opinions
• We express and receive feedback without making it personal
• We focus on the task in hand
Team Work
• We establish trans-disciplinary teams
• We establish effective teams
Our Values dividual program am f sfo s forst r st d ude udents between P: 03 9561 1966 • E: glenallen.sch@edumail.vic.gov.au • W: http://www.glenallen-sch.voc.edu.au
• We work collaboratively to establish specific, measurable, achievable, realistic & timely (SMART) goals
• We challenge ourselves to have a go
• We support others to have a go
• We seek and give feedback
• We celebrate effort
• We are flexible
• We actively participate
• We use a variety of instructional models including E5 Communication
• We use different modes of communication in recognition that everyone has a voice
• Anyone, anywhere, anytime communication
• We observe our agreed meeting protocols
• 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.
Glenroy Specialist School Provides:
Specialised learning programs for students aged 5 to 18 who have significant physical and / or multiple disabilities or who have significant health issues.
Bus transport to the school is available from many of the Western and Northern suburbs of Melbourne.
Small classes with many support staff. Onsite Occupational Therapy, Physiotherapy and Speech Pathology teams to support each student’s learning.
4 Registered Nurses onsite to assist students.
Our facilities include a Hydrotherapy Pool, Ceiling Hoists in all classes and common spaces, Indoor and Outdoor Play Spaces, Kitchen Garden, Library, Sensory Room, Art Room, Music Room, Performing Arts Space, Soft Play Area and Parents’ lounge.
Inclusion
Grossek’s view
IN the wake of the Royal Commission into Violence, Abuse, Neglect and Exploitation of People with Disability’s Final Report, a question I’ve been asked on more than one occasion – Is mainstreameducationthebestplaceforstudents with disabilities? It is an interesting question, made all the more so, given the diversity of opinion amongst the Commissioners with regard to what educational settings best suit children withdisabilitiesintheirFinalReport(2023).
In reaching their conclusions, the commissioners noted the following with respect toeducation:
“Education is an area of profound importance to people with disability and affects them throughout their lives. They are also areas with both‘mainstream’settingsandservices,thatisfor people with and without disability, and settings and services for people with disability only. For thisreason,weexaminedtheminVolume7ofthe 12 Volume Final Report. Our inquiry has shown how both mainstream settings and those where people are separated on the basis of their disability can expose people with disability to various forms of violence, abuse, neglect and exploitation. It has also shown mainstream systems must be significantly reformed, and in some cases transformed, to remove barriers to access for people with disability and to enable theirmeaningfulinclusion.
All Commissioners agree mainstream education needs to be transformed to enable more children and young people to be educated in those settings, with such supports as they require.
Commissioners have differing views about whether settings exclusively for people with disability should be phased out over time. Some Commissioners regard the separation of people withdisabilityfromtheirpeersandthecommunity at large as ‘segregation’, which is incompatible with an inclusive society. Accordingly, they consider that special/segregated schools, which
The point should also not be lost that taxpayers’ money funds not only public schools but also non-government schools.
enrol only students with disability, should be phased out over 28 years and all students, regardless of support needs, should be educated together in mainstream schools (see ‘Phased approachtoceasingspecial/segregatededucation’ below).
Other Commissioners consider that separate schools, for people with disability should not necessarily be characterised as ‘segregated’ settings, depending on the particular circumstances. They say the choices are not between wholly separated and wholly inclusive settings,butaremorenuanced.Accordingly,they do not consider a more inclusive society for people with disability necessarily requires the phasing out of schools, exclusively for people withdisability.”
Clearly, we have much to do in order ensure that mainstream schools can provide an appropriate learning environment for students with disabilities. More problematic is the issue of whether all students with disabilities, ranging fromminortothemostextremelevelshouldhave accesstomainstreamschools.
Another issue of concern is whether private schools, many of which have inbuilt layers of exclusivity,betheyexplicitorimplicit,berequired to be readily accessible to students with disabilities. It is a fair question, given the Royal Commission’s focus on eliminating existing discrimination of children with disabilities with regard to their education. The point should also not be lost that taxpayers’ money funds not only public schools but also non-government schools. They would be correct in expecting that their dollars would be used to provide the same educationalopportunitiesforallstudents.
I have canvassed the issue of the extent to which mainstream schools should be made available to students with disabilities with a number of colleagues in diverse educational settings, these including schools for children with disabilities. The overall consensus indicates that the answer lies somewhere in between the two extremes. There will remain some children for whom special setting schools will provide the optimal learning conditions given their specific disability. One only has to visit some of these schools to witness that firsthand. Indeed, the Royal Commission discovered this in the course of their exhaustive gathering of evidence.
To achieve the successful integration of all children with disabilities in mainstream schools, if that becomes our goal, the arbitrary time line set at almost 30 years to achieve is daunting and well-illustrates the challenge ahead of us. Having spent my entire career working in mainstream schools, I can attest to the challenge that would be, on almost every front. That’s not to argue that the bar is too high on the challenge, but to ask if it is really necessary? Harking back to the findings of the Royal Commission, there are more than a few examples of special setting schools providing an optimal learning environment for their students. That’s not to say that all do, but those that do shine a light on the possibility that there remains a place in our education systems for such schools.
On the other hand, as the Royal commission identified, there is much work to be done to ensure that all our mainstream schools cater well for the educational needs of students with disabilities that attend them. That this is not the case currently is disturbing – all the more so given that many students with disabilities do not attend mainstream schools at the present time. There are so many starting points from which action needs to launched to rectify the current situation, let alone the possibility of total attendance by all children with disabilities in our mainstream schools.
One of the saddest sights I have witnessed in my career as a teacher and school leader is that of parents’ hopeful of having their child attend a mainstream school and being discouraged from
doing so on the basis of the school lacking the resources, facilities and staff trained for purpose. In some cases, as cited above, it can be argued, alternative educational settings would best suit their child. In others, that need not be the case. These cases are the saddest of all – for a child with a particular disability who does attend a school ill-equipped to meet their needs, there is the likely prospect of heartbreak for them and their family. Staff and other students may suffer too – a classic no-win situation that need not happen and needs to be remedied.
Returning to the question of whether mainstreamschoolsarethebestplaceforchildren with disabilities, the evidence would indicate that they are for many, but not for all. In my humble opinion, I do not hold out much hope at all that we can achieve that goal. To suggest a time line of 29 years to achieve it, as advocates in favour of abolishingallspecialsettingschools,do,indicates the improbability of doing so. Better we make our current mainstream schools more capable of meeting the needs of more students with disabilities than we currently do. In doing so, we should maintain those special setting schools that provide those needs to those students for whom those needs are profound.
HENRY GROSSEK
Principal, Berwick Lodge Primary School
Host: The Viewpoints Podcast Host, Viewpoints, Casey Radio 97.7FM www.caseyradio.com.au
Resilence, Respect, Integrity, Independence
Hampton East School is a Prep-12 school for students with a mild to moderate Intellectual Disability in Hampton
Hampton East School values a culture of “Excellence in Inclusive Education”, with high expectations for both staff and students.
We enable our students to succeed and thrive whilst focusing on a positive climate for learning. Our school encompasses a professional learning community within which collaboration and collective responsibility for improving student learning outcomeswhilstprovidingevery student with the best possible postschooloptions.
It is a with a great deal of that excitement that Katandra School and Berendale School have officially become one School.ItisnowcalledHampton East School that provides for studentsfromPrep–12.
