Choices 2022

Issue 18 • 2022

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Special Schools Guide - pages 7 - 59 Products & Services - pages 2, 3, 5, 6, 60 - 77 & back cover Schools for the hearing impaired and those offering deaf facilities pages 22 & 23, 38 & 39, 50 & 51, 56 & 57 Photo provided with the compliments of MECWA Care For further information refer to pages 2, 3, 70 & 71

Supporting you to live your way mecwacare empowers people to live their best life.

We have more than 60 years experience in supporting Victorians living with disabilities, and their families.

Our values-based care helps people with a disability to live independently in their own home.

Freecall 1800 163 292

•

Ways we support you: • Disability Support Programs • Home Care Services • Support Co-ordination • • • • • •

Personal Care Home Care Meal Preparation Property Maintenance Respite Care Transport

mecwacare.org.au

Proudly a not-for-profit, non-denominational charitable organisation 12558677-DL33-22

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best life!

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Out and about

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Support for your family

About ACD ACD provides free information, advocacy and support to families of children with developmental delay, additional needs or disability, from across Victoria.

Support Line This free service can help you to understand your child’s rights and support you to advocate for your child and family.

Call 03 9880 7000 or 1800 654 013 (regional)

Information and resources •

Find out more about what support children can get at kindergarten and school and help to navigate the NDIS.

Workshops •

Free online workshops that provide clear and accurate information to support you and your child.

Speaking up for children and families •

A strong voice for children with disability and their families.

Subscribe to our free monthly newsletter by visiting www.acd.org.au Follow us @acdvic Choices

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Canine Comprehension RETURNING to onsite learning, schools continue to have a huge task of managing students’ educational outcomes and balancing mental health after the social deprivation and uncertainty that COVID 19 brought to their families. Schools are looking for new ways to support children who are struggling with disconnection, anxiety, depression and loneliness. Lockdowns may be over yet the challenges continue.

Canine Comprehension offers a unique approach to such challenges. Their dog-assisted therapy programs are delivered to support mental health and wellbeing. A facilitator and their happy, furry friend run sessions which explore strategies to improve organisation, better listening, team building and interpersonal skills.

CEO and Founder of Canine Comprehension, Sarah Macdonald says “We need to focus on facilitating emotional growth, confidence and healthy social responsiveness. As a society, we need to prepare our young people for the challenges they will face both inside and outside of the classroom.” This is where Canine Comprehension’s unique approach has been so successful in schools and homes throughout Victoria. “The ability dogs have to positively engage people is well documented. These sessions have the ability to improve behavioural

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We need to focus on facilitating emotional growth, confidence and healthy social responsiveness.

responses, increase emotional wellbeing, ease anxiety and generally get students more excited about their education.”

The good news is programs run by Canine Comprehension therapy dogs are now funded by the Victorian Government. An investment of $217.8 million over four years to support student mental health and wellbeing, which all government schools can access.

“Our Therapy Dogs are very important coworkers whom we could not do without. They are happy to visit their students’ and it’s wonderful to watch the kids develop confidence as they engage with them. All the dogs love the attention and can’t wait to start their working day!”

INCLUSIVE, COLLABORATIVE, AND NURTURING Andale is an independent primary school that provides individual learning support for children experiencing learning difficulties.

Andale School provides an inclusive, collaborative, and nurturing learning environment in which every child can be themselves – extraordinary.

With small class sizes, highly skilled teaching staff, and integrated professional support from an Educational Psychologist, Speech Therapist and Occupational Therapist, Andale is unique in the Melbourne education landscape.

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We strongly believe that learning difficulties should not be a barrier to achieving potential.

By providing an inclusive school environment that nurtures individual strengths, our exceptional children will have the very best chance at social and educational success.

Please contact the school on 9853 3911 to learn more.

www.andale.vic.edu.au andaleschool@andale.vic.edu.au Choices

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Ascot Vale Heights is a Foundation - Year 12 inner city school where every student, every day is given the opportunity to be the best they can be.

We provide quality education programs which are delivered through the Victorian Curriculum.

• Integrated inquiry learning across the Victorian Curriculum • Personalised Learning Plans for all students • 1:1 iPad program across school • Mental Health Practitioner • Respectful Relationships • Allied Health Therapies • Learn to Play Program Specialist programs include: • Stephanie Alexander Kitchen Garden Program • Post School Transition Program • Intensive Swimming Program • Perceptual Motor Program • Personal and Social Capability • Incursions Excursions • Overnight Camps • Work Experience • Bike Education • Visual Arts • Music • PE

1 Tasma Street, Ascot Vale VIC 3032 Enrolment Enquiries: Christine Monahan 03 9370 8906 www.ascotvalehs.vic.edu.au ascot.vale.heights.sch@education.vic.gov.au 8

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Year 11 & 12 access VCAL, ASDAN & VET programs

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Aurora School Early Intervention and Early Education for Children who are Deaf and Deafblind AURORA SCHOOL Language Rich Bilingual Environment Aurora School is a Department of Education School which provides optimal learning environments for young children who are deaf and deafblind and their families across the State of Victoria.

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

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

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

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

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

For further information please contact us on Ph: (03) 8878 9878 Email: aurora.sch@education.vic.gov.au | Website: www.auroraschool.vic.edu.au Choices

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Belmore School LOCATED in Balwyn, Belmore School is a purpose built government specialist school that caters for students aged 5-18 living in the northeast quadrant of metropolitan Melbourne.

We provide expert education, care and support for students with a range of disabilities, including physical disabilities, intellectual disabilities, autism, visual impairment or complex health issues that require paramedical aid. We offer a comprehensive and contemporary learning environment-based on the Victorian Curriculumthat develops each individual student intellectually, physically and emotionally.

We also help our students to lead richer, fuller lives by maximising their independence, competence and confidence across the functional and behavioural aspects of day-to-day life.

Belmore School offers highly evolved and stimulating education programs. We implement individual learning plans for all students based on the Victorian Curriculum. Our comprehensive educational team is supplemented by highly qualified and experienced therapy staff including physiotherapists, speech pathologists, occupational therapists, and music therapists who work together in a multidisciplinary approach. We also use the Abilities Based Learning and Education Support (ABLES) program so that we can effectively assess and report on our students’ achievements. Our curriculum teaches life as well as learning skills to help students better navigate our ever changing world.

At Belmore School, our students are cared for and encouraged both in and out of the classroom.

Our mealtime program builds living skills that can help our students to maximise their independence. Students’ personal care needs are attended to by a dedicated ‘Care Team’ in a sensitive and respectful manner, in well-equipped private facilities. Our nursing and medical intervention staff ensures students with health impairments are comprehensively cared for.

Individualised medical care plans are put in place for students with chronic ill health.

At Belmore School, our facilities are second to none. Safe, purpose built classrooms and a playground with specially designed recreation areas create a secure yet stimulating environment.

We also provide a fully equipped Aquatics Centre, physiotherapy gymnasium and dedicated

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art and music spaces. Our extensive range of purpose-designed equipment, from standing frames, to walkers, to hoists and splints support students with all manner of physical disabilities.

Our ICT equipment is also leading edge: students can access interactive televisions, modified computers, notebooks and iPads and tailored education software.

We like to think we’re just that little bit more special than other schools. Here’s what makes us different and unique: ■ Smaller class sizes with teachers trained in specialist education ■ Integrated therapies with committed professionals working in tandem ■ Safe and supportive learning environment ■ Closer, more rewarding relationships between home and school ■ Regular camps, excursions and incursions with a focus on inclusion into our local community ■ Development of personal and interpersonal skills ■ Functional living program ■ Flexible dual enrolment opportunities From their initial Orientation Program through to their final Transition Program that helps prepare our students for success after they leave us, we are here for every one of our students, every step of the way.

