Choices Magazine September 2016

Issue 12 • 2016

Education, training, careers & social activities for individuals with special needs Special Schools Guide – pages 1-37 Products & Services – pages 38-60

Photo provided with the compliments of Nepean School.

For further information refer to pages 2, 4 and 5.

Choices

1

1222699-LB32-16

NEPEAN SCHOOL is an innovative educational setting, offering individualised learning pathways for students with physical disabilities and complex health needs.

Our transdisciplinary teams work collaboratively with families to identify learning priorities, set goals and develop Individual Learning Plans (ILPs) for each student.

These active partnerships ensure every child has the very best opportunity to reach his or her potential. ILPs are based on AusVELS goals and are further modiďŹ ed to include developmental sequences and the individual cues and prompts needed for students to attain each goal.

We provide comprehensive ILPs for students at all stages of learning – from programs for early learners through to VCAL and VET programs. Learning areas include English, Mathematics, Digital Technologies, Health and Physical Education, The Arts, Play and Leisure, Civics and Citizenship, Life & Community Skills.

Programs are designed, implemented and evaluated by the transdisciplinary team which includes special education trained teachers, physiotherapists, occupational therapists, speech pathologists, a music therapist, social worker and registered nurse (RN1).

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

2

Choices

JUST BECAUSE I CAN’T SEE THE STARS, DOESN’T MEAN I CAN’T REACH FOR THEM THOMAS Cowley is a Year 12 student at Cranbourne Secondary College. He has written the following article about a fantastic opportunity he shared with five other Victorian students two years ago.

Just Because I Can’t See the Stars, Doesn’t Mean I Can’t Reach For Them Thomas Cowley In September 2014, I had a once-in-a-lifetime opportunity to attend NASA space camp at the US Space and Rocket Center in Huntsville, Alabama.

Every year, a week of this amazing camp gets set up especially for blind and low vision students like myself from all over the world, to challenge the myth that vision impaired people cannot pursue a career in science.

In 2014, 202 students, representing eleven countries and 24 US states attended, a record in SCIVIS (Space Camp for Interested Visually Impaired Students) history.

While at space camp, we were all put in groups with whom we would complete all of the week’s various activities. I was in team Holderer, which’s namesake, Oscar Holderer, was an aeronautical engineer who worked alongside Wernher von Braun on the Apollo Space Program at Marshall Space Flight Center. Our group comprised five Aussies and seven Americans and as at time of writing we’re still in contact.

While at the Space and Rocket Center, we participated in a number of activities, workshops and lectures on a wide gamut of subjects, including the history of the shuttle program and space exploration, shuttle engineering, space medicine, mission control, spacecraft operation, extravehicular activity, the International Space Station and team work.

We were able to experience the 1/6 chair (a moon walk simulator), the MAT (multi axis trainer-a unit used to simulate an out-of-control space shuttle), and neutral buoyancy (essentially microgravity) or the MMU (man maneuvering unit-a jetpack simulator). As well as these fun and illuminating simulations, each team completed four simulated missions - three 1 hour missions and one 3 hour mission each - in which we each fulfilled different rolls relating to the mission.

A large focus of the programme was team work.

Every activity that we did could be used and analysed to learn something about working alongside others.

As well as abstracting lessons learned in the course of space activities, we also did activities specifically targeted at teamwork, such as: the low elements - an island-to-island commute where you’re held up by your teammates’ bodyweight); an assisted rock-climb and vertical descent; a zip-line; and pamperpole - a 37FT pole off of which you jump, held aloft by your teammates.

CONTINUED ON PAGE 20

Choices

3

NEPEAN SCHOOL We provide comprehensive programs for students at all stages of learning NEPEAN School is an innovative educational setting, offering individualised learning pathways for students with physical disabilities and complex health needs.

We have strived to create and embed a culture of kindness at Nepean. We have 3 very simple school rules that help us all to focus on sustaining and nurturing a caring school environment. Our 3 school rules are Kindness to Ourselves Kindness to One Another Kindness to Our Environment Our transdisciplinary teaming model sees therapists working in classrooms alongside teachers delivering quality learning programs. Each class receives 3 one hour sessions of Physiotherapy, 3 one hour sessions of Occupational Therapy, 3 one hour sessions of Speech Therapy and 1 hour of Music Therapy per week. This sees 10 sessions of therapeutic input and support in every classroom, every week.

We provide comprehensive programs for students at all stages of learning, for early learners through to VCAL and VET programs. Individual Learning Plans draw on the Victorian Curriculum and include English, Mathematics, Personal and Social Learning, Digital Technologies, Visual Arts, Music, Dance & Drama, Health and Physical Education (including Aquatics in our onsite hydrotherapy pool), The Arts, Play and Leisure, Science, Geography, History, Civics and Citizenship, Life & Community Skills.

Programs are designed, implemented and evaluated by the transdisciplinary team in collaboration with families and carers.

Our philosophy of learning and teaching at Nepean school is based on the following G Relationships matter - trusting relationships and a positive climate where everyone feels respected, included and valued is the starting point for successful learning.

G Connecting the learning - it is essential we make connections with what our children and young people already know. They will be more receptive to new knowledge if a lesson begins with an activity that helps them ‘switch on’ to concepts they are already familiar with.

G Learning Intentions and Success Criteria - sharing learning intentions and success criteria is a key component of every lesson. Learning I intentions are what the students are learning, these are often shared as a WALT statement - We Are Learning To ….

Success criteria lets students know what they have to do to achieve their learning goals. These are often shared through a WILF statement - What I’m Looking For ….

Together learning intentions and success criteria encourage greater independence and a sense of responsibility for learning.

G Active Learning - ensuring that every learning opportunity is active, collaborative and cognitive.

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

Nepean School is a bustling and innovative place of learning. We strive to create an environment that promotes active learning whilst maximising every students potential. Classrooms are carefully set up to ensure students individual needs are catered for.

Classes have the opportunity to access a range of spaces within the school for their programs, whether its practising mindfulness in the tepee, learning about sustainability in the veggie gardens, making their lunch in the Life Skills room, working on gross motor skills on the bike riding tracks, participating in stretching programs in the Discovery Room or doing some research in the school Library - our school is full of places and spaces to immerse students in their learning.

We have active Parent Group who meet regularly to share information, support one another and learn together. The group have a varied program including informal coffee mornings, guest speakers and social outings.

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

We value the support and involvement of families.

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

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

O G I D N E B P

EVELO D L A I SPEC

OOL

L SCH A T N E M

Bendigo SDS provides excellent educational programs for students with intellectual (moderate to severe) and physical disabilities.

Caters for students aged 5-18, in a modern facility and supported by a highly skilled and committed staff team.

All students are supported by individualised learning plans that address personal, social and academic needs. Students are supported by 4 Units: Early Years, Middle Years, Later Years (Advance Program) and Specialists.

Purpose built facilities include: sensory rooms, therapy, playgrounds, bike track, swimming pool, arts and classrooms.

Please contact our school on 5447 3267 Bendigo Special Developmental School 26 - 32 Lockwood Road Kangaroo Flat 3555 Email: bendigo.sds@edumail.vic.gov.au Website: www.bendigosds.vic.edu.au 6

Choices

1230596-CG32-16

BENDIGO SDS INVITES INQUIRIES AND TOURS.

GLENALLEN SCHOOL

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

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

Our Values

1190440-CG28-15

Learning s We work collaboratively to establish specific, measurable, achievable, realistic & UÊ, -* /ÊUÊ , Ê timely (SMART) goals UÊ " 1 / " ÊUÊ/ 7", s We challenge ourselves to have a go Respect s We support others to have a go s We listen when others are speaking – authentic listening s We seek and give feedback s We arrive at meetings on time s We celebrate effort s We treat people equitably as we would wish to be treated s We are flexible s We acknowledge that people have different views s We actively participate s We value all opinions s We use a variety of instructional models including E5 s We express and receive feedback without making it personal Communication s We focus on the task in hand s We use different modes of communication in recognition that everyone has a voice Team Work s Anyone, anywhere, anytime communication s We establish trans-disciplinary teams s We observe our agreed meeting protocols s We establish effective teams s We recognise partnerships are an essential part of the way we work and are the most effective means of planning and implementing curriculum for our students.

P: 03 9561 1966 s E: glenallen.sch@edumail.vic.gov.au sÊ7\Ê ÌÌ«\ÉÉÜÜÜ°} i > i ÃV °Û V°i`Õ°>Õ

Choices

7

SPRINGVALE PARK SDS Springvale Park SDS is an innovative and dynamic centre of learning for students with disabilities, from preschool (Early Education Program) through to 18 years of age. Our catchment area comprises Springvale, Noble Park, Dandenong and parts of Keysborough and Dingley. Our school has an innovative and comprehensive curriculum with a strong focus on providing positive learning outcomes.

Our curriculum covers various educational programs which include ICT skill development, Multi-sensory, ABLES, Victorian Curriculum,

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

Our therapy team includes Occupational Therapists, Music Therapist, Physiotherapists, and Speech Therapists.

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

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

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

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

A major focus is on developmental play, improving communication skills, independent living skills and social skills.

We use a variety of communication methods to promote communication such as Key Word Sign, Picture Exchange Communication Systems, Aided Language Displays (ALD’s) and Pragmatic Organisation Dynamic Display (PODD).

Our curriculum is aligned with the Victorian Early Years Learning and Development Framework. We work closely with families to enable our students to reach their full potential.

For enrolment in the program, please contact the school.

Enrolments are subject to availability and your child may be placed on a waiting list.

For further details, please contact the principal, Jackie Lowther, on 9546 7666.

Springvale Park Special Developmental School 13-15 Sandown Road, Springvale 3171 Tel: 9546 7666 Fax 9558 4459 | Email: springvale.park.sds@edumail.vic.gov.au Web: www.springvaleparksds.com

8

Choices

1236244-ACM33-16

Our program also incorporates a toilet training

HUME VALLEY SCHOOL HUME VALLEY SCHOOL caters for the needs of students with mild intellectual disabilities and was established in 1968. Our vision and purpose is to create a vibrant learning community where students are valued and the educational programs enable them to reach their full potential. The focus is on the development of literacy, numeracy, social competency and vocational skills to enable our students to lead successful lives.

The school population reflects a rich cultural diversity of 10 nationalities and 17 language groups. We provide a comprehensive curriculum and personalised educational programing for students between 5 and 18 years of age.

1234379-CG32-16

Our 2016 enrolment is 286 students. The school is divided into 5 sub-schools that approximate the stages of learning. The rebuild of our Koroit Ave campus, which caters for students from 5 – 16 years, was completed in 2015. Our Tanderrum Way (VCAL) campus, located within the Hume Central Senior Secondary College, caters for our years 11 and 12 students and staff. The Victorian Certificate of Applied Learning (VCAL-Foundation Level) students have the opportunity to participate in several Vocational Education & Training (VET) courses and School Based Apprenticeships.

Extensive partnerships between the school, educational and vocational providers and community agencies enhance program provision, educational outcomes and post-school placements for our students.

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

Choices

9

Distinctive features of Andale dale School: • Developmental curriculum. m.

• Experienced staff.

• Individual education programs. rams.

• Speech Pathologist on site. e.

Special programs: • Art. • Music and drama.

• Physical Education.

• Perceptual Motor Program. m.

• Social skills.

Principal: Margaret Cotter

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

10

Choices

1235889-RC36-16

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

A sound academic curriculum is provided and a high level of importance attached to the development of social competencies. Staff work with children toward the building of positive relationships as well as toward awareness of, and sensitivity to, the feelings and preferences of others.

Staff believe that children have the right to be educated and cared for by adults who are trustworthy and empathic, yet demanding in terms of school work and behaviour so that innate potential may be realized.