Wewillprovideacomprehensive curriculum program with a continuedfocusonLiteracyand Numeracy. Students follow the Victorian Curriculum in Prep –Year 10, the Victorian Pathway Program (VPC) Foundation Curriculum in our Senior Years. Students in these Senior Years are also be provided with the opportunity to participate in the Duke of Edinburgh program and the ASDAN Program that will address personal, social and employability skills. Our students participate in several specialist classes that include Physical Education, Swimming, Art, Performing Arts, Music,
East, Victoria
Digital and Food Technology. Theschoolcontinuestoaccess the Careers and Pathway Programs. All students have Individual Learning Plans that will support them throughout their learning journey at HamptonEastSchool.
To be eligible for enrolment, studentsmustbefundedunder the Disability Inclusion model underthecategoryofIntellectual Disability with an IQ between 50 and 70. Our enrolments are drawn from a range of local
special and mainstream and primary and secondary schools intheBaysideNetwork.
The school is committed to the Child Safe Standards and protecting the rights and safety ofstudents.
Please visit our new school website https:// hamptoneastschool.vic.edu. au/ where you can access the most up to date information andlinkstoourschoolpolicies, newslettersandkeydates.
If you are interested in joining us in the development of our new school or finding out more about Hampton East School, please contact our administration team to discuss eligibility and organise a School Tour. 12695469-KG33-24
THE school population reflects and celebrates a rich cultural diversity of 12 nationalities and 27 languagegroups.
Our school vision and purpose is to create an inclusive and vibrant learning community where studentsarevaluedandtheeducationalprograms enable them to achieve their full potential. Our focus is on the development of literacy, numeracy, personal and social capabilities, and vocational skills to enable our students to lead successfullives.
The school has three campuses with 6 subschools that approximate the stages of learning.
Our Koroit Avenue and Narrun campuses provide an inclusive curriculum, aligned with the Victorian Curriculum F-10 and personalised educational programing for students between 5and16yearsofage.
Our Tanderrum Way campus caters for our year11and12studentsundertakingtheVictorian Pathways Certificate (VPC). VPC is offered to all year 10, 11 and 12 students and is structured to support students to complete their certificate over 3 years. Students also undertake structured workplace learning and participate in Industry Specific workshops, a range of Vocational Education&Training(VETiS)coursesandSchool BasedApprenticeships(SBATS).
Specialist programs provided include Visual and Performing Arts, Health and PE, STEAM, Traffic Safety Education, Food Technology, and
Our focus is on the development of literacy, numeracy, personal and social capabilities, and vocational skills to enable our students to lead successful lives.
Sustainability studies. Enrichment programs include Community Connections, camps and excursions,swimmingandoutdooreducation.
Our teachers, education support staff, therapists and wellbeing staff collaborate to provide quality learning and support programs. Our two therapy dogs also support student wellbeing.
Student achievement, engagement and wellbeing is promoted through School Wide Positive Behaviour Support, Respectful Relationships, and Trauma Informed programs andpractices.
Extensive partnerships between the school, educationalandvocationalproviders,community agencies and families enhance program provision, educational outcomes and post-school placementsforourstudents.
Kamaruka
Establishing a positive school cycle
Empowering Neurodivergent Boys for a Bright Future
At Kamaruka, we specialize in empowering neurodivergent male students/learners in years 2 to 10, including those diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD). We understand that navigating the mainstream education system can be challenging for these unique individuals, which is why our tailored program is designed to provide the support and understanding they need to thrive.
Promoting and developing:
• Respect for self
• Responsibility
• Respect for others
Learning that Transforms
Kamaruka provides:
• Adaptive programs informed by the Australian Curriculum
• Positive experiences
• Multimodal approach to support academic, social, emotional and behavioural learning
• Clear expectations and firm boundaries to ensure every student feels safe, accepted and valued
• An environment that restores selfesteem and opens up pathways to a rewarding future.
Teachers work with families and external professional to:
• Increase on-task behaviour
• Reduce anxiety and aggression
• Improve overall wellbeing
Empowerment and Self-Determination
Kamaruka provides:
• Access to School Counsellors
• Twice weekly Social and Emotional Aspects of Learning (SEAL) lessons
• Cognitive-behavioural approach (helps students to navigate societal expectations while developing their unique strengths and abilities)
• Programs that nurture the development of self-image in every student
Physical Activity for Mind and Body
Exercise plays a leading role in regulating the attention system and balance brain chemicals (dopamine/norepinephrine) in ADHD (neurodivergent) learners. Research in neuroscience informs a robust and varied physical education program at Kamaruka, which includes:
• Martial Arts
• Physical education activities such as Minor Games
• Swimming program (Primary)
• Fun Fitness Friday program
• Opportunities by external providers such as Kelly Sports, Paddle Victoria and Volleyball Victoria
Further Benefits
• Engaged students
• Improve self-regulation skills
• Future educational pathway support/ guidance
• Positive educational experiences for students and their families
At Kamaruka, we work together to help and support your child to thrive in an environment tailored to their unique needs and strengths.
Please contact the school to arrange for a tour
Contact: 9826 0330
info@kamaruka.vic.edu.au
Address: 38-40 River Street South Yarra Vic 3141
Website: www.kamaruka.vic.edu.au
ESTABLISHING A POSITIVE SCHOOL CYCLE
• Kamaruka is an independent school for boys from Years 2 to Year 10.
• Kamaruka caters for neurodivergent boys, such as those diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) usually with an IQ of 75+
• Kamaruka offers small classes, specialised programs, positive experiences and a sense of belonging.
• Kamaruka strives to address the social/emotional difficulties, as well as the academic and behavioural challenges of the students enrolled.
Please contact the school to arrange for a tour.
9826 0330 | info@kamaruka.vic.edu.au
Address: 38-40 River Street South Yarra Vic 3141
Vic
Website: www.kamaruka.vic.edu.au
Website: www.kamaruka.vic.edu.au
Jacana School for Autism
JACANA School for Autism (JSA) is a Victorian State Government specialist school that exclusively addresses the educational needs of students with autism. Being in operation since 2013, we focus on meeting the needs of students withautismintheNorth-WesternVictoriaregion. JSAhasacurrentenrolmentof227Foundations-12 students.Theschoolisdividedinto3sub-schools with facilities that include secure and age appropriate playgrounds with walking and bike tracks, a gymnasium, purpose-built therapy rooms, specialist learning spaces, a library, kitchenandcafespacesandstudentgardens.
Purpose Statement: The school implements highly customised learning programs to ensure students access to an inclusive curriculum, using evidence informed practice in a safe and supportive environment. Students are supported by a committed professional multi-disciplinary team: focused on recognising and developing individualpersonalandeducationalpotential.
SchoolValues:Respect,InclusionandEmpathy. JSA actively encourages a student-centred approach by building a positive relationship betweenstudents,parents/carersandstaff.Weall havetherighttobetreatedfairlyandcourteously, even under difficult situations. This includes demonstrating empathy towards one another, feeling valued and be treated with respect: sharing the responsibility to build positive relationshipsandpromoteinclusion.
Learning: JSA embraces the School Wide Positive Behaviour Support philosophy and practices. Class groups generally comprise of eight students of similar age. Classroom teams collaborate with our Therapy Team, Wellbeing Team, Learning Specialists and Sub-School Leaders to provide students with Individual EducationPlans(IEPs).
Our intent is to embed the knowledge and skills for students’ life-long learning, social development,activeandinformedcitizenship. JSA provides an inclusive curriculum that is meaningful for our students including:
of Individual Achievement, School Based Apprenticeships and Traineeships (SBAT) and Vocational Educational and Training delivered toschoolstudents(VDSS)
If you would like to organise a tour, please contact the school.