For further information or to arrange a tour of our school, please contact our Principal Karen Overall on 9859 8762.

Belmore School Stroud Street, Balwyn, 3103 www.belmoresc.vic.edu.au belmore.sch@education.vic.gov.au

Belmore School Belmore School is a state specialist school catering for students who have physical or multiple disabilities or complex health impairments requiring paramedical support.

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

Key features of Belmore School include: • Purpose built school environment including a fully accessible playground • Small class sizes taught by specially trained staff • Individualised therapy programs designed and implemented by our team of physiotherapists, speech pathologists, occupational therapists and music therapist

• Hydrotherapy program in our onsite pool • Specialised equipment designed to meet students’ individual physical, mobility and independence needs • eLearning program • Students’ health requirements fully supported by a team of Div 1 registered nurses • Free chaperoned transport between home and school for students living in our zone Our principal Karen Overall welcomes you to contact her for additional information or to arrange a personalised school tour.

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

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Berendale School BERENDALE School is a secondary school in Hampton East, Victoria for students with a mild intellectual disability.

Berendale School values a culture of “Excellence in Inclusive Education” with high expectations for both staff and students. Our School Values of Integrity, Resilience, Respect and Independence are embedded in everything we do.

Focusing on a positive climate for learning we enable our students to succeed and thrive. Our school is a professional learning community where collaboration and collective responsibility for improving student learning outcomes provides every student with the best possible post school options.

Students from Years 7-10 follow the Victorian Curriculum and students in Years 11-12 will follow the Victorian Pathways Certificate (VPC), a new inclusive and flexible certificate which will replace the Foundation VCAL. It offers an engaging curriculum and additional support for students to develop the work-related skills and capabilities to succeed. Students will also have access to the variety of onsite and offsite VET courses.

Senior students can choose to enrol in a School Based Apprenticeship and Training (SBAT) and have several work experience options. Our students have the opportunity to enrol in a Certificate II in Food Handling, Catering or Horticulture.

Berendale School’s well-established Physical Education program enables students to have the

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Focusing on a positive climate for learning we enable our students to succeed and thrive.” opportunity to participate in structured swimming classes, interschool sports and a variety of sport clinics run by external providers. We have partnerships with local sporting clubs and the Special Olympic team.

Our students run the school canteen. It provides real life experiences such as preparing and cooking food, learning the skills of a coffee Barista, serving customers and using our point of sale electronic payment system.

We also have dedicated spaces for our Art and Music Programs where students can learn skills to participate in Art exhibitions and play instruments in the school band.

Our enrolments are drawn from a range of local special, mainstream and secondary schools in the Bayside Network.

Please visit our new school website https://berendale.vic.edu.au/ where you can access the most up to date information and links to our school policies, newsletters and key dates.

For further queries, information or to book a tour please contact Berendale School on 03 9555 6141.

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Excellence in Inclusive Education 2 Berend Street, Hampton East, Victoria, 3188 (03) 9555 6141

berendale.sch@education.vic.gov.au

www.berendale.vic.edu.au

www.facebook.com/Berendale

Resilience • Respect • Integrity • Independence Choices

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

The Victorian Curriculum provides a framework for planning whole-school curriculum.

Our exemplary teaching and learning programs are designed to individualised learning plans.

Program delivery using Applied Behaviour Analysis teaching techniques is available in the lower primary years and is implemented by a team of trained ABA therapists in partnership with teachers.

The Victorian Certificate of Applied Learning (VCAL) is a hands-on option for students in years 11 and 12 and delivered at both foundation and intermediate levels. VCAL gives practical workrelated experience, as well as literacy and numeracy skills and the opportunity to build skills that are important for life and work.

The provision of a structured, predictable and secure environment contributes to the achievement of both immediate and long term goals, in the belief that all students can learn and achieve success. Strategic plans support the development of 21st Century skills with a focus on

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Our team of teachers and education support staff are supported by a multidisciplinary team including a psychologist, speech therapists and occupational therapists.

STEM, digital technology, and innovative practices designed to enhance student learning across all areas of the curriculum.

Specialist teaching areas include Performing Arts, Visual Arts and Physical Education. Extra curricula programs supporting student learning include camps and excursions, community access and swimming. After school care is available to eligible students.

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

• As an Autism specific school, our aim is to provide personalised learning embedded in a rich academic, social and physical curriculum enabling students to reach their potential and to become contributing members of society.

• We offer excellent educational programs, based on the Victorian Curriculum designed to develop individual skills and strengths within a structured and secure environment.

Primary Campus 49-61 Pleasant Road, Bulleen Vic 3105 Phone: 9850 7122

Secondary Campus 221 Manningham Road, Lower Templestowe, 3107 Phone: 9852 1631

Website: www.bulleenheights.vic.gov.au

Email: bulleen.heights.sch@education.vic.gov Choices

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• Our multi-disciplinary approach to learning and teaching provides a safe environment where consistency is valued and motivated staff engage, instruct and assess students to achieve individual goals.

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Coburg Special Developmental School COBURG SDS is a dynamic Special Developmental School situated in the North Western region of Melbourne. We provide a friendly and caring environment that enhances learning, personal growth and well-being for all students. The school caters for families from the northern and western suburbs, from a range of socio-economic and ethnic backgrounds.

Students attending the school generally reside within our designated transport area.

Our school caters for students with a primary diagnosis of developmental delay or intellectual disability. Many of our students have additional needs that impact on their learning including, but not limited to, autism, communication and high sensory needs. We provide a caring and challenging environment that enhances learning, personal growth and well-being for all students.

The school embraces a trans-disciplinary, Child Centred Learning approach that allows all students to engage as effectively as possible with the curriculum. We ensure that communication, functional skills and social and emotional learning are embedded through all aspects of our

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

Capital Works - Beyond 2024 Coburg Special Developmental School received $22.585 million to upgrade and modernise our school.

With the funding, and the support of the Victorian School Building Authority, we are relocating to 189 Urquhart St adjacent to Coburg High School. Our new school will have permanent facilities and allow us to cater for up to 96 students. The new school site, roughly 3km from our current site, will be ready for our students from Term 1, 2024.

The project can be followed by visiting: https:// www.schoolbuildings.vic.gov.au/schools/ Pages/CoburgSpecialDevelopmentalSchool. aspx We look forward to this exciting new project and working to ensure the best outcomes for our students, staff, and community.

Coburg Special Developmental School received $22.585 million to upgrade and modernise our school

OPENING DAY 1, TERM 1 2024

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For further information please contact Principal Warren Tofts

(03) 9354 4366 187-195 Gaffney Street, Coburg. coburg.sds@education.vic.gov.au www.coburgsds.vic.edu.au Choices

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Empowering students with Down Syndrome THERE is little research on maths education for learners with intellectual disabilities that offers opportunities to engage in challenging content and mathematical thinking. New research shows ways to change this.

For the duration of a school year, researchers Dr Rhonda Faragher of the University of Queensland and Dr Barbara Clarke of Monash University worked with 15 teaching teams to study innovative approaches to maths education for learners with Down syndrome. The learning teams comprised 16 teachers, 19 learning support assistants, and 3 specialist teacher from 12 schools across the ACT and Victoria. This was the first time the teachers had taught a student with Down syndrome.