1236929-RC36-16

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

For further information including enrolment procedures visit the school website at

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

11

A FATHER’S DETERMINATION AND INSIGHT LEADS TO VISIONARY NEW SCHOOL FOR THE BLIND IN MELBOURNE Insight Education Centre – Learning that Lasts a Lifetime Above: Insight MD and founder Alan Lachman opens the school (2014) with local, state and federal dignitaries.

Blind and vision impaired children and their families in Victoria now have the choice of a world class school, three touring mobile classrooms, and, in 2017, two satellite schools, all specifically designed for the education and life skills needs of blind children.

I

nsight Education Centre in Berwick provides primary and middle school students with the AusVELS* curriculum and the Expanded Core Curriculum**. This unique combination helps develop academic and social/ life skills enabling the students to fully participate in their primary, secondary, tertiary or post-school pathways to a brighter future.

One of the outstanding features of Insight is its Educational Needs Assessment (ENA) blueprint, a comprehensive, custom-designed tool which determines the academic level of a blind or vision-impaired student. The ENA shows parents exactly where their child is at academically and socially and how Insight Education Centre might cater for their needs in order for them to reach their goals.

At Insight, children develop self-confidence, gain independence, grow self-advocacy skills and fulfil their potential. Graduates can participate fully into society with the abilities required to enter the workforce and lead independent lives.

While the school is based in Berwick, in outer south eastern Melbourne, three school buses provide a free door-to-door service collecting and returning students throughout the metropolitan area. Three custom-designed Mobile Classrooms cater for blind students in outer urban Melbourne and regional Victoria.

Insight would never have become a reality if not for businessman Alan Lachman, the Education Centre’s founder and Managing Director. It literally grew out of Mr Lachman’s frustration, anger and desperation. This is his story.

At the end of 2007 I returned from Italy with my family after living there for nearly two decades. My youngest daughter Francesca, was born blind and my wife and I decided Melbourne, with its specialist schools for the blind, would be best to cater for her needs; European schools for the blind had already been closed down.

To my astonishment, the very school Francesca was booked into, was destined to be closed down as well. All blind and vision-impaired students were being integrated into mainstream schools. I was unhappy with that

12

Choices

directive, as were many other parents of vision-impaired and blind children. Research showed the folly of this philosophy. Despite our protests and lobbying campaign, the school was shut down nevertheless.

Sadly, mainstream schools were unable to offer the specialist education needs for blind children and the majority of students went backwards quickly. I was determined that Francesca and all the other blind students in the state would have their own school, dedicated to their specific needs - academically as well as in life skills.

It saddened and angered me greatly that almost 70% of blind and vision-impaired children fail to gain employment after school - for their entire lives. I set out to do whatever it took to create an education centre of excellence for the blind. I didn’t realise it would take seven years of my life to raise the funds (from local, state and federal governments and philanthropic organisations), then build and open Insight (in 2014).

We now have broad community support an impressive Board and a wonderful patron in Richard Gill OAM, Artistic Advisor Musica Viva Education.

Insight now offers primary and middle school curricula and encourages students to also attend mainstream schools as well. After graduation, we are confident they will successfully transition into high school and beyond (the objective after all)and broaden their personal and professional opportunities.

CONTINUED ON PAGE 35

Planning for your blind or vision impaired child’s school and future job/career path?

Insight’s EDUCATIONAL NEEDS ASSESSMENT* is the blueprint for current and future learning for blind and vision impaired primary and secondary school students.

It is unique to Insight Education Centre for the Blind and Vision Impaired.

Insight provides specialist education services for blind and vision-impaired children, young people and their families in Victoria.

It provides all students with the opportunity to fulfil their potential, develop self-confidence, independence and self-advocacy skills. Insight students follow the AusVELS curriculum and the Expanded Core Curriculum for vision impaired, so they can develop academic and social skills enabling them to fully participate in their chosen primary, secondary, tertiary or post-school pathway.

Students can attend Insight full-time or in dual enrolment with a mainstream school, for their entire primary DQG VHFRQGDU\ schooling WR \HDU or any part of it, DQG WKH\ FDQ UHWXUQ to Insight as needed.

Insight’s aim is for vision-impaired students to achieve full inclusion in society as adults, with the skills required to enter the workforce and lead an independent life.

Call us today to book your child in to complete an ENA!

1800isight The Insight ENA* is the only specialist school-based, individualised educational assessment of its kind available in Victoria for blind and vision impaired students and young people and meets best practice standards worldwide. *ENAŠ201 Insight Education Centre for the Blind and Vision Impaired 1194075-CB36-15

Choices

13

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

the teachers are all AUSTswim trained and we have our own indoor heated swimming pool.

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

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

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

South Gippsland Specialist School 13 Horn Street, Leongatha P: 5662 4496 F: 5662 5873 14

Choices

1236245-CB36-16

MELTON SPECIALIST SCHOOL We believe children learn best in a co-operative environment that is safe, challenging and supportive MELTON Specialist School, with an enrolment of 280 students, provides quality educational programs for students with disabilities at both primary and secondary levels in a positive, caring and safe environment. It is a dual mode setting, catering for students with mild through to severe intellectual disabilities. Students are transported to our school via bus or family transport.

The school is closely located to other schools as well as a variety of community retail spaces, leisure and recreational facilities.

Our school environment is comprised of traditional classrooms, specialist and vocational training classrooms, therapy spaces, toileting facilities and indoor sensory areas. Our grounds feature natural gardens, purpose built outdoor sensory areas, playground equipment, sports facilities, covered walkways and a Liberty swing. Teachers and Educational Support staff make extensive use of a wide variety of resources to ensure all students have an educational journey that is positive and successful.

Our school’s philosophy and programs are based upon the belief that children learn best in a co-operative environment that is safe, challenging and supportive with a school-wide focus on Positive Behaviour Support. We provide programs in Arts, Literacy, Physical Education, Numeracy, Information Technology, Science and Life Skills. Senior students also have the option of accessing

a VCAL or SPEC program which aim to develop work related skills, travel education and personal development skills. Student Support Group meetings involving staff, parents, carers and our Allied Health team are held twice yearly to formulate individual learning goals based on each student’s ability, strengths and needs.

Melton SPECIALIST SCHOOL Melton Specialist School is a State school that provides quality educational programs for students with a wide range of intellectual disabilities. Some of the students have physical disabilities as well. The school caters for students aged from 5 – 18 years of age.

Students may attend full-time or part-time.

The part-time students also attend local primary and secondary schools.

The school has a very positive, safe, caring and friendly environment. It is located near kindergartens, primary and secondary schools, recreational facilities and shopping centres. All the classrooms have stimulating displays and have heating and air conditioning facilities, ensuring that there are optimum

conditions for learning. The grassy playground features attractive shrubs and trees, adventure play equipment that caters for the wide age range of the students attending the school, a covered verandah, a modern shelter shed, large sand pits and a bike track. A high fence around the playground provides security and safety for the students. A special feature of the grounds is the very attractive and stimulating sensory garden.

The Department of Education provides free school transport to students in the Melton/ Bacchus Marsh areas, provided that they attend the school at least three days per week.

Principal: Evan Savage | Assistant Principals: Ashwini Sharma, Penny Byron Telephone: 03 9743 4966 | FAX:03 9747 9013 Postal Address: PO Box 663 Melton Vic 3337 | Address:159-211 Coburns Road Melton 3337 General Enquiries: melton.ss@edumail.vic.gov.au 1087709-JL36-13

Choices

15

immediate and long term goals, in the belief that all students can learn and achieve success. Strategic plans support the development of 21st Century digital technology, enhancing student learning across all areas of the curriculum.

Specialist teaching areas include Performing Arts, Visual Arts and Physical Education. Extra curricula programs supporting student learning include camps and excursions, community access, swimming and Riding for the Disabled.

Our team of teachers and education support staff are supported by a multi-disciplinary team, including a psychologist, social worker, speech therapists and occupational therapists. Working in a positive behaviour support environment our team provides a holistic approach to diverse and individual programs.

For more information, contact Susan Merjan on 9850 7122 or email: merjan.susan.j@edumail.vic.gov.au

For more information, contact Susan Merjan on 9850 7122 or email: merjan.susan.j@edumail.vic.gov.au

16

Choices

1236919-PB36-16

BULLEEN Heights School is a specialist school for students with Autism Spectrum Disorder aged from 5-18 years. The school is located in the Northeastern suburbs of Melbourne and operates across two campuses – Pleasant Road (primary) and Manningham Road (secondary).

The Victorian Curriculum provides a frame work for planning whole-school curriculum. Our exemplary teaching and learning programs are designed to individualised learning plans. Program delivery using Applied Behaviour Analysis teaching techniques is available in the lower primary years and is implemented by a team of trained ABA therapists in partnership with teachers.

The CertiďŹ cate 1 in Transition Education is available to secondary students and is designed to prepare students for making choices about further learning options and work.

The provision of a structured, predictable and secure environment contributes to the achievement of both

JUNIOR CAMPS At Vermont South Special School DURING term 2, each class in the Junior section enjoyed their overnight camp at the Garfield North Outdoor Education Camp. Apart from having sensational weather (our sun dances worked!) all classes enjoyed a variety of activities from making damper and scones, toasting marshmallows over the campfire, an Alphabet Dig in the sand pit and playing Spotto, where the students had to look at items in a photo and find them around the camp. We played heaps of games which featured co-operative play skills including Chuck A Chook, Chook Golf, Balloon Trains and just being with our friends for a giant sleepover. The highlight of each camp was definitely the hike up Mt Cannibal. We are very proud of our Junior students for their devotion to being great campers. Thanks to all the staff helpers for being happy campers with us!

Pauline Killender, Jane Pemberton & Susanne Audsley.

VERMONT SOUTH SPECIAL SCHOOL

We are a junior school for students with a mild intellectual disability aged between 5 and 12 years of age.

IT IS OUR MISSION TO PREPARE CHILDREN FOR LIFE • Well documented curriculum • Student Welfare • Small class sizes taught by specially trained staff • Latest technological tools • Individualised Literacy & Numeracy Programs • Swimming, Bike Ed, Camps • Excursions, Concerts, Leisure Clubs • School Nurse and Therapy Services

We service areas of Doncaster East, Croydon, Knox, Ringwood, Nunawading, Glen Waverley, and the Shires of Sherbrooke, Lilydale and Upper Yarra.

1087790-JL36-13

For further information please contact us on 9802 8199

VERMONT SOUTH SPECIAL SCHOOL 22-30 Livingstone Rd, Vermont South, VIC 3133 Fax 03 9802 8487 Website: www.vermont-south-ss.vic.edu.au | Email: vermont.south.ss@edumail.vic.gov.au

Choices

17

Sunbury & Macedon Ranges Specialist School Sunbury & Macedon Ranges Specialist School offer programs for students aged between 5 and 18 years with an intellectual disability across two campuses.

The Sunbury campus caters for primary students (Prep to Grade 6). The Bullengarook campus caters for senior students (Year 7 to Year 12) and offers VCAL at the Foundation level.

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

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

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

www.smrss.vic.edu.au 18

Choices

1236935-DJ36-16

programs that focus on personal, social and academic needs.

WARATAH SPECIAL SCHOOL Satellite Unit at Brunswick South West PS The Satellite Unit provides access to specialist education in a neighbourhood school.

THE PROGRAM caters for Primary school aged students with intellectual disabilities, autism and additional learning needs.

Students are enrolled at Waratah Special Developmental School and attend the Satellite Unit on a full time basis. Students access both mainstream and specialists classes to maximise learning outcomes with specialist support in both the mainstream and satellite classes.

The classrooms have been recently renovated and have adjoining toilet and shower facilities, quiet learning spaces and a secure outdoor play space. The focus is on participation, wellbeing and positive learning outcomes.