Jacana School for Autism
■ Tel: 0393096258
■ Address: 19–39LandyRoad,JacanaVIC3047
■ Email: jacana.school@education.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 to become confident and successful learners. Our curriculum is developed within The Victorian Curriculum F-10 framework, which incorporates the Framework for Improving Student Outcomes.
WELCOME to the Deaf Education Centre at MountErinCollege.WearetheonlyGovernment Secondary Deaf Education setting in the South East Victoria Region (SEVR). We provide specialised educational support for students with hearingloss.
Our centre delivers communication and technological support, including cochlear implants, a variety of hearing aids, Roger and SoundfieldSystems.
Audiologist and Hearing Tech support is also provided onsite at the College twice a Term by HearingAustralia.
We provide in-class support for Deaf and Hard of Hearing students by prioritising English and core subjects. We work with teachers to provide students with timely, dynamic feedback, encouragement,guidanceandclarification.
Our Diploma of Auslan qualified Education SupportStaffprovide1:1supportintheclassroom. Inclusion and access is, but not limited to: clarification for assessments/exams, note taking, captioning and transcripts, modification of resources to meet individual student needs. We also have withdrawal sessions to target specific learning needs identified for each Deaf and Hard ofHearingstudent.
Our centre is a welcoming and supportive educational environment that celebrates our
Auslan in 2025
■ All Year 7 students
■ LOTE option for Year 8
■ Year 9 Auslan elective
students’ successes. Students are supported to achieve success through Language Intervention classes and communication support including Auslanwhereappropriate.
WealsoparticipateinexcursionssuchasAuslan interpreted professional theatre performances in the city like Mary Poppins, captioned cinema movie experiences and the Combined Secondary DeafSportsDayisalwaysahighlightoftheyear.
We support our DEC students with the transition from Primary to Secondary School and offer additional opportunities to connect with studentsandstaff.
There may be financial assistance for funded Deaf Education students to access the DEC at Mount Erin and this can be discussed in moredetail.
For further information, please contact the DEC team at Mount Erin College on 5971-6000.
Choosing a special school
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 commonandnormaltofeelanxiousaboutgetting 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 with additional needs
■ principal’s responses to your questions
It’s a good idea to start thinking about school options at least two years before your child is due to start school.
■ school’s approach to education, diversity and inclusion
■ experiences of other families
■ extent to which inclusion is a focus in school policy documents.
Marnebek School is a dual campus specialist school which provides opportunities and pathways for students with additional learning needs. We encourage and welcome you to contact the school to arrange a tour. Please see our contact details below.
Address: New Holland Drive Campus, 9 New Holland Drive, Cranbourne East, VIC 3977
A rich curriculum supplemented by art education, music education, physical education and a swimming program.
Evidence based intervention programs including Structured Teaching, ABA and School Wide Positive Behaviour Support.
Small group classes with specialised teachers and experienced teacher assistants.
Programs implemented with the support and advice of consultant allied health professionals who are leaders in their field.
Individualised behaviour support and intervention.
Monash Special Developmental School strives to be a centre of excellence. We provide exemplary individualised programs to students with a diagnosed intellectual disability and/or multiple disabilities including Autism Spectrum Disorder for students aged 2.8 to 18 years old.
Monash SDS is a leader and innovator in educational services for students with intellectual disabilities and/or multiple disabilities including ASD. As a school we have grown and evolved to meet the everchanging needs and challenges of our students. Experienced special education teachers deliver high quality programs to promote learning and development in the key areas of communication, social skills, personal independence and academic instruction. We work with each family to identify the needs of each child and integrate these goals into individually tailored learning programs that are linked to the Victorian Curriculum.
Three sub schools cater for the unique needs of our students at the different stages of schooling and development. The Early Education Program is a centre-based program that specialises in child development for children aged 2.8 to 5 years who have been diagnosed with a severe delay or disability (including social, behavioural or developmental delays). Our programs are basedonscienceandprovideacomprehensive approach for preschool children and their families, incorporating naturalistic, structured and behavioural intervention strategies to promote engagement and learning.
Primary School offers an inclusive, collaborative and nurturing learning environment in which every child can be themselves. Our vision is to develop and foster the potential and uniqueness of each child. We do this by embracing each child’s differences and empowering our students through educational innovation. Small class sizes allow teachers to provide a personalised learning program to each child drawing on the internationally recognised, STAR (Applied Behaviour Analysis) Program, Structured Teaching Framework (TEACCH® Program) and School Wide-Positive Behaviour Support.
Secondary School provides students with modern educational and sporting programs in a new purpose-built resource intensive learning centre, with a STEM room, multimedia facility and commercial kitchen. We are accredited to provide Vocational Education and Training (VET) courses. VET provides students with the opportunity to develop workreadiness skills, potentially opening up further study or work opportunities post-school.
As a School Wide Positive Behaviour Support (SWPBS) gold accredited school, we work alongside external consultants in the field, providing evidence based interventions to students reducing behaviours of concern and increasing independence. We work closely with families to ensure a consistent approach across school and home.
Naranga School
NARANGA School 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 students. Goals are designed to be challenging whilst developing the skills required for becoming an independent and productive member of the community. Classroom teaching is grounded in explicit instruction and other high-impact teaching strategies.
Naranga has a focus on positive attitude and behaviour, with School-Wide Positive Behaviour Support and Restorative Practices implemented across the school. A unique feature of Naranga is our house system which is closely linked to our SWPBS culture. Students participate in a range of special events in their cross-school mixed age houses which are named after our four values- Safe, Respectful, Responsible, and Learner. Naranga offers opportunities for practical learning through a wide variety of hands-on learning activities. Students also have opportunities to participate in a range of structured activities during recess and lunch
breaks to support social development. Interventionsforstudentsarecarefullydesigned by a multidisciplinary team which includes therapists.
Our curriculum is based on the Victorian Curriculum learning areas and capabilities with an additional focus on developing independent life skills. Additional learning programs include Respectful Relationships, Bike Education, Home Economics, Sustainability, Horticulture, Independent Travel, Outdoor Education, Photography, Hands on Projects and Digital Technology. Students are engaged in daily physical activity, building on their weekly Physical Education class. There is a strong emphasis on Performing Arts with students involvedinmusic,danceanddramaculminating in an annual concert and awards night.
TheJuniorSchooleducatesstudentsfromage 5 to 12, and the Senior School is for students 13 and over. In their final two years of school, students undertake the Victorian Pathways Certificate (VPC) or the ASDAN learning program. There is a strong focus on learning for life, with careers planning and work experience opportunities available. All students graduating from Naranga are supported and guided when transitioning to post-school pathways.
Nepean School
NEPEAN School is an innovative educational setting,offeringindividualisedlearningpathways for students with physical disabilities and complex health needs. We have strived to create and embed a culture of kindness at Nepean. Wehave3verysimpleschoolrulesthathelpusall to focus on sustaining and nurturing a caring schoolenvironment:
■ KindnesstoOurselves
■ KindnesstoOneAnother
■ KindnesstoOurEnvironment
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 everyweek.
We provide comprehensive programs for students at all stages of learning. Individual Learning Plans (ILPs) cover the breadth of the Victorian Curriculum and include: English, Mathematics, Personal and Social Learning, Digital Technologies, Health and Physical Education (including Aquatics in our onsite hydrotherapy pool), The Arts, Play and Leisure, Science, Geography, History, Civics and
Our teachers and therapists work collaboratively in a transdisciplinary teaming model to deliver quality learning programs.
Citizenship, Life & Community Skills. ILPs and learning activities are designed, implemented and evaluated by the transdisciplinary team in collaborationwithfamiliesandcarers.