“Too often in the classroom we provide only those experiences that we believe children are ready for and this is an argument that often limits the mathematics to which children with learning disabilities are exposed,” said Dr Faragher.

The study identified four key themes that the teachers needed to consider.

The first was when to hold back from “telling.”

Teaching teams need to make decisions about when to hold back from providing the answers in order to help students develop strategies for monitoring their own progress.

“There is a tendency to give a struggling child the answer particularly when under pressure to ‘keep up with the rest of the class.’ A more appropriate response would be to make an adjustment that is manageable but challenging for the child, keeping in mind the value of students thinking for themselves and learning this way,” Dr Faragher said.

The second theme was deciding what kind of maths to teach. Some teachers experienced a tension between the mathematics curriculum and what they thought the child might need in the future (so-called “functional mathematics”).

Others challenged the issue of “readiness”, demonstrating that a student could be included in lessons on fractions, for example, even if they are not yet able to confidently count a collection of 10 objects.

Ensuring all students were learning on the same basis was the third theme that arose in the study.

Teaching teams noted that their students with Down syndrome liked to be seen to be doing the

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same work as the other children, and in response, teachers used creative ways to adjust the lessons to include the student in the learning activity.

“Effective inclusive practice does not imply all must do the same. The use of the iPad, in one instance, allowed the student with Down syndrome to engage with the concepts of the lesson, thereby doing ‘the same’ through supports to learning what she needed,” Dr Faragher said.

The last theme was the effective use of resources. The resources used were standard ones likely to be found routinely in maths classrooms, but, importantly, many were repurposed, with the teacher bearing in mind the needs of the individual child. The most-used resources included applications on iPads and magnetic counters on frames.

Underlying all these themes, said Dr Faragher, was teachers’ expectation that “the students with Down syndrome could learn the maths.” This required teachers to make adjustments at their professional discretion – but ones designed to remove barriers to learning, rather than to make work “simpler” for students.

The researchers emphasize that it is important to acknowledge the complexities of teaching in this environment and the need for a range of support.

“Having said that, we were encouraged by the creative ways that teachers engaged in both the teaching and the sharing of their developing expertise,” said Dr Faragher.

“We cannot be sure what a child with Down syndrome learns from mathematics classroom experiences but we can be sure that if the teacher restricts the task, language used, challenge, or choice of approaches, this immediately excludes the child and limits opportunities for them to learn as much as they are able currently and in future contexts.”

Faragher, R., & Clarke, B. (2020). Inclusive practices in the teaching of mathematics: Some findings from research including children with Down syndrome. Mathematics Education Research Journal, 32(1), 121-146. https://doi.org/10.1007/s13394-019-00294-x For more information or an interview, please contact Dr Rhonda Faragher at the University of Queensland at r.faragher@uq.edu.au.

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

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

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Currajong provides a positive and therapeutic school environment for primary school aged children 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

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Dandenong Valley SDS Dandenong Valley SDS guiding principles: ■ We uphold the conviction that every child has the ability and the right to learn. It is with that conviction that Dandenong Valley strives to increase each student’s level of personal independence in all possible areas from communication to daily living skills, to movement and recreation.

■ Dandenong Valley explores every avenue to fulfil the individual student’s potential for supported employment and desire to pursue vocational and work options.

■ The partnership desired between home and school is achieved not only by daily communication, but also by regular parent/ teacher interviews and Student Support Group meetings where individual programs are developed for each student.

■ Our excellent educational programs aim to develop the talents and capacities of children and young people with disabilities to their maximum potential and in such a way that they are competent socially and culturally and contribute positively where possible to the economic needs of their community.

■ The promotion of all children and young

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

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people’s optimum level of learning will develop their confidence, self esteem, optimism and respect for self and others.

The promotion within each student of a sense of happiness, well-being, self-worth and a belief in their own capacity will enhance their participation in and contribution to their society.

There is a need for the school to be caring, supportive and to act as an information reference point for families, care-givers and the community.

The programs that Dandenong Valley offer in addition to our academic program which is based on the Victorian Curriculum levels A-F, are; •฀ Early฀Education฀Program.

•฀ Specialist฀programs,฀art,฀music,฀ PE฀and฀PMP. •฀ Camps,฀excursions฀and฀ incursions.

•฀ Hydrotherapy.

•฀ Multi-disciplinary฀therapy฀ program which includes speech, occupational therapy, physiotherapy and music therapy.

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Dandenong Valley SDS is a specialist school for students with moderate to severe intellectual disability. We are a foundation to year 12 school. Dandenong Valley SDS is located in Narre Warren in close proximity to Fountain Gate Primary and Secondary schools.

The school stands in landscaped grounds that include outstanding playgrounds, a sensory park and a horticulture centre.

Our strategic plan priorities are to improve students’ communication, independence and social capabilities. Our students all have individual learning plans that reflect these goals.

Students in their last two years of school are involved in our transition program which prepares them for life beyond the school gate. The key skills are functional literacy, functional numeracy, ICT, recreation and leisure, personal social skills and health, independent living and vocational learning.

Dandenong Valley endeavours to equip students with the capacity to manage themselves and their relations with others, understand their world and act effectively in that world.

For more information please visit our website, www.dandyvalley.vic.edu.au Choices

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Eastwood Primary School and Deaf Facility THE Eastwood Deaf Facility provides total access to a primary education for children who are Deaf or Hard of Hearing and who meet the DEECD eligibility criteria in a fully integrated setting.

Underlining Eastwood Primary School’s commitment to children, the school established the first state primary Facility following a major review of education for Deaf or Hard of Hearing students in Victoria.

Eastwood Facility has specialist Teachers of the Deaf (TOD’s) who work in a close partnership with classroom teachers to deliver high quality learning experiences in a caring, supportive environment.

Eastwood Primary School and Deaf Facility offers a stimulating diverse curriculum and a wide range of enrichment and support programs.

Within the context of the regular classroom program, Individual Learning Plans are developed for each Deaf or Hard of Hearing student’s learning. Parents, Teachers of the Deaf and classroom teachers form a partnership, with each member contributing to this process.

Teachers of the Deaf use spoken English, listening and Auslan to develop communication skills for each student. Signing is provided to students whose parents support this choice.

Parents are fully involved in decisions regarding

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the communication method used with their child.

Deaf and Hard of Hearing students are valued members of the regular classroom participating in a range of quality programs.

The integrated model brings significant benefits to every child in the school. All students are placed in mainstream classrooms with their hearing peers. The classroom teacher and a trained Teacher of the Deaf assist students to work to their potential within the classroom.

Small group and individual withdrawal sessions also help support each student’s learning.

Eastwood Deaf Facility has regular visits from a Paediatric Audiologist. Through the NDIS, parents can organise to have visitations during the school day from Speech Pathologists, Occupational Therapists and other support workers as required. The Teachers of the Deaf work with outside agencies providing resources specifically to Deaf and Hard of Hearing students and their families.

Throughout the school, there are several Deaf staff members who are positive role models for our Deaf and Hard of Hearing students.

If you require further information, please do not hesitate to send an email to the school and the Deaf Facility coordinator will reply.

Eastwood.ps@edumail.vic.gov.au

Eastwood Primary School & Deaf Facility The Eastwood Deaf Facility provides total access to a primary education for children who are Deaf or Hard of Hearing and who meet the DEECD eligibility criteria in a fully integrated setting.

Underlining Eastwood Primary School’s commitment to children, the school established the first state primary Facility following a major review of education for Deaf or Hard of Hearing students in Victoria.