The program provides: G Small class sizes - (5-8 students with two

staff) G A trained multidisciplinary staff with special education training and skills G A curriculum designed to address the academic, personal, social and emotional needs of individual students G Opportunities for students to participate in learning and social activities with their peers in the primary school Contact:

Contact Jenny Wallace, Principal on 9474 8700 or the Satellite Unit directly on 9387 9169 or 9389 3316 www.waratahsds.vic.gov.au <http://www.waratahsds.vic.gov.au/>

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

1236933-HM36-16

Brunswick South West PS hosts the Satellite Unit from Waratah Special Developmental School. Here students with a moderate intellectual disability not only benefit from the specialised curriculum provided in the Satellite Unit but are also given the opportunity to work in mainstream classrooms. Mainstream students also come the Satellite Unit which ch provides a challenging, stimulating and structured program.

The school is located in Brunswick West and has purpose built facilities. All classrooms have an adjoining kitchen and nd bathroom. One of the classrooms has a purpose built playground for the students, with a sensory garden, sandpit and nd bike track. All students have access to the smaller playground and are encouraged to play together.

Students are fully supported within the mainstream classroom with special education trained staff. They are matched withh abilities and needs to their mainstream class to help build on their academic, social and emotional development. Students nts play and learn together with their peers in an inclusive environment.

Waratah SDS offers an individualised curriculum which focuses on each student’ss W nneeds. Students have access to a range of therapies including weekly speech ppathology, music therapy , occupational therapy and physiotherapy where nnecessary. Students have weekly specialised sensory art, cooking, physical ed education and Information Communication Technology sessions. Our well established es stablished Positive BBehaviour Support Program takes a proactive approach to teaching students social skills and acceptable behaviour.

TTeachers are in ddaily contact with parents building a strong hhome/school partnership. Our welfare officer Contact Jenny Wallace, W ll Wa llac ce pprovides additional support to families Principal on 9474 8700 hhelping them link into ot other services. or the Satellite Unit directly on

9387 9169 or 9389 3316 www.waratahsds.vic.edu.au

Choices

19

FROM PAGE 3 The program was not only based on teamwork or missions. In addition to these, we dived in to the science behind space travel and associated technologies through hands-on activities in which we had the opportunity to build power cells, heat shields, water purifiers and rockets (which we were able to launch).

Throughout the entire week, we were marked on all of our work.

The opportunity to go to Space Camp was an extraordinary boon in my interpersonal and intrapersonal development, and one that I will not forget in a hurry.

Even if I can’t remember all of the experiences with vivid clarity any more, the lessons learned, about teamwork, about perseverance, and about never letting obstacles never get in your way, will stick with me for a lifetime.

It is only because of the huge generosity of everyone around me - friends, family, school and the community - that I was able to go to Space Camp and enjoy the experience of a lifetime. Across two years, I again wish to thank everybody who helped us to get to Space Camp, everybody who ran the camp, and everybody who gave me support when I needed it.

The feeling of walking up to accept my graduation packet is one that will stick with me forever, and it is thanks to the skill, generosity and kindness of no shortage of people that me and five other Victorian students were able to experience that thrill.

THE CHESHIRE

SCHOOL

Cheshire School ensures a student’s first experience of formal education is positive.

THE Cheshire School is pleased to announce the addition of a new Prep only classroom in 2016.

Samuel would come to school with several pairs of socks on his feet – but no shoes!

With a learning environment, outdoor play area, and specialised staff, the Cheshire School is creating an engaging environment specifically designed for young children with significant social, emotional and behavioural difficulties.

He would often refuse to eat his morning tea and lunch.

Helping this little boy become able to attend school full time was a seemingly impossible task.

The Cheshire School ensures that a student’s first experience of formal education is a positive one.

Case Study: A Prep Student Samuel was a foster child who came to the Cheshire School with a history of trauma.

He had severe anxiety and anger problems and would frequently show aggressive behaviours at home and at school.

Samuel found it very difficult to control his emotions.

When things did not go his way, Samuel would often have angry outbursts where he would throw objects, hit and swear. He also had sensory issues which heavily impacted on his ability to stay focussed and learn.

20

Choices

However, within a term, Samuel gradually extended the time he spent at school until he managed to complete full days successfully.

Samuel also learnt a range of strategies to help him to “calm down” when he was angry, such as getting a drink of water, counting to 10, and talking to an adult.

Whilst there were many ‘hiccups’ along the way, Samuel successfully completed the 12 month intervention program at the Cheshire School.

He learnt to fully participate in classroom activities, make friends and control his emotions and behaviour.

With continued support from the Cheshire School staff, Samuel was able to overcome his initial anxiety and fears about transition, and is now attending a mainstream school as a full time student unaided.

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

Language Rich Bilingual Environment Aurora School is a Department of Education School which provides optimal learning environments for young Deaf and Deafblind children and their families across the State of Victoria.

Communication, Language and Literacy form the foundation of our bilingual (English and Auslan) programs that support each child’s whole development.

Early Intervention programs are available to families of children, living throughout Victoria, aged from birth until school entry who have a confirmed bilateral hearing loss. The staff work in partnership with families providing regular home based and group sessions.

Early Education programs are available for children from three years of age who have a confirmed moderate to profound bilateral hearing loss. Early Education focuses on a play based, developmental pathway with particular emphasis on the effective use of speech, language and communication. We provide a warm and encouraging environment that fosters the development of all students according to individual needs and abilities.

Aurora School has an inclusive 3 and 4 year old Community Kindergarten which offers a rich positive environment for children enrolled in the Aurora School Early Education program and for local community children. Programs offer English and Auslan, and are based on the Victorian Early Years Learning and Development Framework.

Communication is the Key • Statewide Early Intervention • 3 year old, 4 year old and Foundation Early Education • Individualised programs for Deafblind and Deaf Children with additional disabilities • Inclusive 3 year old and 4 year old Community Kindergarten

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

1237189-PB36-16

Choices

21

CALLING ALL CREATIVES WITH A DISABILITY

S

tatewide Autistic Services Inc. is raising the bar for creatives with a disability.

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

SASI is inviting people with a disability to submit their artwork.

in honour of one of SASI’s founding members. SASI assists children, teenagers and adults with autism and complex disabilities. The organisation has been in existence for almost 50 years.

Two more talented artists will also receive an award.

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

“The exhibition is a great opportunity to showcase the high level of hidden talent in the community. Says Kath Ferry, SASI’s CEO. “We’re excited to be part of an event where people with a disability can bring their work into a public forum. “

“We’d love the community to support this event and all entrants. We invite visitors to the exhibition to place their vote for the People’s Choice Award,“ said Ms Ferry.

This year entries for the SASI Art Show will be open from Monday the 17th of October to Friday the 28th of October.

Entrants may submit up to three two-dimensional pieces with a cost of $10 per entry.

Photo opportunities:

Frankston’s Cube 37 gallery will host the exhibition which opens on Saturday the 19th of November. The show will run until Thursday the 24th of November.

There are three prizes up for grabs for those willing to put their creative skills to the test.

The first prize is the prestigious Alfred Murphy Prize given

22

Choices

Conditions and entry forms are available at sasi.org.au/events <http://sasi.org.au/events>

·Artists with their works ·Mayor of Frankston conducting opening ·Presentation of prizes to winning artists Further information and interview/photo opportunities: ·Kath Ferry, CEO Statewide Autistic Services Inc. ·Phone: 9773 6044 ·Email: Kath.Ferry@sasi.org.au <mailto: Kath.Ferry@sasi.org.au>

CROYDON SPECIAL DEVELOPMENTAL SCHOOL Care Share Do Your Best Croydon Special Developmental School is a Department of Education and Training school in the city of Maroondah that provides educational programs for students aged from 2.8 - 18 years who have a moderate to severe intellectual disability. Our school provides outstanding individualised programs developed in collaboration with families to support students to reach their full potential.

Technology is used across the school to engage students in personalised learning programs. Each class has access to ipads, Interactive Whiteboards and computers.

Teachers, Allied Health professionals and education support staff provide a stimulating, engaging and caring environment which focuses on the development of the whole child.

Working within the KidsMatter framework, we promote positive mental health and wellbeing for students through School Wide Positive Behaviour Support and the So Safe! program.

1238029-RC36-16

Our school consists of four learning communities: • Early Education Program - a modified pre-school program for students from 2.8 years • Junior School - Foundation skills in literacy and numeracy. Focus on development of social, self care skills and transitions within school.

• Middle School builds on prior learning in literacy and numeracy and developing personal and social skills towards maximum independence through community access, clubs and camp programs.

• Senior School Pathways Program includes literacy and numeracy for daily living, preparation for work, leisure and recreation, travel education, work experience and hospitality to prepare students for post school options.

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

Choices

23

NORTHERN SCHOOL

FOR AUTISM

We pride ourselves on being a centre of excellence 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 130 staff members provide autism specific educational programs, for 260 students from 5 to 18 years of age.

speech pathologists. Utilising proven teaching practice, an individual learning plan is developed for each child in consultation between parents and staff.

We pride ourselves on being a centre of excellence in the provision of programs for students with autism. I hope you enjoy learning all about our wonderful school.

The Reservoir Campus provides state of the art facilities for the Early and Middle Years’ students. The Later Years’ students attend the refurbished Lalor Campus, which is located close to transport, community services and shopping precincts. In 2015 the school opened a satellite program at Norris Bank Primary School.

1237758-CG31-16

Northern School for Autism implements a teaching approach that builds on individual student’s strengths and skills. The educational programs accommodate the particular impairments associated with autism.

Teaching and learning programs centre upon developing students’ interpersonal/personal skills, communication skills and executive functioning. Emphasis is placed on promoting social skills, assisting students develop their imagination and play skills, as well as supporting students learn to manage and self-regulate their emotions and behaviour. Programs are designed to accommodate individual student’s needs and interests. Classroom teams are supported by occupational therapists and

Pamela Mathieson – Acting Principal

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

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

24

Choices

ASHWOOD SCHOOL A Special Education Centre of Excellence.

A

shwood School is a coeducational school for primary and secondary aged students that provides a progressive, dynamic and supportive yet challenging environment. We equip students with mild intellectual disabilities with the skills and knowledge to become valued members of the community. Individual Education Learning programs ensure our students are engaged to achieve their personal best concentrating on building social, communication, independence and vocational skills to ensure a successful post school life.

All class sizes reflect the learning needs of students with 6 to 13 students in each class. The school is organised into three departments: Primary, Secondary and Senior Secondary. The school follows the Victorian Curriculum and VCAL is offered in the Senior Secondary years.

Ashwood has a school mascot called RIPOR who represents the school values of Respect, Integrity, Passion, Optimism and Responsibility. The school also has adopted the School Wide Positive Behaviour Support Program and explicitly teaches the three expectations of Be Safe, Be a Learner and Be Responsible.

WHO SHOULD GO TO ASHWOOD SCHOOL?

1237759-DJ36-16

Our school is tailored to suit students who learn effectively in smaller class groups, who want to be part of a social group, who would enjoy a broad range of specialist and outdoor education programs and are given the maximum opportunity to gain vocational and independence skills.

We look forward to you contacting the school for further information and a school tour. Visitors are always welcome at Ashwood.

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

25

We provide personalised programs developed in partnership with parents/ carers.

YARRA RANGES SPECIAL DEVELOPMENTAL SCHOOL Our curriculum seeks to maximise individual potential.

Y

arra Ranges Special Developmental School caters for school aged students who have a moderate to profound intellectual disability and an Early Education Program for pre-schoolers with a developmental delay. Many students have additional disabilities.

We provide personalised programs developed in partnership with parents/carers. Our programs are based on current evidence based practices and are aimed at maximising outcomes and life quality by empowering our students with the confidence to fulfil their potential. Our underlying principles include high expectations, inclusion, learning to learn, community engagement; which are all future focussed.

The multidisciplinary team â&#x20AC;&#x201C; teachers, therapists and education support staff â&#x20AC;&#x201C; work together to plan, implement and evaluate the studentsâ&#x20AC;&#x2122; individual programs.

nurses and administration staff.