Our school has a strong commitment to developingtheliteracyandcommunicationskills of ALL students who have opportunities to read andwriteeveryday.
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 wanttosayit!
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 9786 9111 to organise a tour.
Northern School for Autism
NORTHERN School for Autism is a Victorian State Government specialist school that exclusively addresses the educational needs of students with autism. Across the two campuses of NSA a dedicated team of 235 staff members provide autism specific educational programs, for 493 students from 5 to 18 years of age.
The Reservoir Campus provides state of the art facilities for the Early and Middle Years’ students, while the Later Years’ students attend the refurbished Lalor Campus, located close to transport, community services and shopping precincts. This campus has received investments from the Department of Education for new buildings,facilitiesandresourcesreadyfor2025.In 2015 the school opened a satellite program at Norris Bank Primary School.
The Northern School for Autism implements a teaching approach that builds on individual student’s strengths and skills. The educational programs accommodate the particular impairments associated with autism. Teaching and learning programs centre upon developing students’ interpersonal/personal skills, communication skills and executive functioning. Emphasis is placed on promoting social skills, assisting students develop their imagination and play skills, as well as supporting students learn to
Northern School for Autism implements a teaching approach that builds on individual student’s strengths and skills. The educational programs accommodate the particular impairments associated with autism.
manage and self-regulate their emotions and behaviour.Programsaredesignedtoaccommodate individual student’s needs and interests. Classroom teams are supported by occupational therapists and speech pathologists. Utilising proven teaching practice, an individual learning plan is developed for each child in consultation between parents and staff.
We pride ourselves on being a centre of excellence in the provision of programs for studentswithautism.Ihopeyouenjoylearningall about our wonderful school.
Officer Specialist School provides educational programs for 5 – 18 year old students with a mild to severe intellectual disability.
Programs include:
• Small class sizes with Individual Learning Plans for each student.
• A transdisciplinary teaching approach comprising of: Teachers, Education Support Staff, Allied Health team – Speech Therapists, Occupational Therapists, Physiotherapists, Social Worker, two School Nurses and a Mental Health Practitioner.
• Specialist programs include Physical Education, Food Technology, Art, Performing Arts, STEM and Sustainability, Library, Community Engagement programs, Travel Education, Excursions and Pathway Programs all add value to the education of our students.
Our School Wide Positive Behaviour Program supports students to embrace the school values of: Respectful, Responsible, Safe and Friendly. Families are an integral part of our partnership and we all work in collaboration with each other.
Understanding ADD & ADHD
ATTENTION Deficit Disorder (ADD) and AttentionDeficitHyperactivityDisorder(ADHD) are neurodevelopmental disorders that primarily affect a person’s ability to focus, control impulses, and regulate activity levels. While these terms are often used interchangeably, they refer to different manifestations of attention-related issues.
ADDvs.ADHD
ADD, an outdated term now included under the umbrella of ADHD, refers to symptoms of inattentionwithoutthehyperactiveandimpulsive behaviors. ADHD, according to the Diagnostic andStatisticalManualofMentalDisorders(DSM5), includes three subtypes:
1. Predominantly Inattentive Presentation: Symptoms mainly involve difficulty sustaining attention, following instructions, and organising tasks.
2.Predominantly Hyperactive-Impulsive Presentation: Symptoms primarily involve hyperactivity and impulsive behavior, such as fidgeting, interrupting others, and an inability to sit still.
3.Combined Presentation: Symptoms of both inattention and hyperactivity-impulsivity are present.
CharacteristicsofADD/ADHD InattentiveSymptoms
Individuals with predominantly inattentive symptomsmay:
■ Struggle to pay attention to details, leading to careless mistakes.
■ Have difficulty maintaining focus on tasks or play activities.
■ Seem not to listen when spoken to directly.
■ Failtofollowthroughoninstructionsandfailto finish schoolwork or chores.
■ Have trouble organising tasks and activities.
■ Avoid tasks that require sustained mental effort.
■ Lose items necessary for tasks and activities.
■ Be easily distracted by extraneous stimuli.
■ Be forgetful in daily activities.
Hyperactive-ImpulsiveSymptoms
Individuals with predominantly hyperactiveimpulsivesymptomsmay:
■ Fidget with or tap hands or feet, or squirm in their seat.
■ Leave their seat in situations when remaining seated is expected.
■ Run or climb in inappropriate situations.
■ Be unable to play or engage in leisure activities quietly.
■ Be often “on the go” or act as if “driven by a motor.”
■ Talk excessively.
■ Blurt out answers before questions have been completed.
■ Have difficulty waiting their turn.
■ Interrupt or intrude on others’ conversations or games.
DiagnosisofADD/ADHD
Diagnosing ADD/ADHD involves a comprehensive evaluation process, typically conducted by a healthcare professional such as a pediatrician, psychologist, or psychiatrist. The process includes:
1. Clinical Interviews: Collecting detailed information about the individual’s medical, developmental, and family history. Interviews may involve parents, teachers, and the child or adult being assessed.
2.Behavioral Questionnaires and Rating Scales: Standardisedquestionnairescompleted by parents, teachers, and sometimes the individual, providing insights into the frequency and severity of symptoms.
3.Observation: Directobservationofbehaviorin different settings, such as home, school, or the workplace.
4.Physical Examination: To rule out other medical conditions that could cause similar symptoms.
5.Neuropsychological Testing: In some cases, tests to assess cognitive functions, such as memory, attention, and executive functioning. For a diagnosis to be made, symptoms must be present for at least six months, be inconsistent with the individual’s developmental level, and cause significant impairment in social, academic, or occupational functioning. Symptoms must also be present in multiple settings (e.g., at home, school, or work).
Continuedonpage62
Springvale Park Special Development School
With Knowledge, We Grow
Springvale Park SDS is an innovative and dynamic centre of learning for students with disabilities, from our Early Education Program through to 18 years of age.
We provide quality education programs, which are delivered through the Victorian Curriculum:
• Individual Education Plans for all students
• Early Education - 2 years 8 months to school-age children with a global developmental delay (VEYLDF)
• 16+ ASDAN program
• Allied Health Therapies – OT, Speech, Music, Art & Physio
• School Wide Positive Behaviour Support Program
• Respectful Relationships Program
• Student Voice and Student Representative Council
TheexactcauseofADD/ADHDisnotknown,but it is believed to result from a combination of genetic, environmental, and neurological factors. Somekeyfactorsinclude:
■ Brain Structure and Function: Differences in brain anatomy and activity, particularly in areas that regulate attention and impulse control.
■ Prenatal Exposure: Exposure to alcohol, tobacco, or drugs during pregnancy, and prematurebirthorlowbirthweight.
■ Environmental Toxins: Lead exposure and otherenvironmentaltoxinshavebeenlinkedto attentionproblems.
Treatment and Management
Effective management of ADD/ADHD typically involves a combination of behavioral strategies, educationalsupport,andmedication.
Behavioral Interventions
■ Behavior Therapy: Techniques to reinforce positive behaviors and reduce negative ones. This can involve parents, teachers, and therapists.
■ Parent Training: Programs to help parents developskillstomanagetheirchild’sbehavior.
■ School Interventions: Individualised Education Plans (IEPs) or 504 Plans to provide
accommodations and support in the educationalsetting.
Medication
■ Stimulants: The most commonly prescribed medications, such as methylphenidate and amphetamines, which help increase attention andreduceimpulsivityandhyperactivity.
■ Non-Stimulants: Medicationslikeatomoxetine and guanfacine, used when stimulants are ineffectiveorcauseundesirablesideeffects.