If you require further information, please do not hesitate to send an email to the school and the Deaf Facility coordinator will reply.

Eastwood.ps@edumail.vic.gov.au

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Looking on the bright side

GLENALLEN SCHOOL

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

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

Our Values

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

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

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Hume Valley School HUME Valley School provides high quality learning programs to cater for the individual needs of students between 5 to 18 years of age who have an intellectual disability. Our 2022 enrolment is 376 students. The school population reflects and celebrates a rich cultural diversity of 14 nationalities and 30 language groups.

Our school vision and purpose is to create an inclusive and vibrant learning community where students are valued and the educational programs enable them to achieve their full potential.

Our focus is on the development of literacy, numeracy, personal and social capabilities, and vocational skills to enable our students to lead successful lives.

The school has three campuses with 7 subschools that approximate the stages of learning.

Our Koroit Avenue and Narrun campuses provide an inclusive curriculum, aligned with the Victorian Curriculum F-10 and personalised educational programing for students between 5 and 16 years of age.

Our Tanderrum Way (VCAL) campus, co-located with Hume Central Senior Secondary College, caters for our years 11 and 12 students.

Students from 15 years of age participate in a

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range of vocational training programs and structured work placements. The students in years 11 and 12 undertake the Victorian Certificate of Applied Learning (VCAL-Foundation Level), and participate in several Vocational Education & Training (VETiS) courses and School Based Apprenticeships.

Specialist programs provided include Visual and Performing Arts, Health and PE, STEAM, Traffic Safety Education, Food Technology, and Sustainability studies. Enrichment programs include Community Connections, camps and excursions, swimming and outdoor education.

Our teachers, education support staff, therapists and wellbeing staff collaborate to provide quality learning and support programs.

Our two therapy dogs also support student wellbeing.

Student achievement, engagement and wellbeing is promoted through School Wide Positive Behaviour Support, Respectful Relationships, and Trauma Informed programs and practices.

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

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HUME VALLEY SCHOOL

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

ACHIEVING POTENTIAL TOGETHER Respect • Responsibility • Resilience Choices

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Jacana School for Autism JACANA School for Autism is a Victorian State Government specialist school that exclusively addresses the educational needs of students with Autism. The school was established in 2013 to meet the needs of increasing numbers of students with Autism in the North Western Victoria Region. Jacana School for Autism has a current enrolment of 222, P – 12 students. The school is divided into 3 sub-schools, Primary, Middle and Secondary with facilities that include secure, modern, age appropriate play-grounds and recreation areas with a walking and bike track, a purpose built climbing room, specialist performing arts and visual arts rooms, a student library, occupational therapy rooms, junior and senior Healthy Living Kitchens, a Community Learning Hub and student gardens.

School Vision: Jacana School for Autism fosters resilience and independence, enabling students to be engaged participants in community life.

Purpose Statement: The school continually implements highly customised teaching and learning programs to ensure all students access an inclusive curriculum using evidence informed practice in a safe and supportive environment.

Students are supported by a committed professional multi-disciplinary team, focussed on recognising and developing individual personal and educational potential.

School Values: Respect Inclusion Empathy Jacana School for Autism actively encourages a student-centred approach by building a positive relationship between students, parents/carers and staff.

We all have the right to be treated fairly and courteously, even under difficult situations. This includes demonstrating empathy towards one another. Everyone should feel valued and be treated with respect and have a collective responsibility to build positive relationships and promote inclusion.

Learning: Jacana School for Autism embraces the School Wide Positive Behaviour Support philosophy and practices. Class groups generally comprise eight students of similar ages. Teachers and Learning Support staff collaborate with Speech Pathologists, Occupational Therapists, Learning Specialists, a Social Worker, a Mental Health Practitioner and Sub-School Leaders to

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provide personalised learning and support plans for students.

The school curriculum is the common set of knowledge and skills that are required by all students for life-long learning, social development and active and informed citizenship. Specialist Teachers provide teaching and learning programs for the Physical Education & Health, The Arts, and The Design & Technologies curriculum.

Jacana School for Autism uses a range of options to develop and provide education programs that are meaningful for all students including: ■ Victorian Curriculum ■ ADVANCE Program ■ “Hands on Learning” Programs – Café, Canteen and Build ■ Senior Secondary Programs: Victorian Certificate of Applied Learning (VCAL), Certificate of Individual Achievement and Vocational Education and Training (VET) in Schools.

If you would like to organise a tour, please contact the school.

Jacana School for Autism Tel: 03 9309 6258 19 – 39 Landy Road, Jacana VIC 3047 Email: jacana.school@education.vic.gov.au Website: www.jacanaschoolforautism.vic.edu.au

Jacana School for Autism strives to be a centre of excellence. Students are supported towards developing their personal and educational potential so as to be valued contributors to family and community life. High expectations and challenging learning tasks facilitated within an Autism aware environment, presents opportunities for our students to become confident and successful learners.

Our curriculum is developed within The Victorian Curriculum F-10 framework, which incorporates the Framework for Improving Student Outcomes.

Respect | Inclusion | Empathy 19–39 Landy Road Jacana VIC. 3047 Phone: 9309 6258 Fax: 9309 6426 Jacana.school@education.vic.gov.au http://www.jacanaschoolforautism.vic.edu.au/

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Kamaruka BREAKING the negative school cycle.

School overview Kamaruka is an independent school catering to boys from years 2 to 10. The program offered is designed for neurodivergent boys, such as those diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and high functioning Autism Spectrum Disorder (ASD). Students who enroll at Kamaruka have often found it difficult to navigate the mainstream education system, which may not have been able to accommodate and support their unique needs.

Promoting and developing: ■ Respect for self ■ Responsibility ■ Respect for others Learning Through small class sizes, a modified curriculum, positive experiences and a sense of belonging at Kamaruka, self-esteem is restored and a pathway towards a rewarding future becomes possible.

The alternative education program proposes to address the social and emotional difficulties, as well as the academic and behavioural challenges.

Adopting a multi-modal approach, the teachers collaborate with parents, as well as external professionals, to increase on-task behaviour, reduce anxiety and aggression, improve wellbeing, as well as behavioural an academic progress. Expectations are clear and firm, and all activities are designed to be slightly beyond comfort level, whilst taking into consideration the individual’s capabilities and capacity. The clear boundaries and routines within the school allow every student to feel safe, accepted and valued.

Goals: Empowerment and Self-determination ■ Self-image prioritised ■ Student wellbeing – access to two School Counsellors, as well as weekly Social and Emotional Learning (SEAL) lessons.

■ Cognitive-behavioural approach to develop the skills to navigate societal expectations, whilst also developing their unique strengths and abilities Physical Activity Research has demonstrated that complex physical activity, such as martial arts, strengthens neural networks within the brain, enabling young people with ADHD to practice self-control and manage

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The alternative education program proposes to address the social and emotional difficulties, as well as the academic and behavioural challenges. symptoms like impulsivity and distractibility. In addition to this, martial arts also enable young people to develop physical co-ordination, provides opportunities to release energy and enables them to focus on their own individual growth.

Consequently, Kamaruka has incorporated martial arts into its educational program and throughout the years has witnessed many students develop their self-esteem and be extremely proud of what they have been able to achieve from participation in this structured physical activity. Kamaruka also has a unique program called AMS, which emphasizes safety, while developing such skills as juggling, tumbling, mini-trampoline use and coordinated gymnastics routines.