The current curriculum is based on the Victorian Curriculum for the 5 to 16 year old students, with the addition of a specially developed Senior Pathways curriculum for the students in their final 3 years of school. School Wide Positive Behaviour Support is embedded across the school to maximise student engagement and skill development.

1237801-HM36-16

The school benefits from a large staff that are highly experienced: teachers qualified in special education, education support staff, speech pathologists, physiotherapist, occupational therapists, music therapist,

Contact details 18 â&#x20AC;&#x201C;20 Burdap Drive, Mt Evelyn 3796 Telephone: 9736 2499 Email: yarra.ranges.sds@edumail.vic.gov.au

9ARRA 2ANGES 3PECIAL $EVELOPMENTAL 3CHOOL IS A STATE GOVERNMENT SCHOOL

WITH !MAZE ACCREDITATION FOR CHILDREN AGED YEARS AND MONTHS TO YEARS WHO HAVE A SIGNIlCANT DEVELOPMENTAL DELAY AND OR AN INTELLECTUAL DISABILITY INCLUDING CHILDREN WITH MULTIPLE DISABILITIES AND !UTISM 3PECTRUM $ISORDER 26

Choices

We offer s !N %ARLY %DUCATION 0ROGRAM s ! RANGE OF ENROLMENT OPTIONS s )NDIVIDUALISED SMALL GROUP LEARNING EXPERIENCES s %XTRA CURRICULAR ACTIVITIES INCLUDING AN AWARD WINNING lLM AND MULTIMEDIA PROGRAM s !FTER SCHOOL CARE s 4HERAPY PROGRAMS s (EALTH SUPPORT PROVIDED BY OUR SCHOOL NURSES s 0ARENT SUPPORT PROGRAM s 4RANSPORT TO AND FROM SCHOOL s 7ORK EXPERIENCE AND SCHOOL BASED APPRENTICESHIPS s 3ATELLITE 5NIT AT (EALESVILLE 0RIMARY 3CHOOL

Port Phillip Specialist School

1188204-RC30-15

Cnr Nott & Pool Streets, Port Melbourne Vic. Australia 3207 Phone: +61 3 9646 0855 Email: School port.phillip.ss@edumail.vic.gov.au www.portphillip.vic.edu.au Students at Port Phillip Specialist School learn by doing. A recognized world leader in Curriculum innovation, our Visual and Performing Arts Curriculum (VPAC) is embedded in teaching and learning throughout the school using the power and engagement of the arts to extend student learning.

• Integrated Services Model where Allied Health Therapists, Psychologist and Social Worker work in classrooms alongside teachers to support students to meet individualized goals.

• Early Education Programs 2.8-5 years of age.

• Victorian Certificate of Applied Learning program (VCAL) and pre-vocational training programs.

• Complex learning needs and Autism Spectrum Disorders • Hydrotherapy pool, Independent Living House, Arts Centre, Sensory rooms, Dance Studio, Gymnasium and purposeful playgrounds • Experienced staff: Therapy, specialist Arts Teachers, Specialist Educators and Classroom Assistants.

Port Phillip Specialist School (PPSS) is a specialist school catering for a diverse range of students aged 2.8 to 18 years.

For further information and to arrange a school tour please contact the school on 9646 0855 or visit our website.

MORNINGTON SPECIAL DEVELOPMENTAL SCHOOL

Mornington Special Developmental School is a Department of Education and Early Childhood(DEECD) school which caters for students aged 2.8 to 18 years of age with moderate to severe disabilities.

Mornington SDS is committed to providing an engaging, safe and secure learning environment. The school supports and encourages students to build on their strengths and individuality. Opportunities are provided for students to experience success in their learning and ensure positive and mutually supportive partnerships between home, school and the community.

The school is committed to a philosophy of continuous improvement.

FEATURES OF THE SCHOOL s %ARLY %DUCATION 0ROGRAM FOR 2.8 - 4.8 year olds s %XTRA #URRICULA PROGRAMS SUCH AS 2IDING for the Disabled, swimming, camps & excursions s 7ORK %XPERIENCE AND 4RAVEL TRAINING programs s #OMMUNITY !CCESS s 3ENSORY DISCOVERY ROOM s 3PEECH 4HERAPY /CCUPATIONAL 4HERAPY AND 0HYSIOTHERAPY s )#4 RESOURCES INCLUDING )NTERACTIVE 7HITEBOARDS IN ALL CLASSROOMS DESKTOP COMPUTERS AND I0ADS s %XTENSIVE CURRICULUM SUPPORTED BY $%%#$ !US6%,3 DOCUMENTS

For further details please contact the Principal Tel: 5975 6111 Fax: 5975 6945 Robertson Drive PO Box 307 Mornington 3931 Email: mornington.sds@edumail.vic.gov.au www.morningtonsds.vic.edu.au 1237818-LB33-16

28

Choices

NARANGA SPECIAL SCHOOL, FRANKSTON, VIC

N

aranga caters for students with a mild intellectual disability aged 5 to 18. We provide an engaging and comprehensive curriculum that ensures students will achieve personal success in a structured, safe and supportive learning environment. Programs are innovative and accommodate the individual learning styles of each student. Goals are designed to be challenging whilst developing the skills required for becoming an effective and productive member of the community.

Naranga has a focus on positive attitude and behaviour, with School-Wide Positive Behaviour and Restorative Practices implemented across the school. Naranga offers opportunities for practical learning through a wide variety of hands-on-learning activities.

Our academic curriculum is based on the Victorian Curriculum with a focus on independent living skills, leading to Work Experience opportunities. Other programs include Art, Bike Education, Dance, Home Economics, Horticulture, Independent Travel, Music, Outdoor

Education, and Woodwork. The computer network includes desktops, laptops, netbooks and iPads. Students are engaged in daily physical activity, and senior students experience sports such as basketball, football, cricket and soccer. There is a strong emphasis on the Performing Arts with students involved in music, dance and drama.

The Junior School caters for students up to age 14, and the Senior School is for students over 15. In their final two years of school, students undertake the Victorian Certificate of Applied Learning (VCAL) or the Duke of Edinburgh Award. There is a strong focus on learning for life, with careers planning from age twelve. All students graduating from Naranga are placed in appropriate and rewarding post-school situations.

Goals are designed to be challenging whilst developing the skills required for becoming an effective and productive member of the community.

N UÊ ` Û `Õ> Ãi`Ê i>À }Ê* > ÃÊL>Ãi`Ê ÊÌ iÊ6 VÌ À > Ê ÕÀÀ VÕ Õ Ê UÊ*À>VÌ V> ]Ê > `à Ê>««À >V ÊÌ Ê i>À }ÊÊVÕ ÌÕÀiÊ> `ÊiÝ«iVÌ>Ì Ã UÊ ÝÌÀ> VÕÀÀ VÕ >ÀÊ>VÌ Û Ì iÃ\Ê`> Vi]Ê ÀÕ }ÊV ÕL]Ê >À> i]ÊVÀ>vÌà UÊ/ iÀ>«iÕÌ VÊÃÕ«« ÀÌÃ\ÊëiiV Ê> `Ê VVÕ«>Ì > ÊÌ iÀ>«Þ]Ê«ÃÞV }Þ UÊ VÕÃÊ ÊÃÕÃÌ> >L ÌÞ

www.naranga.vic.edu.au 1237822-LB32-16

Choices

29

AMAZE FORMERLY AUTISM VICTORIA What is Autism Spectrum Disorder?

A

utism Spectrum Disorder (ASD) is a developmental condition which affects individuals in two main areas:

Individuals have impaired communication and social interaction

Individuals have restricted, repetitive patterns of behaviour, interests or activities

ASD affects the way that individuals are able to interact with others and they often find the world to be a confusing place. Difficulty communicating can result in ‘melt downs’ – this differs from a tantrum as the individual does not choose to have a melt down.

Individuals with ASD often have sensory sensitivities – they may be under- or over-sensitive to any of the five senses.

Every Individual with ASD is Different ‘If you’ve met one person with ASD, you’ve met one person with ASD’. (Anon.)

The term Autism Spectrum Disorder (ASD) reflects the fact that no two people with ASD are alike. Even though each individual with ASD has difficulties in the areas of communication, socialisation and flexibility of thought, each has a unique combination of characteristics and so may seem quite different. Two siblings with ASD may be very different from each other even though both may have a diagnosis of ASD. Secondary Conditions and Difficulties Associated with ASD Some people with ASD have other conditions as well, such as:

speech and language difficulties

intellectual disability (around 70% of individuals with ASD also have an intellectual disability)

sleep problems

attention problems

epilepsy

anxiety and depression

difficulties with fine and gross motor skills

There are other conditions that are associated with ASD, including Fragile X Syndrome, Tuberous Sclerosis and other genetic disorders.

30

Choices

Many individuals with ASD have difficulties interpreting sensory information, and may display over- or undersensitivity. Being over-sensitive to sound, touch, taste, smell and vision can be very distressing to individuals with an ASD and can result in very strong reactions.

Depending on the severity of the condition and secondary conditions/difficulties, some individuals may be able to live independent lives while others will always need assistance and support.

Experiencing the world for an individual with ASD Individuals with ASD feel like they are bombarded with sensations. They often have a preference for visual learning and may learn in different ways to others. Their difficulties with communication mean that they often miss nuances and jokes and a common trait is that they take what people say very literally.

In My Mind is a short video by Alex Olinkiewicz, a 16-year old with ASD (diagnosis of Asperger’s Syndrome), who talks about how his ASD affects him.

Understanding ASD ASD often causes individuals to struggle to understand and relate to other people and to their environment and this can often result in extreme behaviour, which can be seen as tantrums in children or rudeness in adults. It is the only way they have to indicate how anxious they are feeling.

Individuals with ASD look no different to anyone else.

Parents of children with ASD often report that others think that their children are badly behaved and that they lack parenting skills. They misunderstand the situation.

Adults with ASD struggle with social situations and ‘small talk’. They may appear rude or say things that others would not say. They may appear overly critical or ‘awkward’.

ASD Facts

ASD affects around 1 in every 100-110 people. This equates to around 55,000 Victorians and around 250,000 Australians.

ASD is diagnosed in around four times as many males as females.

ASD is a lifelong condition and there is no cure.

Unemployment rates for individuals with ASD are around 65% compared with only about 6% for the whole population.

Individuals with ASD are over-represented in the

homeless population and in the justice system.

On the positive side, early intervention can have tremendous results in helping those affected to live to their full potential.

For older individuals, timely and meaningful support, advice and information can also be critical to quality of life outcomes.

Common Names for Autism Spectrum Disorder The term “Autism Spectrum Disorder” includes Autism/Autistic Disorder, Asperger’s Syndrome and Pervasive Developmental Disorder – Not Otherwise Specified (PDD-NOS). These specific terms are often required for funding purposes.

Other terms you might hear are “high functioning autism”, “classic autism”, “Kanner Autism” or “atypical autism”.

Note: the latter terms are not thought to be very useful for diagnosis and treatment, and

most diagnosticians tend to use the term Autism Spectrum Disorder to describe the varied presentation of individuals on the spectrum.

What are the Causes?

It is not known what causes an individual to have ASD. Much research is being done to try to find out more. At this point it is believed to result from changes to brain development which may be caused by a combination of factors, including environmental and genetic factors.

It is not known what causes an individual to have ASD.

There is an increased chance of having another child with ASD if there is already a child in the family with ASD, but no specific genes have yet been proven to cause ASD. ASD is not caused by parenting or social circumstances.

ASD is not caused by vaccination or other medical treatment.

Choices

31

Stroud Street, Balwyn VIC 3103 Phone: 9859 8762 Website: www.belmoresc.vic.edu.au Email: belmore.sch@edumail.vic.gov.au Belmore School is a state specialist school catering for students who have physical or multiple disabilities or complex health impairments requiring paramedical support.