Lifestyle and Home Management
■ Structured Environment: Creating a consistent routine and organised environment canhelpindividualsmanagesymptoms.
■ Healthy Lifestyle: Regular physical activity, a balanceddiet,andadequatesleepcontributeto overallwell-beingandsymptommanagement. ADD and ADHD are complex neurodevelopmental disorders that impact attention, behavior, and daily functioning. Understandingthedistinctionsbetweenthetypes of ADHD and recognising the symptoms are essential for accurate diagnosis and effective management. Through a combination of behavioral strategies, educational support, and medication, individuals with ADD/ADHD can achieve improved focus, better manage their impulses, and lead fulfilling lives. Early intervention and a comprehensive, tailored approach are key to optimizing outcomes for thoseaffectedbythesedisorders.
Our vision is to empower students to reach their personal best.
School Profile
Vermont South Special School is a centre of excellence located in the eastern suburbs of Melbourne. We are a school that caters to primary aged children with an intellectual disability (Full Scale IQ between 50 - 70). We liaise closely with Heatherwood School where many of our students transition for their secondary education.
Our Mission
It is our mission to provide students with the best possible foundation in life through a well-rounded education. Our values are learning, respect, responsibility, and resilience. Our studentcentred approach aims to maximise learning and wellbeing for all.
Key Features:
• Small class sizes to ensure adequate support for all students.
• Highly skilled teachers with special education qualifications.
• Dedicated teacher assistants in every classroom.
• Speech Therapy, Occupational Therapy and Physiotherapy, further support student learning.
• 1:1 Technology Program
• Kitchen Garden Program
Student Learning
At Vermont South Special School, students learn in a calm, supportive and inclusive environment. We follow the Victorian Curriculum and use an evidence-based teaching model, where students are guided through the learning process. Students are provided with explicit instruction and opportunities to work both collaboratively and independently.
Our students learn best through visuals, hands-on materials and specific feedback. Students’ interests are incorporated in their learning and they are encouraged to reflect on and articulate their thinking. Interactive goals enable students to track their progress and feel a sense of empowerment and achievement.
Literacy and numeracy skills are a priority and are developed through targeted small group teaching at each student’s point of need. Students also enjoy a range of specialist subjects; Science, Library, Performing Arts, Visual Arts, Physical Education and the Kitchen Garden Program.
Student Wellbeing
Student wellbeing is a priority alongside learning at Vermont South Special School. As a School Wide Positive Behaviour Support (SWPBS) gold accredited school we provide a consistent, positive, equitable and safe learning environment where everyone thrives. The Personal and Social Capabilities curriculum is explicitly taught with sequenced lessons focusing on following our school expectations and routines, as well as developing self-awareness and regulation skills.
Harriet our therapy dog supports students to enhance their social and emotional development by teaching companionship, empathy and trust.
At VSSS we have an excursions and camps program that allows students to build on their confidence and resilience, whilst providing opportunities to practise learned personal skills in the broader community.
At VSSS we take every opportunity to celebrate and foster a love of learning. www.vermont-south-ss.vic.edu.au
Warringa Park School
Situated in Wyndham, is a specialised school, catering to students aged 5 to 18 with diagnosed intellectual disabilities, drawing its population primarily from the City of Wyndham. Operating across four campuses, Warringa Park offers comprehensive education programs to meet the needs of our diverse learners.
The Warringa Crescent campus caters for Foundation to year 6 students and our Polly Parade campus caters from Foundation to year 3 respectively. Our Bethany Road Campus caters to students in years 7 to 9, while the Cayleys Road Campus, situated in a rural setting in Werribee South, offers diverse vocational education programs. These include the Victorian Pathways Certificate (VPC) and the Award Scheme Development and Accreditation Network (ASDAN) curriculum for students in years 7 to 12. Our secondary curriculum emphasises applied learning with a robust pedagogical approach.
At Warringa Park School, a commitment to excellence in education for students with additional learning needs is paramount. Staff hold a strong belief in the capacity of all students to learn and thrive. The
school offers a personalised curriculum emphasising improvement in English, Mathematics, Science, Personal & Social Capabilities, and Technology, aiming to equip students for successful post-school transitions. Specialised programs in Physical Education, STEAM, and various Arts subjects engage students in diverse learning environments. A one-to-one iPad program enhances student engagement and learning outcomes, with the school recognised as an Apple Distinguished School.
A stimulating, safe, and flexible learning environment is provided, with spacious, well-resourced facilities tailored to 21stcentury learning needs. In 2022, one of our Secondary teachers received the Victoria’s Educational Excellence award, for most Outstanding Teacher. In addition, in 2023, the school's Business Manager received the Outstanding Business Manager award in the Victorian Excellence Awards, while the school itself was a runner-up in the Outstanding Inclusive Education category. Warringa Park School highly values the partnership between home and school, encouraging parental involvement to ensure students have access to comprehensive support in their learning journey.
warringa.park.sch@education.vic.gov.au
Yarra Valley Grammar
FOR 50 years Yarra Valley Grammar has been offering a mainstream schooling opportunity to young people who are deaf or hard of hearing.
The Ringwood school’s Hearing Unit was established in 1972 when the parents of four students banded together to establish the program, becoming trailblazers in this new approach.
Head of Hearing Unit Rachel Wilson said what began as the only dedicated Victorian teaching of the deaf facility, is now one of 25 across the state, providing the best technology and support for students.
With 35 students from kindergarten to secondary school, Ms Wilson said the program is structured to cater to each age group specifically to ensure the student receives the best care possible.
“With our youngest children we try to get them to put their hearing aids on at a young age, to build on those early self-advocacy skills,” she said.
“As the Hearing Unit students move into primary school, we are building their skills to become independent users of their devices and knowing what an ideal listening environment looks like for them.”
In those early stages of schooling Ms Wilson mentioned that students from the Hearing Unit, often will not undertake a language, rather they will use that time to work with Teachers of the
Deaf on their individualised goals to develop their literacy, language and vocabulary development.
Our ultimate aim is that we give students equal access to the curriculum as their peers and provide an environment in which they can achieve their personal best.
By years 10, 11 and 12, Ms Wilson said the aim is for the students to have well developed selfadvocacy skills. This is whereby students ask for what they require to help them learn best to set them up for success for when they eventually leave the safety of school.
Technology, such as personal listening devices, captioned audio/visual material and soundfields, normalises deafness among all students.
“The students feel happy and connected at school. They have a strong sense of belonging as the Hearing Unit is embedded in the culture of the school, they are just like any other student,” Ms Wilson said.
“Students have a positive self-identity about who they are, making them feel comfortable about themselves and their hearing loss.”
“The other students are very caring and very inclusive. It is an environment that is not only supportive for the hearing unit students but it teaches empathy and understanding for the wider community as well.”
12554094-DL33-22
Empowering students with Down Syndrome
THERE is little research on maths education for learners with intellectual disabilities that offers opportunities to engage in challenging content and mathematical thinking. New research shows waystochangethis.
Forthedurationofaschoolyear,researchersDr Rhonda Faragher of the University of Queensland and Dr Barbara Clarke of Monash University workedwith15teachingteamstostudyinnovative approaches to maths education for learners with Downsyndrome.Thelearningteamscomprised16 teachers, 19 learning support assistants, and 3 specialist teacher from 12 schools across the ACT and Victoria. This was the first time the teachers hadtaughtastudentwithDownsyndrome.
“Too often in the classroom we provide only those experiences that we believe children are readyforandthisisanargumentthatoftenlimits the mathematics to which children with learning disabilitiesareexposed,”saidDrFaragher.