Potential benefits of Kamaruka Engaged students resulting in academic achievement

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Students learn to self-regulate

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Parents concerns alleviated e.g. no longer constantly called to pick students up

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Rewarding future

Please contact the school to arrange for a tour Contact: 9826 0330 info@kamaruka.vic.edu.au Address: 38-40 River Street South Yarra Vic 3141 Website: www.kamaruka.vic.edu.au

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BREAKING THE NEGATIVE SCHOOL CYCLE • Kamaruka is an independent school for boys from Years 2 to Year 10.

• The program offered is designed for neurodivergent boys, such as those diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and high functioning Autism Spectrum Disorder (ASD).

• Small classes, specialised programs and positive experiences • Kamaruka strives to address the social/emotional difficulties, as well as the academic and behavioural challenges of the students enrolled.

Please contact the school to arrange for a tour

9826 0330 | info@kamaruka.vic.edu.au Address: 38-40 River Street South Yarra Vic 3141 www.kamaruka.vic.edu.au

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Marnebek School

• RESPECT

• RESPONSIBILITY

• RESILIENCE 12559591-AV33-22

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Marnebek School is an educational setting for students aged between 5 and 18.

Across two campuses Marnebek School provides opportunities and pathways for students with additional learning needs through the development of individual learning plans.

Our curriculum is implemented to enhance our students’ skills and provide a solid base of learning for the future by providing engaging and differentiated programs such as: • Literacy and Numeracy • Communication Skills • Personal and Interpersonal Skills • Critical thinking and problem-solving Techniques These core areas enhance not only knowledge but provide our students with the skills required to be part of the wider community.

At Marnebek School we value and actively encourage our students to voice their opinions, make decisions and solve problems for themselves. There are many opportunities for student leadership in all areas of our school including School Captains and our growing Student Representative Council (SRC).

Students at Marnebek develop a broad range of independent learning and leadership skills, develop confidence, and as a result are engaged in their schooling. At Marnebek we know that student engagement ultimately leads to student achievement.

Email: marnebek.sch.cranbourne @education.vic.gov.au www.marnebek.vic.edu.au

Telephone: (03) 5996 3858

Address: New Holland Drive Campus, 9 New Holland Drive, Cranbourne East, VIC 3977

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Corrigans Road Campus, 9 Corrigans Road, Cranbourne East, VIC 3977 Choices

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Monash Special Developmental School 'Do your best, help others succeed, respect your environment'

Contact Us: monash.sds@education.vic.gov.au 03 9239 7400 www.monashsds.vic.edu.au

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Monash Special Developmental School is a government school located in Wheelers Hill and provides an educational program for children with a moderate to profound intellectual disability and multiple disabilities including autism spectrum disorder from the age of 5 to 18 years old. Our Early Education Program provides comprehensive individualised programs for preschool aged children with developmental delays between the ages of 2 years, 8 months and 5 years.

Music, Health, and Physical Education, Art, Hydrotherapy, Camps, Excursions and STEM

ESmart, and Amaze Accredited, OT and Speech

School nurse and social worker on campus

Monash SDS is gold accredited in School Wide Positive Behaviour Support (SWPBS) and has two behaviour support coaches who work closely with families

We develop a positive, safe and supportive learning culture by teaching and promoting our school wide expectations

At Monash SDS students across the school are taught using the Victorian Curriculum.

Curriculum based individual learning plans are developed for each student and are taught using a variety of high impact teaching strategies and specialised curriculum supports including the STAR (Strategies for Teaching Based on Autism Research) and Links Program. The STAR and Links Program is research and evidence based and uses the principles of Applied Behavior Analysis. A school wide Structured Teaching Framework provides every student with a highly visually based structured environment that promotes an understanding of schedules, activities and expectations. This allows our students to understand and act appropriately within their environment, learn new skills and creates independence.

Monash SDS is gold accredited in School Wide Positive Behaviour Support (SWPBS).

This is a framework that has been developed from evidence and data, demonstrating the most effective ways to prevent and respond to behaviours of concern. It is an important element in increasing the wellbeing of our students.

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Mornington SDS MORNINGTON SDS is proud to be recognized by our community as an innovative and individualized educational setting.

Our school caters for children with moderate to severe disabilities aged 2.8 years in the Early Education Program and students from 5 to 18 years in our Prep, Junior, Middle and Senior school.

We value the support and active involvement of parents who assist with excursions, school council, camps, fundraising projects, working bees, special activities & theme days. They make a positive contribution to our learning community.

According to our Principal Mr David Newport, “We don’t just enrol a child, we enrol the whole family”.

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

We actively promote the philosophy of continuous improvement and celebrate student success, team work and achievements. We offer modern purpose built learning spaces set in a safe and secure environment. Each classroom has an integrated SMART board, iPads and computers for student use.

Communication is a major focus of each child’s Individual Learning Plan. A variety of communication methods are used throughout the school including speech, PECS, PODD and iPads.

We welcome visitors to tour our school and meet

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Our school is committed to providing all students with engaging learning outcomes based on the Victorian Curriculum. and greet our students and staff, within COVID guidelines. We are honoured to have strong links with the Mornington and Hastings Communities and the support of groups such as The Lions Club and Rotary.

The Mornington Peninsula Shire, Mornington Park Primary, Woodleigh School, Bunnings and local community groups who work with us to enhance our school.

Extra activities in our curriculum include R.D.A, basketball, sailability a swimming program, a garden, community access, travel training, work placement, bike education, camps and bowling.

Mornington SDS focuses on supporting students to achieve their individual potential and to be confident and motivated learners.

Mornington SDS Tel: 03 59 756 111 40 Robertson Drive, PO Box 307, Mornington 3931 Email: mornington.sds@edumail.vic.gov.au Website: www.morningtonsds.vic.gov.au

Mornington Special Developmental School

Mornington SDS

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

We are committed to providing an engaging safe and secure learning environment. The school supports and encourages students to build on their strengths and individuality.

For further details please contact the Principal Mr David Newport: on (03) 5975 6111 or email: mornington.sds@edumail.vic.gov.au or visit www.morningtonsds.vic.gov.au

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Deaf Education Centre Mount Erin College WELCOME to the Deaf Education Centre at Mount Erin College. We are the only Government Secondary Deaf Education setting in the South East Victoria Region (SEVR). We provide specialised educational support for students with hearing loss.

Our centre delivers communication and technological support, including cochlear implants, a variety of hearing aids, Roger and Soundfield Systems.

Audiologist and Hearing Tech support is also provided onsite at the College twice a Term by Hearing Australia.

We provide in-class support for Deaf and Hard of Hearing students by prioritising English and core subjects. We work with teachers to provide students with timely, dynamic feedback, encouragement, guidance and clarification.

Our Diploma of Auslan qualified Education Support Staff provide 1:1 support in the classroom.

Inclusion and access is, but not limited to: clarification for assessments/exams, note taking, captioning and transcripts, modification of resources to meet individual student needs. We also have withdrawal sessions to target specific learning needs identified for each Deaf and Hard of Hearing student.

Our centre is a welcoming and supportive educational environment that celebrates our

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Auslan in 2023 ■ All Year 7 students ■ Year 9 Auslan Elective students’ successes. Students are supported to achieve success through Language Intervention classes and communication support including Auslan where appropriate.

We also participate in excursions such as Auslan interpreted professional theatre performances in the city like Aladdin, captioned cinema movie experiences and the Combined Secondary Deaf Sports Day is always a highlight of the year.

We support our DEC students with the transition from Primary to Secondary School and offer additional opportunities to connect with students and staff.