Belmore School is located in Balwyn and caters for students aged 5 to 18 years who reside in the north east quadrant of metropolitan Melbourne. Teachers work alongside an extensive team of therapists to provide each student with an individual educational program based on the AusVELS curriculum.

Key features of Belmore School include: s Purpose built school environment including a fully accessible playground s Small class sizes taught by specially trained staff s Individualised therapy programs designed and implemented by our team of physiotherapists, speech pathologists, occupational therapists and music therapist s Hydrotherapy program in our onsite pool s Specialised equipment designed to meet studentsâ&#x20AC;&#x2122; individual physical, mobility and independence needs s eLearning program s Studentsâ&#x20AC;&#x2122; health requirements fully supported by a team of Div 1 registered nurses s Free chaperoned transport between home and school for students living in our zone Our principal Karen Overall welcomes you to contact her for additional information or to arrange a personalised school tour.

32

Choices

1236242-PB36-16

BELMORE SCHOOL

1236930-CB36-16

ialist c e p S y o r n Gle School

UÊ-«iV > Ãi`Ê i>À }Ê«À }À> ÃÊv ÀÊÃÌÕ`i ÌÃÊ>}i`ÊxÊÌ Ê£nÊ ÊÊÊÊÜ Ê >ÛiÊà } wV> ÌÊ« Þà V> Ê> `ÊÉÊ ÀÊ Õ Ì « iÊ` Ã>L Ì iÃÊ ÊÊÊÊ ÀÊÜ Ê >ÛiÊà } wV> ÌÊ i> Ì Ê ÃÃÕið UÊÊ ÕÃÊÌÀ> ë ÀÌÊÌ ÊÌ iÊÃV Ê ÃÊ>Û> >L iÊvÀ Ê > ÞÊ vÊÌ iÊ ÊÊÊÊ7iÃÌiÀ Ê> `Ê ÀÌ iÀ ÊÃÕLÕÀLÃÊ vÊ i L ÕÀ i° UÊÊ- > ÊV >ÃÃiÃÊÜ Ì Ê >À}iÊ Õ LiÀÃÊ vÊÃÕ«« ÀÌÊÃÌ>vv° UÊÊ"VVÕ«>Ì > Ê/ iÀ>«Þ]Ê* ÞÃ Ì iÀ>«ÞÊ> `Ê-«iiV Ê*>Ì }ÞÊ ÊÊÊÊÌi> ÃÊÌ ÊÃÕ«« ÀÌÊi>V ÊÃÌÕ`i ̽ÃÊ i>À }° UÊÊÎÊvÕ ÊÌ iÊ ÕÀÃià UÊÊ >V Ì iÃÊÌ >ÌÊ V Õ`iÊ>Ê« ]Ê ` ÀÊ> `Ê ÕÌ` ÀÊ« >ÞÊë>ViÃÊ ÊÊÊÊ> `ÊL iÊÌÀ> Ã]ÊÃi à ÀÞÊ> `Ê ÊÊÊÊ ÌV i Ê}>À`i Ã]Ê LÀ>ÀÞÊ ÀÌÊ ÊÊÊÊ> `Ê Õà VÊÀ ÃÊ> `Ê>Ê ÊÊÊÊ«>Ài ÌÃ½Ê Õ }i° 208 Hilton Street Glenroy 3046

Ph: 93042263 www.glenroyss.vic.edu.au 34

Choices

1237185-HM36-16

Glenroy Specialist School provides:

FROM PAGE 12 Iâ&#x20AC;&#x2122;m very proud of our specialist team, led by Principal Timothy Hemphill. We see dramatic improvements in children, even within a few weeks after starting with us.

They start to enjoy school, their confidence grows and talents emerge. Francesca, my daughter, now fourteen, is a gifted musician. She, as with all the other Insight students, gets every opportunity to enhance their gifts.

I encourage parents of blind and vision-impaired children to contact Principal Timothy Hemphill, visit Insight, meet with current parents and let their child experience a day with us. It will be a life-enriching experience for everyone.

Although their world is in darkness, I believe Insight gives our blind and vision impaired students a much brighter future on every level. www.insightvision.org.au Call 1800isight

*AusVELS is the Foundation to Year 10 curriculum that provides a single, coherent and comprehensive set of prescribed content and common achievement standards, which schools use to plan student learning programs, assess student progress and report to parents. **Expanded Core Curriculum (ECC) provides a framework for instruction in a specialized set of vision-related skills for students who are blind or visually impaired.

Choices

35

WESTERN AUTISTIC

SCHOOL

A specialist school dedicated to the education of students with Autism WESTERN Autistic School (WAS) is a specialist school

introduction of the Disability Education Standards, the

dedicated to the education of students with Autism

Australian Professional Standards for Teachers and other

Spectrum Disorder (ASD). The school’s aim is to address

policies supporting inclusion.

the impairments specific to ASD in order to provide the

Western Autistic School established the Autism Teaching

education to which all Australian students are entitled.

Institute (ATI), a Registered Training Organisation, that

The word 'spectrum' describes the range of difficulties

delivers training to mainstream teachers throughout

that people with ASD may experience and the degree to

Victoria. The Autism Teaching Institute (ATI) draws on

which they may be affected.

cutting-edge research in ASD to deliver accredited

We recognise the individuality of each student as pre-

teacher training courses at post-graduate level. The

eminent and propose to create a successful individual

work of the ATI informs pedagogy within the school.

educational program for every student. It will come as no

Since its inception the ATI has trained over 400 teachers

surprise then that WAS is a complex school organisation

and 2000 teachers’ aides, averaging a 95% student and

which offers a range of educational programs for

employer satisfaction rate for the Victorian Registration

students diagnosed with an ASD.

and Qualifications Authority (VRQA) evaluations for its

WAS operates a short term intensive program for early

post graduate courses, and has consistently achieved

years primary students over two campuses, Laverton and Niddrie, as well as offering limited places in specialist programs for upper primary and secondary students.

WAS has over 300 students and 160 staff. Students are drawn from all corners of western Melbourne and, in

very high student satisfaction ratings for its DET funded Education Support staff training. The ATI was invited to apply for membership on the DET Professional Learning Provider Panel, and in 2016 the ATI Diploma course is a sponsored study through Catholic Education Melbourne.

the main, are transported to and from school by a fleet

The ATI also established the Practical Autism Research

of contract buses. The school has grown continuously

Centre (PRAC) in 2010 and has formed partnerships

through its history and this growth has presented

with several universities to conduct research. Western

challenges to maintaining the quality and integrity of our

Autistic School also offers outreach support to staff and

programs. The school council and executive embrace the

students in primary and secondary schools across the

changing environment as an opportunity to re-examine

Western Region of Melbourne.

both pedagogy and practice. We strongly believe that

In 2011 WAS established a playgroup at the Laverton

the ongoing renewal and refreshment of our mission and

Campus in partnership with Play Connect. This

programs are the hallmark of our commitment to our

playgroup is for children from 0-5 years with ASD, or

students and the school community, and we recognise

ASD like symptoms, and their families.

the critical need to keep abreast of evolving best practice

Our educational philosophy

in this rapidly evolving field of education.

At Western Autistic School we draw on research-based knowledge and expertise to develop programs and services which positively impact the education of as many students with an ASD as possible. The school

The foundation of our teaching is the child’s own interests and motivations, believing as we do that children will learn new skills and build self-esteem through developing their strengths. We emphasise the welfare, inclusion and happiness of each child.

has been recognised by the Department of Education as a Centre of Excellence in the Understanding and

The school program incorporates:

Education of Students with ASD. Our unique model

– Individual Learning Plans

incorporates best practice in the education of students

– Student Support Groups

with an ASD, enabling students to commence integration into mainstream or generic special schools with provision for ongoing support to staff and students. In this way, we

– An emphasis on foundation communication and social skills, and the skills for learning

intend to improve outcomes for students with an Autism

– Preparation for transition to generic schools

Spectrum Disorder (ASD) in our community and address

– Specialised student behaviour management approach

some of the challenges put to the wider system by the

36

Choices

and program.

All of our training and accredited courses address the Australian Professional Standards for Teachers descriptors 1.5, 1.6 and 4.1 as required by the VIT for teacher registration

x x x x x

ŚƚƚƉ͗ͬ​ͬǁǁǁ͘ǁĞƐƚĞƌŶĂƵƚŝƐƚŝĐƐĐŚŽŽů͘ǀŝĐ͘ĞĚƵ͘ĂƵͬ

1237184-CB32-16

Choices

37

YMCA Camps Inclusive outdoor adventure for all.

YMCA Camps welcome people of all ages and abilities to experience the joy and wonder of the great outdoors on camp.

Universally designed camp adventure programs and facilities ensures that everyone has the choice to fully participate in the camp experience Our camps located in diverse environments from the Victorian Alpine National Park to tall forests and coastal settings.

Program Our staff will work with you to design and tailor a program to meet your groupâ&#x20AC;&#x2122;s individual needs, considering activities selection, specialised equipment, sequencing and timetabling for your group to ensure that no one misses out.

Facilities YMCA camps strive to provide accessible paths of travel, accommodation, recreation and dining facilities that are designed to allow each camper to be independent during their time at camp.

To book your next camp: call (03) 9788 1100 or visit www.camps.ymca.org.au

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

Join YMCA for an adventure of a lifetime!

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

YMCA Escapes are passionate about travel and offering the chance for anyone to experience it. Every tour is carefully planned to maximise fun and all activities are accessible and inclusive so that everyone has the ability to participate in their own way. We ensure that every traveller leaves our holidays healthier, happier and more connected through their love of travel. Friends, families and support staff are all welcome on our adventures.

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

Weekend Escape is a residential camping program for young people and adults over the age of 16, with a physical and/or intellectual disability.

The program is full of activities to suit a variety of interests and abilities.

DadsLink is a program that aims to enhance the relationship between fathers and their children by providing information, support and a range of activities for dads, kids and families, including weekend camps.

YMCA ParentLink is a single parent network providing a variety of family friendly activities and access to parenting information and support.

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

People Outdoors Experts in providing outdoor experiences for people with physical or intellectual disabilities

About Us People Outdoors, a branch of The Australian Camps Association, was established in 1989 to provide outdoor recreation for people of all ages with physical or intellectual disabilities.

hallmarked by a high level of communication with parents/ guardians and campers, including personal pre-camp meeting and post program evaluation.

People Outdoors programs are all about fun, personal development, social connection and enjoying the great outdoors.

People Outdoors is a registered NDIS service provider certified with the Department of Health “I love the camps it gives me and Human Services (DHHS) and accredited with the the opportunity to meet new Australian Tourism Accreditation people try new things and the Program (ATAP).

Once you have chosen a camp, you will receive an information pack outlining what campsite you will be going to and what activities you will be doing.

What We Do Activities on camp will depend on the campsite you will be staying at.

The choice is yours! We love ADVENTURE so you will find activities such as canoeing, flying fox, giant swing, ropes courses, swimming, bush walking, archery, yabbying and so much more available to choose from.

volunteers are awesome there is not a thing they won’t do for Programs include single day you” -Rita, through to week long camps and People Outdoors Camper If you are more the indoor type provide people with disabilities

Our Programs

the opportunity to experience the social and developmental benefits of adventure outdoors. In some cases, participation is assisted by our charity, the People Outdoors Fund.

All programs are staffed by trained and passionate professionals and volunteers.

People Outdoors programs are

Where We Go

Our programs only operate at Australian Camps Association member camps that are accredited with the ATAP program. Each camp utilises varying facilities and activities.

Most camps are held within 1-3 hours drive from Melbourne.

you may choose activities such as arts and crafts, discos, movie nights and cooking.

You may also visit local attractions, festivals and markets.

Book Today!