The study identified four key themes that the teachersneededtoconsider.
The first was when to hold back from “telling.” Teaching teams need to make decisions about when to hold back from providing the answers in order to help students develop strategies for monitoringtheirownprogress.
“There is a tendency to give a struggling child the answer particularly when under pressure to ‘keep up with the rest of the class.’ A more appropriate response would be to make an adjustment that is manageable but challenging for the child, keeping in mind the value of students thinking for themselves and learning thisway,”DrFaraghersaid.
The second theme was deciding what kind of maths to teach. Some teachers experienced a tensionbetweenthemathematicscurriculumand what they thought the child might need in the future (so-called “functional mathematics”). Others challenged the issue of “readiness”, demonstrating that a student could be included in lessons on fractions, for example, even if they are not yet able to confidently count a collection of10objects.
Ensuringallstudentswerelearningonthesame basis was the third theme that arose in the study. Teaching teams noted that their students with Down syndrome liked to be seen to be doing the
same work as the other children, and in response, teachersusedcreativewaystoadjustthelessonsto includethestudentinthelearningactivity.
“Effective inclusive practice does not imply all must do the same. The use of the iPad, in one instance, allowed the student with Down syndrome to engage with the concepts of the lesson,therebydoing‘thesame’throughsupports tolearningwhatsheneeded,”DrFaraghersaid.
The last theme was the effective use of resources.Theresourcesusedwerestandardones likely to be found routinely in maths classrooms, but, importantly, many were repurposed, with the teacher bearing in mind the needs of the individual child. The most-used resources included applications on iPads and magnetic countersonframes.
Underlying all these themes, said Dr Faragher, was teachers’ expectation that “the students with Down syndrome could learn the maths.” This required teachers to make adjustments at their professional discretion – but ones designed to remove barriers to learning, rather than to make work“simpler”forstudents.
The researchers emphasize that it is important to acknowledge the complexities of teaching in this environment and the need for a range of support.
“Having said that, we were encouraged by the creative ways that teachers engaged in both the teaching and the sharing of their developing expertise,”saidDrFaragher.
“We cannot be sure what a child with Down syndrome learns from mathematics classroom experiences but we can be sure that if the teacher restricts the task, language used, challenge, or choice of approaches, this immediately excludes the child and limits opportunities for them to learn as much as they are able currently and in futurecontexts.”
Faragher, R., & Clarke, B. (2020). Inclusive practices in the teaching of mathematics: Some findings from research including children with Down syndrome. Mathematics Education Research Journal, 32(1), 121-146. https://doi.org/10.1007/s13394-019-00294-x For more information or an interview, please contact Dr Rhonda Faragher at the University of Queensland at r.faragher@uq.edu.au.
Products & Services
Alkira
FOR 70 years, Alkira has been at the forefront of supporting people with intellectual disabilities and their families. We offer a wide range of services designed to support adults throughout theirlives.
School Leaver Services
We provide three distinct services for school leavers, recognising that each student’s transition from high school to the community is unique,dependingontheirlifeandemployment goals. All services are conveniently accessible by public transport, being close to the Box Hill trainstation,tramlines,andbuses.
Further Education
In partnership with Box Hill Institute (RTO Code: 4687), our Momentum Program offers TAFE courses, including Certificate I in Transition Education, Certificate I in Work Education, and Certificate II in Work Education (Hospitality Stream). The Momentum Program isafive-dayprogrambasedatBoxHillInstitute’s Nelson Road Campus, combining TAFE accredited units and Alkira non-accredited programs.
The focus areas include academics, communication, budgeting, socialisation, advocacy, independence, confidence building, healthandfitness,andindependentlivingskills. Momentum is outcome-driven with students gaining work placement, managing their finances, using public transport and accessing the community independently. Students mature through the programs, gaining a clearer understandingoftheirfuturegoals.
Employment Support
Our School Leavers Employment Support service is a three-day weekly program at our Thurston Street site, designed to build confidence and prepare young adults for the workplace. Participants visit various industries to explore different career paths and gain retail experience at the Alkira Shop, our on-site Op Shop. The service also focuses on life and community skills, such as public transport usage,timemanagement,andcommunication.
Daily Programs for Skill Building
For students not focused on employment, our Connections group-based programs offer
For 70 years, Alkira has been at the forefront of supporting people with intellectual disabilities and their families. We offer a wide range of services designed to support adults throughout their lives.
opportunities to create, socialise, exercise, and learn life skills. These activities can be centerbasedorcommunity-based,tailoredtoindividual interests and skill areas. Participants can attend Connections programs any number of days per week,with1:1supportoptionsavailable.
To learn more or book a tour:
■ Visit our website at www.alkira.org.au
■ Contact via phone: (03) 9890 1365
■ Or Email: info@alkira.org.au
12696048-MP33-24
12693845-MP33-24
Print alongside digital promotions
MAINTAINING a printed presence alongside electronic promotion offers numerous advantages, creating a robust and multi-faceted marketing strategy that effectively reaches and engages diverse audiences. By leveraging the unique strengths of both print and digital media, businesses can enhance their brand visibility, credibility, and overall impact. Here are the key benefits:
Extended Audience Reach
Combining print and electronic media ensures that businesses can reach a broader audience. Print materials cater to those who prefer traditional forms of media, including older demographics and individuals in regions with limited internet access. In contrast, electronic media targets tech-savvy users, younger audiences, and those who spend considerable time online. By utilizing both media types, businesses can ensure their message reaches as manypeopleaspossible.
Enhanced Credibility and Trust
Print media often conveys a sense of professionalism and reliability that digital media sometimes lacks. High-quality printed materials such as brochures, business cards, and catalogs enhance a brand’s credibility. These tangible items are often perceived as more authoritative, providing a lasting impression of quality and seriousness. On the other hand, electronic media builds trust through interactive content, social proof like customer reviews, and real-time engagement. Together, they create a comprehensive image of a trustworthy and establishedbrand.
Tangible and Multi-Sensory Engagement
Print materials offer a physical experience that digital media cannot replicate. The tactile nature of print allows for a more personal and lasting connection with the audience. People can touch, feel, and even smell printed materials, which can significantly enhance memory retention and engagement. Digital media, meanwhile, offers dynamicandinteractiveelementssuchasvideos, animations, and clickable links. This multisensory approach ensures that the audience remains engaged and interested in the brand’s messageacrossdifferentplatforms.
Maintaining a printed presence alongside electronic promotion offers numerous advantages.
Complementary Strengths and Integrated Campaigns
Printandelectronicmediahaveuniquestrengths thatcomplementeachother,allowingforcohesive and integrated marketing campaigns. For instance,aprintadinamagazinecandrivetraffic to a website or social media page, where the audience can find more detailed information or engage with interactive content. Conversely, digitalcampaignscanpromotephysicaleventsor highlight printed materials, creating a seamless customer journey. This integration ensures that the brand message is consistent and reinforced acrossmultipletouchpoints.
Higher Engagement and Recall
Studieshaveshownthatpeopleoftenspendmore time engaging with printed materials than with digital ads. The physicality of print encourages longer engagement periods, leading to better recall and response rates. Digital media, with its multimedia content and interactive features, can reinforce the message delivered through print, further enhancing recall and engagement. This dual approach ensures that the brand remains top-of-mindforconsumers.