There may be financial assistance for funded Deaf Education students to access the DEC at Mount Erin and this can be discussed in more detail.

For further information, please contact the DEC team at Mount Erin College on 5971-6000.

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Providing a supportive and inclusive environment for Deaf/Hard of Hearing students for the South East Victoria Region.

Ph: 5971 6000 W: https://mounterin.vic.edu.au/ E: mount.erin.sc@education.vic.gov.au Mount Erin College, 43 Robinsons Rd, Frankston South VIC 3199 Choices 39

Naranga School NARANGA School caters for students with a mild intellectual disability aged 5 to 18. We provide an engaging and comprehensive curriculum that ensures students will achieve personal success in a structured, safe and supportive learning environment. Programs are innovative and accommodate the individual learning styles of each students.

Goals are designed to be challenging whilst developing the skills required for becoming an independent and productive member of the community. Classroom teaching is grounded in explicit instruction and other highimpact teaching strategies.

Naranga has a focus on positive attitude and behaviour, with School-Wide Positive Behaviour Support and Restorative Practices implemented across the school. A unique feature of Naranga is our house system which is closely linked to our SWPBS culture. Students participate in a range of special events in their cross-school mixed age houses which are named after our four valuesSafe, Respectful, Responsible, and Learner.

Naranga offers opportunities for practical learning through a wide variety of hands-on learning activities.

Students also have opportunities to participate in a range of structured activities during recess and lunch breaks to support social development.

Interventions for students are carefully designed

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by a multidisciplinary team which includes therapists.

Our curriculum is based on the Victorian Curriculum learning areas and capabilities with an additional focus on developing independent life skills. Additional learning programs include Respectful Relationships, Bike Education, Home Economics, Sustainability, Horticulture, Independent Travel, Music, Outdoor Education, Photography and Woodwork.

The Digital Technology program utilizes desktops, laptops, 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 Performing Arts with students involved in music, dance and drama culminating in an annual concert and awards night.

The Junior School educates students from age 5 to 12, and the Senior School is for students 13 and over. In their final two years of school, students undertake the Victorian Certificate of Applied Learning (VCAL) or the ASDAN learning program. There is a strong focus on learning for life, with careers planning and work experience opportunities available. All students graduating from Naranga are supported and guided when transitioning to post-school pathways.

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

www.naranga.vic.edu.au

9788 2222

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Nepean School NEPEAN School is an innovative educational setting, offering individualised learning pathways for students with physical disabilities and complex health needs. We have strived to create and embed a culture of kindness at Nepean.

We have 3 very simple school rules that help us all to focus on sustaining and nurturing a caring school environment: ■ Kindness to Ourselves ■ Kindness to One Another ■ Kindness to Our Environment Our teachers and therapists work collaboratively in a transdisciplinary teaming model to deliver quality learning programs.

Students are supported in their learning through three hours of Physiotherapy, three hours of Occupational Therapy, three hours of Speech Therapy and one hour of Music Therapy every week.

We provide comprehensive programs for students at all stages of learning. Individual Learning Plans (ILPs) cover the breadth of the Victorian Curriculum and include: English, Mathematics, Personal and Social Learning,

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We have strived to create and embed a culture of kindness at Nepean.

Digital Technologies, Health and Physical Education (including Aquatics in our onsite hydrotherapy pool), The Arts, Play and Leisure, Science, Geography, History, Civics and Citizenship, Life & Community Skills. ILPs and learning activities are designed, implemented and evaluated by the transdisciplinary team in collaboration with families and carers.

Our school has a strong commitment to developing the literacy and communication skills of ALL students who have opportunities to read and write every day. Staff are proficient in using a wide range of high and low tech Augmentative and Alternative Communication (AAC) systems.

We offer parent training and support in using the student’s AAC system, empowering students to be able to say whatever they want to say, to whoever they want to say it to, whenever they want to say it!

Together we Achieve the Extraordinary An innovative educational setting offering individualised learning pathways for students with physical

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disabilities and complex health needs.

We welcome visitors at any time!

Please call our principal Carolyn Gurrier-Jones on 9786 9111 to organise a tour.

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Northern School for Autism NORTHERN School for Autism is a Victorian State Government specialist school that exclusively addresses the educational needs of students with autism. Across the two campuses of NSA a dedicated team of 206 staff members provide autism specific educational programs, for 437 students from 5 to 18 years of age.

The Reservoir Campus provides state of the art facilities for the Early and Middle Years’ students.

The Later Years’ students attend the refurbished Lalor Campus, which is located close to transport, community services and shopping precincts. In 2015 the school opened a satellite program at Norris Bank Primary School.

Northern School for Autism implements a teaching approach that builds on individual student’s strengths and skills. The educational programs accommodate the particular impairments associated with autism. Teaching and learning programs centre upon developing students’ interpersonal/personal skills, communication skills and executive functioning.

Emphasis is placed on promoting social skills, assisting students develop their imagination and play skills, as well as supporting students learn to manage and self-regulate their emotions and behaviour.

Programs are designed to accommodate individual student’s needs and

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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.

interests. Classroom teams are supported by occupational therapists and speech pathologists.

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

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

Pamela Mathieson – Principal

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

LALOR CAMPUS 2-4 Lyndon Street, Lalor, VIC 3075 Telephone: (03) 9464 3480 Campus email: northern.sch.lalor@education.vic.gov.au Enrolment Enquiries Email: mindy.fischer@education.vic.gov.au

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Officer Specialist School provides educational programs for 5 – 18 year old students with a mild to severe intellectual disability.

Programs include: • Small class sizes with Individual Learning Plans for each student.

• A transdisciplinary teaching approach comprising of: Teachers, Education Support Staff, Allied Health team – Speech Therapists, Occupational Therapists, Physiotherapist, Social Worker and a School Nurse.

• Specialist programs include Physical Education, Food Technology, Art, Performing Arts, STEM and Sustainability.

Library, Community Engagement programs, Travel Education, Excursions and Pathway Programs all add value to the education of our students.

Our School Wide Positive Behaviour Program supports students to embrace the school values of: Respectful, Responsible, Safe and Friendly.

Families are an integral part of our partnership and we all work in collaboration with each other.

Safe • Respectful • Friendly • Responsible 12560017-SG33-22

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12553151-SG33-22

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

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South Gippsland Specialist School SOUTH Gippsland Specialist School is located on the Education Precinct in Leongatha where it is a centre of expertise for teaching and supporting students with an intellectual disability. The small class sizes, combined with the high student: staff ratio creates an environment that allows our students to achieve and thrive in a positive climate.

Students have access to high quality educational programs designed by Specialist trained teachers with the support of allied health staff.

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, work experience 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 inclusion, 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 48

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Springvale Park Special Developmental School With Knowledge, We Grow

Springvale Park SDS is an innovative and dynamic centre of learning for students with disabilities, from our Early Education Program through to 18 years of age.

We provide quality educational programs, which are delivered through the Victorian Curriculum: • Individual learning plans for all students • Early Education – 2 years and 8 months to school-age children with a global developmental delay (VELDF) • Pathways Program (16+) • Allied Health Therapies – OT, Speech, Physio and Music • School-Wide Positive Behaviour Support Program • Respectful Relationships Program • Student Voice and Student Representative Council

Specialist programs: • Sport • Art • Music • Kitchen Garden Program • Gardening • Outdoor Education Extra-curricular activities: • Swimming • Duke of Edinburgh • Basketball • Bowling • Camps • Bike Education • Interschool Sport • Riding for the Disabled • Work Prep and External Work experience (16+)

13-15 Sandown Road, Springvale Vic 3171 Contact: Jackie Lowther—Principal | Ph: 9546 7666 springvale.park.sds@education.vic.gov.au | www.springvaleparksds.vic.edu.au 12553211-DL33-22

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St Mary’s College for the Deaf ST MARY’S College is recognised as a leading specialist school focused on delivering quality education for deaf and hard of hearing students from Prep to Year 12. Our unique learning community provides students with an integrated Catholic education in partnership with mainstream primary and secondary schools across Melbourne in a truly inclusive environment.