What are you waiting for? Give us a call today to see what we can do for you- 03 9365 7150.

www.peopleoutdoors.org.au 03 9365 7150 | 1/14 Concorde Dr, Keilor Park VIC 3042 1238376-CB32-16

40

Choices

1236246-CB36-16

Choices

41

THE NATIONAL DISABILITY INSURANCE SCHEME 5 things you need to know about the NDIS in Victoria he National Disability Insurance Scheme (NDIS) is the new way of providing individualised support for people with disability, their families and carers. The NDIS is the insurance that gives us all peace of mind. Disability could affect anyone and having the right support makes a big difference.

1 July 2018 - 30 June 2019 to 1 July 2018 - 30 June 2019 G Southern Melbourne

The NDIS provides eligible people a flexible, wholeof-life approach to the support needed to pursue their goals and aspirations and participate in daily life.

G Goulburn

1. What The Commonwealth and Victorian governments have agreed on how the NDIS will be rolled out across Victoria. In Victoria, the NDIS will be operating statewide by July 2019. The NDIS already has a trial site in the Barwon region.

4. How The National Disability Insurance Agency (NDIA) is working closely with relevant Commonwealth and Victorian government departments to ensure there is a smooth transition to the NDIS for new and existing clients, their families, carers and providers.

2. When The NDIS is a big change and will be progressively rolled out across Victoria over three years.

People currently receiving support through the Commonwealth and Victorian Government will be moving to the NDIS at different times depending on the type of support they are receiving and where they live.

5. What can I do to prepare?

Before your area transitions, if you currently access services you will be contacted to discuss the process of entering the NDIS.

T

3. Where The regions below transition during the following periods.

1 July 2016 - 30 June 2017 to 1 July 2016 - 30 June 2017 G North East Melbourne G Central Highlands G Loddon 1 July 2017 - 30 June 2018 to 1 July 2017 - 30 June 2018 G Outer East Melbourne G Inner East Melbourne G Ovens Murray G Inner Gippsland G Western District G Bayside Peninsula G Hume Moreland

42

Choices

G Brimbank Melton G Western Melbourne G Mallee G Outer Gippsland

TOOTGAROOK a c c e s s i b l e

/VSPKH`House Coastal beach house fully equipped with facilities that suit people with disabilities or in aged care. Located just over an hour from the city.

14

single beds in 6 bedrooms

2

lounge rooms and a self-contained kitchen

3

accessible bathrooms

www.oakleighcentre.org

1237671-CB32-16

ph:(03) 9569 0603

. . . a key ingredient behind helping students with special needs is the smaller class sizes. Melanie Weinberg.

BUILDING BRIDGES FOR STUDENTS It’s all about supporting families . . .

W

ith its colourful superhero pictures on the classroom walls, teeny tiny chairs and tables and adorable children dressed in shiny new school uniforms – this looks like your average prep class starting off the school year.

But the St Paul’s College Bridging Program is different – it gives children who have a special needs one year of additional preparation and support for entry into a mainstream school.

And according to Bridging Program teacher Melanie Weinberg – a key ingredient behind helping students with special needs is the smaller class sizes.

This year the program, which has been running for several years, has 14 students in two classrooms.

“It gives us a chance to really be creative in a small setting,” Ms Weinberg said.

“Even behaviours, behaviours can be really challenging. In a small setting it allows us to really iron that out.”

rules of a classroom and the smaller class size allows the teachers to provide students the additional support they may need to master these classroom routines.

In term two the students spend two days of each week at the mainstream school with their Bridging Program teacher on hand to help the student and also the prep teacher.

The ultimate goal is for the student to become independent enough to become a part of the mainstream school and for their new school to have best tools to support them.

“This program sets parents up, it sets teachers up and it sets schools up,” Ms Weinberg said.

“It’s also about supporting families, giving them some hope that they can keep going and they can still have choices.”

Further Information St Paul’s College Gate 3, 13 Fernhurst Grove, Kew Victoria 3101 T: (03) 9855 7700 E: stpauls@vmch.com.au

The Bridging Program works in partnership with parents and the mainstream school of the parents’ choice to help the student transition into that school.

The year includes extended opportunities for play-based and experiential learning, appropriately adapted early school curriculum in English, maths, science, the arts, technology and physical, personal and social learning.

Parents Miriam and Tom (pictured) admit they were daunted about the prospect of sending their son William, who has Down syndrome, to the local school of 600 students, where their older daughter attends.

They used the Early Childhood Intervention Services at Villa Maria Catholic Homes and when they heard about the Bridging Program thought it would be ideal for William.

“I would be really worried about him if he was just jumping straight into school,” Miriam said.

“With the transition to that more formal learning, it’s going to be quite a big leap for him to sit and concentrate and focus on the task and follow instructions, which has not been required of him in kinder.

“I think the teachers here have loads of skills in helping him do that, which he probably wouldn’t have otherwise.”

And so far, so good. William, who loves dancing and music, is enjoying the program.

“We talk about school at home and he’s excitied and he likes it. He’s really looking for the social interaction and the learning,” Miriam said.

In term one the students learn about the structures and

44

Choices

Miriam and Tom with their son William – a bridging program student - and his sister Grace.

GROW YOUR CHILD’S POTENTIAL St Paul’s College is a Catholic specialist school for children aged 5 to 18 years with intellectual and physical disabilities or diagnosed Autism Spectrum Disorder.

To help your child reach their full potential, we offer: • Bridging and Dual-School programs at mainstream schools and St Paul’s College • Strong home-school partnerships • Allied health professionals working with teaching staff Contact Principal Trevor Herny on 03 9855 7700 or email trevor.herny@vmch.com.au or visit vmch.com.au/stpauls

1237761-CB36-16

Choices

45

VISION AUSTRALIA Vision Australia is the nation’s leading provider of blindness and low vision services

V

ision Australia is the leading provider of blindness and low vision services in Australia. It supports more than 33,000 people who are blind or have low vision in the home, school or work so they can live the life they choose.

Vision Australia is a not-for-profit organisation that offers services and support for clients throughout NSW, ACT, Queensland and Victoria.

In Victoria, centres are located in Ballarat, Bendigo, Geelong, Boronia, Dandenong, Kensington, Kooyong, Mildura, Shepparton, Warragul and Warrnambool.

Supporting children through every life stage Vision Australia aims to give every Australian child who is blind or has low vision the access to specialist support services that will enable them to develop and participate at every stage in life.

Specialist staff work in partnership with families to establish individual goals, activities and skills that will support parents and caregivers to maximise their child’s development and participation in life.

What happens when a child is referred to Vision Australia?

When a child’s referral is received, the family is contacted to discuss their needs and provided with a key contact worker. The key contact worker is the family’s key connection at Vision Australia and works with the family to identify their goals. They also provide information on their child’s eye condition to assist the families to improve their understanding of what it means to their child.

Who provides the services to children?

A full range of professionals support the delivery of blindness and low vision services to children; they include – Early Childhood Teachers, Occupational Therapists, Paediatric Physiotherapists, Child and Family Counsellors, Speech Pathologists, a children’s library (Feelix Library) Orientation & Mobility Specialists, Orthoptists and Adaptive Technology consultants.

What do they do?

Vision Australia works closely with families to equip each child with the skills and abilities that will enable them to participate fully throughout life. Vision Australia works with the child and family in their environment to facilitate the transition into mainstream pre-school/kinder, Primary, high school, further education and onto employment.

The types of support that each profession provides is very extensive, but includes • Providing strategies to maximise the child’s learning opportunities

46

Choices

• Analysing the home environment and identifying what changes could be made to support the child’s learning and development • Developing speech and language, and communication between a child and their parents, carers and peers • Helping parents to have conversations with schools so they are able to confidently talk to teachers about their child needs • Helping parents to understand their child’s vision • Helping with social skills to support inclusion • Assisting with school-age Braille, adaptive technology and equipment supports • Supporting teenagers to explore career opportunities • Amy and Neva’s story Amy is the mother of seven-year-old Neva. Amy has experienced first-hand just how life-changing Vision Australia’s services can be for the families of children who are blind or have low vision.

Neva was only three-months-old when she was diagnosed with Albinism, a congenital condition which causes low vision.

Upon learning of Neva’s condition, Amy was shocked and devastated to hear that Neva’s condition could quite possibly leave her legally blind, which means that she would need an aide for her schooling and would never be able to drive a car.

The diagnosis left Amy wondering how her little girl would fit into this world and how she could best prepare her for the challenges ahead. Amy felt helpless and it wasn’t until she spoke with an Early Childhood Educator at Vision Australia, that she felt comforted in those uncertain, early months.

Amy received home visits from Vision Australia every month for the first year of Neva’s life to support Amy and her husband with strategies that gave Neva the best possible start in life.

Today, Neva is a determined and bright girl who is doing well at school. She is like every other little girl who loves fairies and playing with her brother and sister.

For more information about all Vision Australia services, call 1300 84 74 66 or visit www.visionaustralia.org

Accredited NDIS Provider*

Continue your studies in a fully supported environment with the leading experts in the field The Encompass College of Education and Training, with over 30 years of experience, is here to help you reach your full potential!

We assist in finding the most appropriate post-school options for you to ensure that you become work-ready and are engaged in the community.

We offer courses in: 22301VIC—Certificate I in Transition Education 22302VIC—Certificate I in Work Education 22293VIC—Certificate I in Initial Adult Literacy and Numeracy 22294VIC—Course in Initial Adult Literacy and Numeracy

Talk to us 5222 2819 TOID 6899

This training is delivered with Victorian and Commonwealth Government funding. Eligibility criteria may apply. Individuals with disabilities are encouraged to access government funding. *Access to funding may be affected

Encompass College of Education & Training 400 Pakington St, Geelong 3220 VIC (Ph) 5222 2819 | (Email) rto@encompass-cs.org.au|www.encompass-cs.org.au 1238035-CB36-16 Like Encompass Community Services on Facebook

Our qualifications are recognised Australia wide . . .

ENCOMPASS COLLEGE OF EDUCATION Inclusion is the key to Community success

R

aising awareness of Universal Opportunity for all is the key to the success for Encompass Community Services. Recently Encompass College of Education and Training was acknowledged for its achievements as a finalist in this yearâ&#x20AC;&#x2122;s Victorian Training Awards. This is in recognition of Encompassâ&#x20AC;&#x2122;s dedication to providing real opportunities for people with disabilities as well as training a future workforce in the growing community services sector.

The College began in 1998 when avenues to higher education were limited for people with disabilities. The College provides an environment that enables people of all abilities to have access to training that is personalised to their needs in order for them to achieve their goals. It is truly amazing what is possible when you support and empower people to be their best.

The College has grown and developed to be the disability training provider of choice in the Barwon Region and is recognised as one of the best in the field of Community Services.

The trainers at the College are industry leaders, often working full time in their areas of expertise, committed to training a future workforce. The students benefit from this lived experience. As the College has grown so has the organisation. A wonderful environment is created where staff, students and volunteers work together to achieve some amazing outcomes.

48

Choices

With the national roll out of NDIS there is now a real opportunity for people who want to work in the disability and community services sector. Now is a great time to get ahead of the curve. In Geelong, where Encompass Head Office is based, we have seen 1 in 4 jobs advertised being in these sectors due to the roll out of NDIS the Barwon region. Not sure which course? We offer Cert III in Individual Support which will provide you the qualification to work across the community services sector. We also offer Cert IV specifically for Disability and is a sought after qualification with Disability Service providers and government agencies working in the Disability Sector. First Aid courses are included in our training as well as a workshop understanding NDIS .

Our qualifications are recognised Australia wide providing education in the pre-requisite to employment with service providers and government agencies.

Students go onto placement with confidence in the learning they have received. We have a student satisfaction rate over 90%. We often see a student being offered employment before placement is completed - Industry knows the quality of education our students receive.

For more information on our Training College please contact us on 5222 2819 or go to our website www.encompass-cs. org.au/services/college

We continue to see our participants achieve by being involved in the NDIS.