Targeted and Personalised Marketing
Print media allows for highly targeted local campaigns. Direct mail, community flyers, and localised print ads can reach specific geographic areaseffectively.Personalisedprintmaterials,such ascustomiseddirectmail,canmakerecipientsfeel specialandvalued,fosteringloyaltyandenhancing customer relationships. Digital media provides precise audience targeting based on user data, behaviour, and preferences, allowing for highly personalised and relevant content delivery. Together, they create a powerful combination of broadandprecisemarketingefforts.
Longevity and Immediate Impact
Printed materials often have a longer lifespan than digital ads. Items like brochures, business cards, and magazines can be kept for future reference, providing continuous exposure to the brand message. Digital media, on the other hand, allows for immediate updates and adjustments, ensuring that the content remains current and relevant. This combination of longevity and immediacy ensures that the brand can maintain a consistent presence while adapting to changing market conditions.
Mitigating Digital Fatigue
With the increasing prevalence of digital media, many consumers experience digital fatigue, becoming overwhelmed by constant screen time. Print media offers a welcome break, capturing attention more effectively because of its novelty in a predominantly digital environment. This balance helps maintain audience interest and reduces the risk of disengagement due to digital overload.
Cost-Effective Synergy
Using both print and digital media can optimize budget allocation. Print can be reserved for high-impact, targeted campaigns that require a tangible, lasting impression, while digital media can cover broader, more frequent touchpoints, ensuring a cost-effective approach. This synergy
Many consumers experience digital fatigue, becoming overwhelmed
by constant screen time.
allows businesses to maximize their marketing budget and achieve a higher return on investment.
Stronger Brand Presence
A dual approach reinforces brand consistency andvisibilityacrossmultiplechannels.Customers encounter the brand in various contexts, making it more memorable and recognisable. This multichannel presence ensures that the brand remains top-of-mind, building stronger brand loyalty and recognition over time.
Maintaining a printed presence alongside electronic promotion offers a multitude of benefits that can significantly enhance a brand’s marketing strategy. By combining the strengths of both media types, businesses can create a comprehensive, engaging, and effective approach that reaches and resonates with a diverse audience.
Endeavour Foundation
FOR nearly 75 years, Endeavour Foundation has been a leading advocate for people with disability and their families, offering a diverse array of services to support adults throughout their life journey. Whetheritislivingindependently,getting a job they love, or engaging with the community, we are right there every step of the way.
Recognising the unique paths each student takes when transitioning from high school to adulthood, we provide supports and programs tailored to the individual.
Our trial services
Learning and Life Skills School Experience (16+ year olds): Designed for students in grades 11 and 12, this program allows them to explore adult disability programs before graduating. Through our Learning and Lifestyle hubs, students engage in activities such as Technology, Fitness, and Healthy Choices, tailored to their interests for meaningful outcomes in a safe environment. School Holiday programs are available.
Supported Employment Work Experience: Our work experience program is a great way for students to ease into the transition to work. In partnership with your school, we will customise a program where students gain job-ready skills through various tasks, supported by mentors and supervisors in a secure, safe and supportive work setting.
Leaving school
We are here to help school leavers maximise their potential,explorenewopportunitiesandlivetheir best life.
Whatever the school leaver’s goals may be –whetherthey’refocusedonlife,career,orpersonal growth–we’ll worktogetherwiththemtoidentify the skills and knowledge they need to achieve them. Through exploring individual strengths andinterests,wewillco-designatailoredlearning program so they can continue building the skills they gained at school and get them to where they want to be.
Community services
We offer a safe and supportive environment for people with disability to participate in a range of flexible learning programs, recreation and social activities that are aligned with their interests and goals.Wecansupportschoolleaverstolearnmore, do more and know more. Our Learning and LifestylehubsarelocatedinKewandThomastown.
We are here to help school leavers maximise their potential, explore new opportunities and live their best life.
Work services
Transitioningfromschooltoworkisabigstepfor everyone. At Endeavour Foundation, we’re passionate about finding opportunities for young people in a safe, engaging and supported environment that enable them to transition from school or their chosen employment pathways. As one of Australia’s largest employers of people with disability, we offer supported employment opportunities through our social enterprises in Kew, Thomastown and Oakleigh.
To learn more about Endeavour Foundation in Victoria:
■ Visit endeavour.com.au
■ Phone 1800 112 112
■ Email hello@endeavour.com.au
Leaving school is a time for new opportunities and experiences.
Your team possible
At Endeavour Foundation, we’re passionate about finding opportunities for young people to build on their strengths and gain the skills, confidence and experience to find jobs they love. We have a range of employment pathways to both supported and open employment.
Our Work Experience Program is a great way to develop skills, make new friends and get job ready. You’ll be supported and guided by mentors and supervisors in a fun, inclusive and safe environment.
Learning doesn’t have to stop after school
Endeavour Foundation operates Learning and Lifestyle hubs in Thomastown and Kew for people with intellectual disability. More than just a place to spend the day, the hubs offer programs in independent living skills, cooking, fitness, bowling, and more.
mecwacare disability services
Life beyond the classroom with mecwacare
Designed for school leavers and those aged 18 –25 years, mecwacare’s Beyond School Program helps equip young people with the confidence and ability to transition to post-school life by teaching the skills required to be an independent adult. In addition to academic skills, everyday skills such as travel and personal safety and community contribution feature heavily in the program.
Providing support to focus on learning outcomes, as well as encouraging development of life and vocational skills, the Beyond School Program is perfect for people who want to do more but need a little help.
Program areas include community access, transitioning to adulthood,
social skills, recreation and leisure, Healthy Me, skills for independent living, exploring vocational pathways, and the popular Creative Expression stream, offering music, arts, crafts, and creative writing. There are also closely supervised work experience placement opportunities available. The comprehensive program is available to complete over two to three years. Participants are encouraged to attend five days per week on a full-time enrolment basis, though parttime enrolment can also be accommodated.
The Beyond School Program is offered at two mecwacare locations: the Fisher Street Centre in Malvern East, or Rivendell House in Pakenham.
Learn more about mecwacare’s Beyond School Program today. Visit www.mecwacare.org.au or phone 03 8573 4980 to speak with a member of our friendly team.
MELBOURNE YOUTH CHORALE
Melbourne Youth Chorale is a financially accessible choir that enriches and empowers children and young people through quality music education in an inclusive, growth-oriented community.
Flying Free…
“So life's a song that I must sing, a gift of love I must share And when I see the joy it brings, my spirits soar through the air Like that bird up in the sky, life has taught me how to fly For now I know what I can be and now my heart is flying free”
- Don Besig
MYC’s Flying Free Choir
gives wings to primary-aged children with additional needs.
• Fun and engaging
• Games, self-regulation exercises, music and singing
• Enabling children to achieve individual goals
• Exploring communication and socialisation skills
• Directed by a registered speech pathologist
“I have a strong passion for enabling children to become the best they can be through music”
- Joey
OC Connections
NAVIGATING the post-school landscape for young people with disabilities can be a daunting experience for both them and their families. The transition from the structured environment of school to the broader world is filled with unique challengesandopportunities.Atourorganisation, we understand these complexities and are dedicated to providing comprehensive, tailored support through our School Leaver Employment Support (SLES) pathway, supported employment opportunities, and day support programs. What truly sets us apart is our holistic approach, addressingeveryaspectofaperson’slifetofoster theiroverallwell-beingandindependence.
Our SLES pathway, Towards Employment, is designed to equip school leavers with the skills and confidence they need to enter the workforce. We offer personalised training and work experience placements, helping young people build a strong foundation for their future careers. Our supported employment opportunities go a stepfurther,providingmeaningfuljobplacements in inclusive environments where individuals can thrive. Our team works closely with each participant to ensure they are supported, respected,andvaluedintheirroles.