■ Full curriculum offering from prep to year 12 including VCE, VCE Vocational Major and Victorian Pathways Certificate ■ Extensive extra-curricular activities including camps, performing arts and interschool sport ■ Flexible educational support and enrichment tailored to each student’s needs ■ Access to small group and individual programs that support school success including language/literacy development, subject tuition, speech therapy and social skill support ■ Expanded Curriculum teaching by Teachers of the Deaf designed to improve learning outcomes and develop confidence and a positive identity in students with hearing loss.

■ Positive Behaviour for Learning (PBL) framework which communicates expectations and actions to help students understand the impact of each decision on achieving successful

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social and academic outcomes.

Leadership and advocacy opportunities within St Mary’s and our mainstream partner schools ■ Roger FM sound field systems in all classrooms and learning spaces.

Why Choose St Mary’s?

It can be difficult to know what each child will need from their education as they grow and develop. Our tiered approach to educating and supporting students mean students can move between full participation and immersion in our partner school classes to a more personalised course of learning that divides time between mainstream classes and specialist teaching and therapy.

An education with St Mary’s fosters an ability to achieve goals and dreams while having access to a supportive network of people and services to tap into when needed.

Our students are empowered to discover their potential, shape their identity and engage with the wider world with confidence and resilience as young people who are deaf or hard of hearing.

For more information or a tour of one of our campuses, contact: Administration Officer Email: admin@smdeaf.vic.edu.au Phone: 03 9800 2733 ■

St Mary’s College, a Catholic prep to year 12 specialist school for students who are deaf or hard of hearing.

• We focus on providing our students with tailored support in a safe and encouraging community where they can become the best versions of themselves.

Engage with community • A St Mary’s College education is seamlessly woven in the that of our six local Catholic partner schools.

Discover your potential • Our students are encouraged to challenge

themselves and their Campus Locations perceptions and discover • Wantirna South their true potential.

• Dandenong “A St Mary's education • Ringwood means independence • South Morang to me. It means having • Sunbury the support available • Tarneit to become confident in Get in touch, we’d love to advocating for myself.” hear from you - Bailey, Year 12 10A Riddell Road, Wantirna "Looking back at my South 3152 primary school years at 03 9800 2733 • 0427 705 363 St Mary's College were smdeaf.vic.edu.au some of the best years of my admin@smdeaf.vic.edu.au life where my learning has improved in so many ways." stmaryscollegeforthedeaf - Amy, Year 6 stmaryscollegeforthedeaf Choices

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Shape your identity

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Victoria School Guides Highly ranked on Google a useful resource tool for parents.

Whether you are seeking information about a particular school in your area or are looking for a school for your child, then this site is for you.

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www.victoriaschoolguides.starcommunity.com.au For further information regarding our range of education guides and to provide us with your questions please contact: Katrina Mihai on katrina.mihai@starnewsgroup.com.au or 03 5945 0693

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Sunbury & Macedon Ranges Specialist School

12499004-DL31-21

Sunbury & Macedon Ranges Specialist School is a dual campus school that supports the learning of children who have an intellectual disability.

All students are supported by an individualised learning program that focuses on their personal, social and academic needs.

Post Primary aged students have the opportunity to attend the Bullengarook campus where they will work towards the achievement of the Foundation Level, Victorian Certificate of Applied Learning.

An alternative Secondary aged program is also available at the Sunbury campus for students working towards their individual education goals.

School tours are welcome throughout the year 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@education.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@education.vic.gov.au

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

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VERMONT SOUTH SPECIAL SCHOOL School Profile Vermont South Special School is located in the eastern suburbs of Melbourne.

We are a school that caters to primary aged children with an intellectual disability (Full Scale IQ between 50 - 70). We currently have approximately 150 students enrolled.

The school is divided into four sections, Foundation, Junior (Year 1 & 2), Middle (Year 3 & 4) and Senior (Year 5 & 6).

each student. Our objective is to stimulate students to learn in a vibrant, nurturing, educational environment, which provides for individual needs, whilst supporting the whole school community in a climate of mutual respect and trust.

How our students learn At Vermont South Special School, we have high expectations for all students. We follow the Victorian Curriculum and use an explicit teaching model, where students are guided through the learning process. We provide clear learning intentions about the purpose for learning new concepts, followed by explicit modelling, supported practice and specific feedback. Students work in small groups to allow for targeted teaching that caters for their individual needs. At VSSS we take every opportunity to celebrate and foster a love of learning.

Key Features: Our Vision

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It is our mission to provide students with the best possible foundation in life through a well-rounded education. Our core values are learning, respect, responsibility, and resilience. We are intent on engaging students in their learning through providing highly qualified teaching staff and proactive leadership. We are proud of the high expectations we have for the success of

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• Small class sizes to ensure adequate support for all students.

• Highly skilled teachers with special education qualifications.

• A dedicated teacher assistant in every classroom.

• Specialist subjects including Performing Arts, Visual Arts, Physical Education and Healthy Kitchen.

• Onsite therapy including Speech Therapy, Occupational Therapy and Physiotherapy.

• Camps and excursions program.

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For more information or to book a school tour please contact the school on: (03) 9802 8199 22-30 Livingstone Rd Vermont South, VIC 3133 vermont.south.ss@education.vic.gov.au www.vermont-south-ss.vic.edu.au Choices

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Yarra Valley Grammar FOR 50 years Yarra Valley Grammar has been offering a mainstream schooling opportunity to young people who are deaf or hard of hearing.

The Ringwood school’s Hearing Unit was established in 1972 when the parents of four students banded together to establish the program, becoming trailblazers in this new approach.

Head of Hearing Unit Rachel Wilson said what began as the only dedicated Victorian teaching of the deaf facility, is now one of 25 across the state, providing the best technology and support for students.

With 35 students from kindergarten to secondary school, Ms Wilson said the program is structured to cater to each age group specifically to ensure the student receives the best care possible.

“With our youngest children we try to get them to put their hearing aids in themselves, so really building on those advocacy skills,” she said.

“Moving into primary school, we’re building up their skills to become independent users of their devices. So that’s knowing when to ask a teacher to mute the microphone or knowing when they need to connect or disconnect.”

In those early stages of schooling Ms Wilson also said hard of hearing students won’t undertake a language, so during that time hearing unit staff

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work with them on literacy, language and vocabulary development to ensure their learning is at the same level as the rest of their cohort.

“We really try to close the gap so they’re at the same level as their peers. That’s our ultimate aim and we always try to give them equal access.”

By Years 10, 11 and 12, Ms Wilson said it turns from intervention to ownership, encouraging students to ask for what they need to help them get through their studies or learn best for when they eventually leave the safety of school.

Technology, like microphones, captioned audio/visual material and soundfields, normalises deafness among all students.

“If these students don’t feel connected or happy, then they won’t learn and by having this embedded in the culture of the school, they’re just like any other student,” Ms Wilson said.