ENCOMPASS COMMUNITY SERVICES Your Vision has been Our Vision for over 30 years & NDIS is Business As Usual……

E

ncompass Community Services (Encompass) is a not-for-profit organisation committed to promoting equality and opportunity for people. We offer support to people with physical, intellectual, sensory and psychological disabilities, young people who are disengaged, long-term unemployed and those facing financial, social or learning barriers Operating under the National Disability Insurance Scheme (NDIS), for over 3 years now, NDIS is ‘Business As Usual’ for Encompass. When you grow organically there are always challenges and NDIS has been no different. The concept of a person-centred approach, a key platform for NDIS, was closely aligned with our organisation’s strategic direction. Consciously, we had moved to this approach many years ago in recognition of our clients’ requests to achieve individual goals.

We continue to see our participants achieve by being involved in the NDIS: the increase in program flexibility, individualized support, and more importantly – choice & control in how their needs and goals are met.

When talking to participants, their carers and families, it is evident that the NDIS is working for many of them.

A number of participants have engaged with travel training support and have gained an outcome of learning to travel either by taxi or public transport independently.

This has taken a lot of pressure off families who were previously transporting participants to and from their daily activities. Some of our families have commented that the additional support from NDIS outside of the standard operating hours, traditionally 9am-3pm, has not only resulted in the participant increasing their community access opportunities, but has also increased their independence from their families time and interdependence with their peers.

Many participants have gained work experience at our various Social Enterprises. Participants are enjoying the opportunity to gain experience in a supportive environment, feeling valued as a member of the team.

Our weekend camps also provide a chance to be independent and away from the family unit for a weekend, spending time with friends and experiencing different activities.

Did the NDIS challenge us?

Absolutely but it also empowered us to move into the next 30 years richer for the experience Tips for those meeting with NDIS planners: Pre-plan before meeting with your NDIS planner. Write down some of your goals and aspirations to ensure you don’t forget to mention them at the meeting.

G

Be honest and transparent about some of the barriers you face. This is the only way you are going to get the support that you require.

G

You don’t have to go to the meeting alone. If you want, you can bring your advocate to the planning session.

G

Think about what you have in your current plan. Is there something you would like to keep or something you wish to change?

G

Write down some events or things in your life which have been difficult for you. For example community access, using public transport, making yourself understood in a cafe or trying to get a job.

G

G

If you already have funding the following may apply

Ensure it is maintained. Families and/or individuals should inform the planner if there have been any barriers towards using their funding, eg- a waiting list to gain access to a service

G

If you need assistance with using funding / accessing a service, you can request a case manager or coordinator to assist.

G

If you have progressed towards your goals and if you have achieved them what would be the next goal for you?

G

Most importantly, remember that you can appeal the decisions in relation to your individualised package. If there are any gaps, you should let your planner know!

G

For more information on our many services please contact us on 03 5222 3377, like us on facebook or go to our website www.encompass-cs.org.au

OLD PROBLEM NEEDS NEW SOLUTION Dyslexia Australia

It is known that a dyslexic has trouble with phonics based reading techniques.

I

n the past, children who were naturally left-handed were forced to use their right hand.

While we know very little about what influences hand preference, we do know that handedness reflects the wiring of the individual brain.

These days, left-handedness is more accepted and acknowledged as a natural preference. Children are no longer forced to change or rapped over the knuckles for their natural preference of left handedness.

A dyslexic is naturally a visual thinker. As with left-handedness, we really understand very little about the wiring of the brain of dyslexics.

It is known that a dyslexic has trouble with phonics based reading techniques.

Using phonics based reading strategies is like forcing a left handed person to use his/her right hand.

When it doesnâ&#x20AC;&#x2122;t work send the person off to an occupational therapist or, in the case of a dyslexic, a speech therapist.

You are about to experience why it is important to allow a dyslexic to read using their natural visual processing style rather than phonics based programs.

For this experiment you will need a pen/pencil and paper.

The first step is to put the pen in your non-dominant hand. This means if you use your right hand put the pen/pencil in your left hand and visa versa.

Now, using your non-dominant hand print your full name on the piece of paper and then write your full name.

Did you feel comfortable using your other hand?

Did this require more concentration?

Describe the differences you see?

Describe the difficulties you experienced.

If I recommended changing your pencil grip, would that help?

If I recommend using a different pen or pencil, would that help?

If I give you coloured paper, would that help?

If recommend that you continue practicing until you are precise in your letter formation, would that make you feel naturally left handed?

When practicing has not produced the results needed then see an Occupational Therapist.

Will you then feel naturally left hand dominant?

Would medication help?

Do you think that using your natural dominant hand would be a more practical solution?

Using phonic programs for a dyslexic is similar to forcing you to use your non-dominant hand to print/write. Would you prefer to be forced to use your non-dominant hand or be allowed to use your dominant hand?

Hopefully in the near future dyslexia will be accepted and the dyslexics will be allowed to use their visual learning style rather than be forced to adapt or fail to adapt to an unnatural learning style.

This information is available on the Dyslexia Australia website: www.dyslexiaaustralia. com.au

50

Choices

PENINSULA SPECIALIST COLLEGE Opportunity to develop independence

P

eninsula Specialist College is a dual mode setting catering for students with an intellectual disability.

Students are aged between 5 to 18 years, with a primary and secondary department operating in the school.

The school provides comprehensive programs for students with an extensive curriculum to ensure that students achieve personal success, in a caring and supportive environment.

Peninsula Specialist College aims to provide students with the opportunity to develop independence, life skills and a love of learning and self-esteem. The school celebrates success by recognising, encouraging and rewarding skills and achievements.

An Individual Educational Program is developed for each student. Programs are implemented in classrooms with small student numbers and high staff ratio. The school caters for the Mornington Peninsula area and is purpose built. Peninsula SC is situated in a rural setting on the Mornington Peninsula with views to the sea, surrounding hills and vineyards.

Curriculum Peninsula SC provides an engaging and comprehensive curriculum to meet the needs of all students. The curriculum provides a strong focus on Literacy and Numeracy, while communications skills, social skills and technology programs are challenging and extend prior knowledge and experiences for students through innovative programs that ensure individual learning styles are addressed.

Specialist Curriculum include: Swimming Bike Ed Camps Riding for the Disabled iPad class sets Primary Industries Hospitality Library Interschool Sport School Concert, Performances, Drama Life Skills Life Education Program Work Experience/Managed Individual Pathways Incursions and Excursions Educational partnerships with local Primary Schools and the Royal Botanic Gardens Cranbourne

Facilities Peninsula SC is a purpose built school (completed in 2003) that caters for the needs of students with intellectual disabilities. The modern architecture is designed to enhance the learning environment. We provide Speech Pathology, Physiotherapy, Occupational Therapy and Psychology support through our multidisciplinary paramedical team.

Facilities include Koori Studies Computer Lab Centre Interactive Whiteboard in Every Classroom Well Resourced Library Professional Home Economics Kitchen Art Studio Multipurpose Room Court Yard Kitchens between Classrooms Playgrounds Paramedical Rooms Spa Area Basketball Court (indoor & outdoor) Soccer/Tennis/Cricket Pitch Rubberised Bike Track Bike Education Literacy Studio Dance & Music Studio Welfare Studio Spacious Classrooms We welcome your visit to our school to view programs and facilities and to speak with staff about the wonderful achievements of our students.

For further information, contact the principal Peter Koop on 5987 2649 or Email: peninsula.specialist.co@ edumail.vic.gov.au

Choices

51

CREATING MORE INCLUSIVE SCHOOLS

W

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

The Victorian government is committed to making Victoria the Education State – a state where every Victorian child has an equal right to the knowledge and skills to shape their lives, regardless of their personal circumstances.

The Special Needs Plan for Victorian Schools, with its nine initiatives, is part of achieving that vision towards equity and inclusion. The Plan will ensure that students with disabilities and special needs get the same chances as other students who do not face these additional challenges.

An equitable and inclusive system is about ensuring excellence for all – to enable every child and young person to learn in a safe, positive and supportive environment in the setting best suited to their needs.

The Special Needs Plan helps lay the foundations and the scaffolding to build the Education State – because a fair education system is one where everyone – regardless of their circumstances, ability or postcode – can realise their right to a great education.

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

In one of its first initiatives under the Special Needs Plan, in July 2015 the Government announced a comprehensive Review of the Program for Students with Disabilities (PSD).

The PSD Review looks at how schools can even better support students with special needs, including those with autism and dyslexia.

An Advisory Panel is being consulted as part of the Review, including representatives from principals’ groups, Australian Association of Special Education, Parents Victoria, AMAZE (Autism Victoria), the Specific Learning Difficulties (SPELD) Victoria, the Children’s Hospital and the University of Melbourne.

The Review is investigating:

the needs of all children with a disability in government schools, in particular, children with autism and dyslexia

how to improve the way the PSD supports students with disabilities

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

how the PSD can support excellence in inclusive education.

The first stage of the PSD Review involves in-person consultations with peak bodies, academics, practitioners, principals, teachers and unions led by Australia’s former Disability Discrimination Commissioner Dr Graeme Innes.

Throughout August and September, Victorian families, teachers, principals and others in the public who have an interest in the education of children with a disability are invited to submit their recommendations for improvement.

The Review will deliver its recommendations to the Government in November.

52

Choices

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

Other initiatives in the Special Needs Plan for Victorian Schools include:

A $10 million Inclusive Schools Fund for existing schools, to provide better buildings and facilities for students with special needs New requirements for teachers to complete special needs training as part of their pre-service and In-service professional learning A requirement that all newly-built

government schools â&#x20AC;&#x201C; or schools undertaking planning works â&#x20AC;&#x201C; provide facilities to accommodate the diverse needs of students An investigation into an early years screening program for learning disorders Expansion of the Ability Based Learning and Support (ABLES) for all students who are not at the standard school curriculum level (pre-AusVELS).

The Victorian Government is investing $4 billion to make Victoria the Education State, so every community has a great local school and every child gets the chance to succeed.

One of the characteristics that will define the Education State is the extent to which we define and embed excellence and opportunity in every classroom, for every student.

While each initiative in the Special Needs Plan has a specific set of outcomes, taken together they represent a comprehensive strategy and commitment to excellence and inclusion for students with special needs in our schools.

For more information on the Special Needs Plan and other initiatives, visit www. education.vic.gov.au/specialneedsplan

The Victorian Government is investing $4 billion to make Victoria the Education State.

EARLY CHILDHOOD Intervention Australia

E

CIA VC (Early Childhood Intervention Australia) is the peak body representing both professionals and organisations that provide services for young children with developmental delays or disabilities and their families. At ECIA VC we lead, strengthen and promote the sector by: Influencing policy

Promoting quality services

Providing and promoting professional development

Promotion and dissemination of research and findings

Building community awareness of the importance of Early Childhood Intervention.

So what is ECI (Early Childhood Intervention)?

There’s strong evidence to show that if support is provided to a young child who has a disability or developmental delay, the earlier it’s provided the better. We call this support Early Childhood Intervention.

ECI supports these children as well as their families.

ECI promotes development, well-being and community participation.

ECI service providers work at the coalface of the disability sector.

Their mission is to get the best possible outcomes for child and family by early provision of intervention supports.

How do ECI service providers do this?

The aim of ECI service providers is to build the knowledge and skills of families to raise their child. They focus on the child’s strengths and ability to participate in family and community life. Services are provided using a family-centred approach with a focus on recognising the importance of working in partnership with the family.

Ranging from special education, therapy, counselling, service planning and coordination as well as assistance and support to access services such as kindergarten and child care.

This is where some people might be asking why are the early years important? Or why are the early years different in the disability sector? It’s simple. The early years lay the foundation for all future development. Scientific evidence shows that early experiences shape our lives by affecting the way the young brain develops. Meaning what happens to us in the early years has a major effect on our health and social development right through to adulthood.