Our Day Support programs offer a variety of recreational and educational activities tailored to individual interests and needs. From arts and crafts to sports and community outings, these
activities are designed to enrich lives, promote socialinteraction,anddevelopskills.Participants canengageinactivitiesthatbringjoyandasense of accomplishment, fostering a balanced and fulfillinglife.
What makes our organisation unique is our holistic approach. We offer a wide range of services, including home accommodation options, personal support, and NDIS plan management. By integrating these services, we provide a seamless and comprehensive support systemthatsimplifieslifeforfamilies.Thismeans families have a single point of contact for a multitude of needs, reducing the complexity and stress often associated with coordinating care frommultipleproviders.
Choosing our services means choosing a partnerdedicatedtotheholisticdevelopmentand well-being of your child. We are committed to supporting your family every step of the way, ensuring that your child has the tools, opportunities, and support they need to flourish in all aspects of their life. Join us in creating a brighter, more inclusive future for young people withdisabilities.
Explore our options with OC Connections www.occonnections.org
P: 9569 0603
E: enquiries@occonnections.org
Sunrise2Sunrise
SunriSe2SunriSe is a Registered NDIS provider that does things differently. We take pride in offering professional services traditionally only provided in larger corporate Disability Support organisations, but take a personalised approach. We tailor our services to eachandeveryparticipantandallourservicesare in accordance with the Disability Act 2006, NDIS Act 2013 and Charter of Human Rights and Responsibilities act 2006. At Sunrise2Sunrise we’re about relationships – people always come first.
The Sunrise2Sunrise staff – or as we call them, our Life Changers – are selected for their experience in the Disability Support Industry. Our team are NDIS Rockstars, and support people’slifestylestohelpthemfindtheirstrengths and abilities in a variety of settings to suit our participants needs. Whether it be through 1:1 community participation, in house supports or SIL/SDA accommodation. We strive for our participants at Sunrise2Sunrise to live their best life.
Sunrise2Sunrise is proud to be able to support participants who want to live independently. Participants who have SIL funding in their plan can access the SIL service. The planning for SIL support uses a person-centred approach to help participants reach their goals while facilitating their culture, lifestyle and circumstances. The
We strive for our participants at Sunrise2Sunrise to live their best life.
support is delivered respectfully in a participant’s home by Sunrise2Sunrise to advance skills for independent living. The customised support will ensure the participant is central to all decisionmaking to best suit their wants and needs. Participants can adapt their SIL support to align with their life at any stage.
Sunrise2Sunrise use the social support model to help extend a participant’s independence beyond their home, to allow them to enjoy experiences in their local area while building up their confidence to make meaningful lifestyle choices. As participants’ independence and confidence grow, their ties to the community grow too. From here, they will be able to try new experiences and further develop accomplished skills in existing leisure’s and hobbies. The participantcandevelopskillsthroughcommunity programs like gardening, volunteering, and public events.
The sky’s the limit!
12652396-JB06-24
Windemere Child & Family Services
How Windermere Plan Management supports your NDIS journey
WINDEMERE Child&FamilyServiceshasbeena trusted provider of disability services for over 30 years with customer service taking pride of place in its service delivery.
Plan Management is among a range of NDIS services that Windermere provides for those with an NDIS plan. When it comes to managing an NDIS plan, tackling financial administration tasks can become overwhelming, particularly where there are multiple support needs.
Cameron who has 21 service providers for his complex needs has been using NDIS Plan Management services from Windermere since 2018. Cameron’s Plan Manager ensures invoices are paid accurately and on time, keeps track of NDIS funds and fulfills reporting requirements, taking the worry out of managing an NDIS plan.
“It’s just such a relief to have someone we can trust to work out the financial side of things. It was such hard work just coordinating Cameron’s NDIS plan,” says Jenine, Cameron’s mother.
Windermere Plan Management ensures that those they support have access to a dedicated plan manager who functions as a main point of contact. It facilitates streamlined and timely communication.
“Communication and regular check-ins are integral to our service delivery. It ensures that we deliver on our promise of providing dependable
Plan Management is among a range of NDIS services that Windermere provides for those with an NDIS plan.
and trustworthy services to all those we support,” says Eddie Fernandez, Team Leader of NDIS Plan Management at Windermere.
Lynn who recently signed up for Windermere Plan Management relies on having her funds organised to meet her complex support needs.
“There’s no way that I’d be able to organise my NDIS funds on my own as I can no longer work or multi-task. Having my Plan Manager do things efficiently helps everyone who supports me,” she says.
Lynn also stresses the importance of a strong reputation.
“Windermere has such a good reputation especially when it comes to NDIS. A good reputationmeansthatyouaredoingwhatyousay you will do,” she adds.
More information on Windermere Plan Management phone 03 8793 4267 or visit windermere.org.au.
Your
Your trusted NDIS Plan Manager takes the time to understand and get the most out of your plan.
Our Plan Management services give you:
Personalised Plan Manager
– One person who is dedicated to you and your plan. Giving you the choice on how you wish to be supported.
Quick processing – We will respond to your queries same day wherever possible and promptly process all invoices and reimbursements within 2 business days.
Expertise and trust – We are NDIS registered, externally accredited and have delivered disability services for over 30 years.
Choice and Control – You have the right to choose your service provider, how and when you receive supports.
Breadth of NDIS services
– we also provide a range of other services under the NDIS.
YMCA VICTORIA
What is nature based learning and play?
Nature play is important to all children’s wellbeing and development.
At the Y’s Anglesea’s Kids Go Bush Programs, children and young people of all ages and abilities are encouraged to experience the intentional use of the outdoors, in a play based and child led way.
Nature play groups, forest schools and Bush Kinders are worldwide movements based on the results of considerable research into children’s’ increasingly sedentary lives. The research suggests many aspects of childhood development can be positively affected including, social, physical and mental health for every person that takes part. The effects last into adulthood and impact on livelihood and lifestyle.
Outdoor learning provides children with large blocks of time in outdoor settings where they can independently explore and discover the natural world. Being outside in all types of weather, we can explore, learn, investigate and connect to each other and the world around us. It also builds resilience, preparedness and a positive outlook.
YMCA Kids Go Bush Run a variety of programs across the ages.
Our Kids Go Bush programs are inclusive to all needs and abilities, typical and non-typical. We are able to integrate and support each person to actively facilitate participation, including access around camp and provide specialist equipment if required.
Our programs also align and meet pedagogical learning outcomes for key curriculum learning needs and outcomes in both traditional and special needs educational settings.
GET IN TOUCH!
The Y Kids Go Bush team are passionate about connecting all young people with the environment in a fun and educational way. Talk to us today for more information, support your young people to get involved or how we can facilitate a bespoke program, workshops (incursions and excursions) and personal development opportunities for your group.
camps.ymca.org.au
03 5263 1512
anglesea@ymca.org.au
@ymcakidsgobush
@ymca_kidsgobush
TO FIND OUT MORE OR BOOK IN
Anglesea Discovery Camp offers a wide range of accessible programs for kids of all ages (from 0-15)
• Parent Supported programs
• Nature based incursions and excursions
• Forest, fire and bush craft skills workshops
• Early years programs
• Bespoke and themed programs to meet the needs of your group
WE AIM TO BE INCLUSIVE FOR ALL.
School Listings
Victoria School Guides
Whether you are seeking information about a particular school in your area or are looking for a school for your child, then this site is for you.
Several frequently asked questions have been answered and if you have a question that hasn’t been addressed then send it to our team for their input.
Check out the many interesting stories on students and their achievements, while many other educational issues have also been featured.