54

Choices

Two key points of difference around the Early Childhood space to the rest of the disability sector are: 1. ECI practitioners don’t deal directly with the participant, who is too young. They deal with the families and support networks to build a range of knowledge and skills of the family members to promote involvement and participation.

2. The early years is a unique timeframe for both the participant and also the family. There is a grieving and sometimes traumatic phase for families as they come to terms with their child’s unique situation. It is critical that families are educated and have the right resources at hand to make a well informed, educated decision about the services that they think are going to best benefit them and their child.

How ECIA can help And that’s where we come in... ECIA VC runs events, publishes documents (such as the ‘Making a Start’ booklet) designed to introduce families to ECI, professional development and other activities. ECIA VC has had a significant influence on the practice of ECI services as well as government policy. ECIA VC has always pushed the adoption of family-centred practice. We continue to address emerging challenges, and to ensure our members are supported to deliver best practice.

So, what is the NDIS (National Disability Insurance Scheme)? Firstly, let’s talk about the old disability scheme. Summed up by the Productivity Commission Report 2011, the old scheme was labelled: “Underfunded, unfair, fragmented and inefficient”. The old scheme saw families having little choice, about what service provider they could choose and what these supports could look like in a way that suited their family. Under the NDIS, families will have choice and control over the supports which have been determined reasonable and necessary for their child/children.

In preparation for the NDIS, ECIA VC have made changes over the past six months and will continue to do so in the lead up to full scheme roll-out to ensure that we are in the best position possible to provide the necessary support to our members so they can continue the work alongside their families. With these changes, the ECIA VC team has grown from two full time staff members to six with a focus of providing more for our members and more for the sector.

In doing so, we’ve created a series professional development events including an NDIS Readiness forum and an NDIS Readiness roadshow. Online content and resources package around what organisations can be doing now under NDIS Readiness at both a managerial and strategic level. Working groups made up of sector professionals to discuss best practice across a variety of ECI disciplines to add another dimension of ECIA’s online resources as well as co-designing the outcomes framework with the NDIA (National Disability Insurance Agency) for the ECI sector. Furthermore, we’ve been commissioned to run the national guidelines project by the NDIA to provide recommendations on best practice for ECI providers for the NDIS. Events & professional development: The events being run by ECIA over the next three months sees opportunities for both practitioners and managers.

Covering off transitioning into the NDIS space for organisations to cultural awareness workshops partnering with VACCA (Victorian Aboriginal Child Care Agency) to deliver an Aboriginal and Torres Strait Islander cultural awareness workshop. We’ll be celebrating what we’re calling ‘NDIS Readiness Month’ in September where we’ll be taking a roadshow around rural and regional Victoria to educate and promote awareness for the ECI sector around how the NDIS will be shaped for the early years. Following on from the roadshow is our NDIS Readiness forum which will be themed around business transformation for the NDIS.

comes to hand from the NDIA around the scheme, business transition with a focus on marketing, cultural change, infrastructure and business systems as well as financial management. Further to the resources sits a video component where ECIA VC sit down and discuss challenges and areas of concern with our members as well as videos answering our members questions around the NDIS. National Guidelines Project: The National Guidelines Project saw workshops being run across the country with over 400 practitioners involved in healthy discussion around the ECI sector. Key deliverables for the project were to identify the principles of best practice from both national and international ECI literature, review current ECI practice, compare current practices with principles of best practice as well as recommend strategies, tools and resources to address any gaps identified between current practices and the principles of best practice. As a result, there have been a series of emerging themes reports published from each of the workshops also available online.

Online resources:

With these key projects that we have in place, we’re going to continue ensure that our member organisations are not only providing best practice, but are also the most informed, upskilled and up to date organisations working in the ECI space. We want to be there for them at the start of their transition into the NDIS as well as be there with them through the highs and lows of what is shaping up to be an exciting and critical period of change for the disability sector.

The online resources that have been produced for ECIA VC members are also structured around NDIS Readiness with the aim of the resources to offer a suite of resources to keep informed and up-to-date on information as it

For more information on any of the projects, events and resources that ECIA VC are running, please visit http:// www.eciavic.org.au/ or contact us: ph: 03 9018 5496 or email edward.capel.ecia@gmail.com

Choices

55

Research shows that caring can impact significantly on the health and wellbeing of the carer.

M

any people provide care for a family member or friend who needs their help to be able to stay at home. However, many of these people do not think of themselves as ‘carers’. They are firstly a husband or wife, son or daughter, parent or friend.

There are over 700, 000 carers in Victoria. A carer is someone who provides unpaid support to a family member or friend who is frail and elderly, who has dementia, a mental illness, a disability or chronic illness, or who receives palliative care.

Many carers provide support 24 hours a day, seven days a week. They help with daily needs and activities like feeding, bathing, dressing, toileting, lifting and moving and administering medications.

CARERS VICTORIA A carer is someone who provides unpaid support to a family member or friend

At Carers Victoria, we work with carers from all walks of life, cultures and religions. Some carers may only be ten years old while others may be nearing 90. Their caring role may have come about gradually – the need for help becoming more and more necessary as the person’s health and independence declines over time. For other, the caring role may happen suddenly – after a health crisis (like a stroke or heart attack) or an accident.

A carer may not live with the person needing care, and may not be the main source of support. Some carers may receive a Carer Payment or Carer Allowance from Centrelink – but others may not.

Others care for people who are fairly independent but may need someone to keep an eye on them or help with them with tasks like banking, transport, shopping and housework.

Research shows that caring can impact significantly on the health and wellbeing of the carer – but that information and support as well as being connected with other carers can improve this. We also know that caring can affect relationships, employment, social connectedness and many other aspects of the carer’s life.

Most carers give comfort, encouragement and reassurance to the person they care for, oversee their health and wellbeing, monitor their safety and help them stay as independent as possible.

Caring can also bring about many rewards. Staying together or keeping the person you care for, living in their own home, brings a sense of purpose, joy and achievement.

Carers help their family members to have a good quality of life.

Carers Victoria wants all carers to be aware of the information, services and supports that they can access, not just through our organisation, but through many others across the state. We have specialist advisors who will talk to carers about their caring role and make suggestions, provide advice and information and refer them to the services and supports that can best support them.

At Carers Victoria, we are keen to be in touch with all carers, to make sure that they are aware of the supports and services available to them.

Carers save the Australian Government over $40 billion each year. Carers Victoria also represents the needs and views of carers in Victoria to government at all levels.

For this reason it is important that we are in touch with as many carers as possible and that they are telling us what they want and need so that we can advocate to government for funding and supports to best meet these.

56

Choices

So whether you, or someone you know, are new to a caring role – or have been caring for some time – give us a call to make sure you know what is available to make your role easier.

Call Carers Victoria on 1800 242 636.

BAYLEY HOUSE Bayley House has been providing support services to people with an intellectual disability in the Bayside Metropolitan area for 65 years. In addition to an extensive day service attended by more than 180 people, Bayley House also operates supported accommodation and short term respite services.

Bayley House’s person centred approach delivers a flexible, tailored service which enables each person’s interests to be met and caters for differences in ability, age and support requirements. This empowers individuals to become more independent, achieve their goals and participate as a valued and active member of the community.

Individuals are assisted to identify their interests, determine the support they may require and establish personal goals to work towards. The outcomes achieved are very individual and have different meaning and value for each person.

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

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

1236996-CG33-16

Located in Brighton, Bayley House offers adults with an intellectual disability activities that are fun, develop skills and create opportunities to gain new experiences. All programs are supported by qualified and experienced staff, great facilities and a positive social environment. Programs include art, computers, cooking, performance, digital media, vocational training and community access.

57

LOCALITY GUIDE BAYSIDE, EAST, REGIONAL VICTORIA, SOUTH EAST, WEST, NORTH EAST, NORTH WEST, MELBOURNE BAYSIDE

Bayley House Mornington SDS Naranga School Nepean School Peninsula Specialist College Statewide Autistic Services – SASI

EAST

Andale School Ashwood School Aurora School Croydon SDS Yarra Ranges SDS

57 28 29 Front Cover, 2, 4 & 5 51 22 & 41 10 25 21 23 26

Bendigo SDS Encompass Community Services South Gippsland SDS YMCA

6 47, 48 & 49 14 38 & 39

SOUTH EAST

Belmore School Glenallen School Insight Education Officer Specialist School Springvale Park SDS The Cheshire School The Currajong School The Oakleigh Centre Vermont Sth Special School

32 7 12, 13 & 35 33 8 20 11 43 17

WEST

Glenroy Specialist School Melton Specialist School People Outdoors Western Autistic School

NORTH EAST

Bulleen Heights School Hume Valley School

16 9

NORTH WEST

Northern School for Autism Sunbury & Macedon Ranges SDS Waratah Special School

24 18 19

REGIONAL VICTORIA

MELBOURNE

58

Choices

AMAZE Victoria Carers Victoria Dept of Education Dyslexia Australia Early Childhood Intervention Australia Port Phillip Specialist School The NDIS Thomas Cowley – Going to NASA V illa Maria Catholic Homes V ision Australia

34 15 40 & Back Cover 36 & 37

30 & 31 56 52 & 53 50 54 & 55 27 42 3 & 20 44 & 45 46

CONTENTS AMAZE Victoria ................................................................................................................... 30 & 31 Andale School..............................................................................................................................10 Ashwood School ..........................................................................................................................25 Aurora School ..............................................................................................................................21 Bayley House ...............................................................................................................................57 Belmore School ...........................................................................................................................32 Bendigo SDS .................................................................................................................................6 Bulleen Heights School ................................................................................................................16 Carers Victoria .............................................................................................................................56 Croydon Specialist Developmental School ......................................................................................23 Dept of Education ............................................................................................................... 52 & 53 Dyslexia Australia.........................................................................................................................50 Early Childhood Intervention Australia ................................................................................... 54 & 55 Encompass Community Services .....................................................................................47, 48 & 49 Glenallen School ............................................................................................................................7 Glenroy Specialist School .............................................................................................................34 Hume Valley School ........................................................................................................................9 Insight Education ...........................................................................................................12, 13 & 35 Melton Specialist School ..............................................................................................................15 Mornington Special Developmental School .....................................................................................28 Naranga School ...........................................................................................................................29 Nepean School ..................................................................................................Front Cover, 2, 4 & 5 Northern School for Autism ...........................................................................................................24 Officer Specialist School ...............................................................................................................33 Peninsula Specialist College .........................................................................................................51 People Outdoors ..................................................................................................... 40 & Back Cover Port Phillip Specialist School.........................................................................................................27 School Locality Listings ................................................................................................................58 Springvale Park SDS.......................................................................................................................8 Statewide Autistic Services â&#x20AC;&#x201C; SASI ....................................................................................... 22 & 41 South Gippsland Specialist School ................................................................................................14 Sunbury & Macedon Ranges Specialist School ...............................................................................18 The Cheshire School ....................................................................................................................20 The Currajong School ...................................................................................................................11 The NDIS .....................................................................................................................................42 The Oakleigh Centre .....................................................................................................................43 Thomas Cowley â&#x20AC;&#x201C; Going to NASA ............................................................................................ 3 & 20 Vermont South Special School ......................................................................................................17 Villa Maria Catholic Homes .................................................................................................. 44 & 45 Vision Australia ............................................................................................................................46 Waratah Special School ................................................................................................................19 Western Autistic School ....................................................................................................... 36 & 37 Yarra Ranges Special Developmental School ..................................................................................26 YMCA ................................................................................................................................. 38 & 39 Next edition: September 2017 For bookings please contact: Themes Media on 5945 0666 or Email: katrina.mihai@starnewsgroup.com.au Published by Star News Group Pty Ltd ACN 005 848 108.

Publisher/Managing Director, Paul Thomas. All material is copyright to Star News Group Pty Ltd. For our terms and conditions please visit www.starcommunity.com.au

Choices

59

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

Call today- 03 9365 7150

www.peopleoutdoors.org.au

1238027-CB32-16

60

Choices