“It makes the students have positive self identity as well about who they are, making them feel comfortable about themselves and their hearing loss. That’s really important when you’ve got some sort of challenge because they are at greater risk for mental health issues.

“The other students are very caring and very inclusive. So it’s an environment that’s not only supportive for the hearing unit students but it teaches empathy and understanding for the wider community as well.”

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Yarraville Special Developmental School The Primary Learning Area OUR warm, safe, friendly environment helps students to learn and develop skills to communicate and increase independence. We aim to achieve the highest level of progress for each individual enabling them to communicate effectively, develop independent living and social skills, self-manage emotions, manage transitions, develop friendships and become confident citizens.

The environment is adapted to meet students’ needs – it is highly structured, calm, safe and secure, providing opportunities to learn, explore, play and socialise. Our highly skilled and dedicated team of teachers, education support staff and Allied Health staff work closely together and with parents to make every school day a success for our students.

The Secondary Learning Area The Secondary Learning Area caters for students who range from 12 years and older with the aim of providing increased opportunities for hands on learning experiences both in the school environment and out. Programs such as Projects with Purpose, Electives, Ceres Horticultural Training, Canteen, Cafe and Travel Education give students the opportunity to participate in a range of Applied Learning activities which can be essential to them pursuing their chosen pathway after school.

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Our highly skilled and dedicated team of teachers, education support staff and Allied Health staff work closely together...

The SPICE Learning program is aimed at our students with complex needs. The SPICE acronym stands for S-social, P-physical, I-intellectual, C-cultural and E-emotional.

To address physical needs, weekly proprioception programs are run by our Allied Health team. Collaborative learning sessions such as Gardening and Projects with Purpose support the development of student’s social skills.

Students engage intellectually with literacy strategies based on the Four Blocks/Balanced Literacy program. Classes explore different cultural music, dances and meals during Performing Arts and cooking classes. In order to help students with their emotional needs students have the opportunity to participate Mindfulness sessions where they are taught strategies to selfregulate and relax.

IS YARRAVILLE SPECIAL DEVELOPMENTAL SCHOOL RIGHT FOR MY CHILD?

• Yarraville SDS caters for students aged from 5 to 18 years old with a diagnosis of moderate to severe intellectual disability • It has a current enrolment of 69 students • We really value our home school partnerships and these are vital to our students success at school • The school provides a safe, stimulating and flexible learning environment to engage and succeed in learning • Students have access to an Occupational Therapist, Speech Pathologist and Physiotherapist • 1:1 iPad for all students • The school follows the Victorian Curriculum and makes the necessary adjustments to ensure this is targeted to your child’s point of need in learning • We have an Outside of School Hour Program and Holiday Programs

Contact details below: https://yarravillesds.vic.edu.au/ https://www.facebook.com/Yarraville-SpecialDevelopmental-School-220677264710074 03 9314 4919 117 Blackwood Street • Yarraville 3012 YARRAVILLE.SDS@EDUCATION.VIC.GOV.AU 12556127-AV33-22

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Life-changing work A SOCIAL enterprise cafe in Wangaratta is going from strength to strength, realising lifechanging outcomes for young people with disability.

For-purpose organisation VMCH opened Where Is My Coffee? in December 2021. Its aim?

To provide people with disability a place to gain vital work experience, build their confidence and independence, and help them find paid employment.

Six months on and a handful of trainees has grown to 13! Two of the original participants, Zach and Akasha, are now gearing up to start paid roles in local businesses.

“We’re helping them with resumes, cover letters and prepping for interviews,” says Cafe Coordinator Corneilius Scott. “Local businesses, Cafe Preview and Wangaratta RSL, have expressed interest in taking some of our trainees on, which is fantastic.”

When she started in December, trainee Akasha – who experiences anxiety – at times struggled to interact with customers and was chaperoned to and from work by staff. But after months of experience in the cafe, and support from staff to navigate public transport, Akasha is now travelling to work independently, and loves chatting with customers.

“It’s really good here,” Akasha says. “I like learning new things, making coffee and prepping

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food. I have my RSA (Responsible Service of Alcohol) so I want to maybe work in a pub or somewhere. I’d like to start earning money and save up to buy something.”

The cafe has also become a community hub, hosting trivia nights and fundraisers for local sporting clubs and galleries. It has also just opened a ‘safe space’ from 3-5pm weekdays for local teens who may feel marginalised, providing them with a welcoming and inclusive place to hang out.

Daniel Carter, VMCH General Manager Disability Services, says he’s thrilled with the progress of the cafe, building on the organisation’s existing disability support programs in the area.

“To have 13 trainees in just six months is incredible, even more so is the fact that a few of them are already on their way to finding paid employment. The levels of confidence we’ve witnessed among participants has been really encouraging – we know we’re on the right track,” Daniel says.

“I’d like to thank the local community for truly embracing and supporting us. Having the cafe run as a viable business will also hopefully set us up to replicate this concept in other locations where job skills opportunities for people with disabilities are needed.”

For more information about VMCH’s job skills program contact our customer service team on 1300 698 624 or hello@vmch.com.au.

Products & Services

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Alkira Centre FOR over 65 years Alkira has been at the forefront of supporting people with an intellectual disability and their families. We pride ourselves on listening to the people we support, and as needs change, so too does Alkira, adapting to meet the needs of each individual.

Our Services Further Education Our post-secondary school tiered programs, Momentum, Pathways and Networks, all operate in conjunction with Box Hill Institute (RTO Code: 4687) and take place from their Nelson Road campus. These programs allow a furthering of education with accredited certificate courses, vocational experiences and voluntary work. We see students mature throughout the course of the programs as they gain a better understanding of what they want to do in the future.

Focusing on academics and capacity building, these programs are outcomes driven with Momentum, Pathways and Networks graduates: experiencing employment and volunteering opportunities, management of their money and budget, utilising public transport and independence in the community, and moving out of home.

School Leavers Employment Service (SLES) Skill Up with SLES builds confidence to enable participants to reach their employment goals. We support the development of all the necessary skills to become part of the workplace community.

This program is 3 days a week and aims to prepare young adults for entry into a Tertiary Institute or a DES (Disability Employment Service) provider. At Skill Up with SLES participants go on industry visits to learn about all different types of jobs so they can start thinking about what career path they are interested in. One day a week, participants learn retail skills with training at the Alkira Shop, an on-site Op Shop where they will deal with real customers, learn money handling, practice visual merchandising and find out what it takes to work in a team.

Work Experience Independent Me, as the name suggests, supports participants to increase their independence, whether that be through open employment or community participation. For over 10 years we have developed strong partnerships with

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businesses in and around the Melbourne community. We support people 1:1 during work training and work experience shifts to learn the different tasks required for the specific job role.

This has led to people gaining employment once they become confident in the job’s requirements.

Accommodation Services We provide Specialist Disability Accommodation (SDA), Supported Independent Living (SIL) and Short-Term Accommodation (STA). The support provided in these settings can be short, medium or long term with 24-hour staffing support. Our accommodation services enhance participant’s independence through supporting them to: learn household tasks, manage and promote their health, manage their money, prepare meals and more.

In addition to providing the support above in Alkira properties, we can also provide tailored supports to you in your own home too.

Recreation Service Recreation Service activities are our after-hours, fun, group outings. We have such a broad range: sporting events, movie nights, bowling, musicals, exhibition visits and more - our Recreation Service will have something for you.

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

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Working it out

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Encompass Community Services Your Vision is Our Vision - Whatever it Takes!

RAISING awareness for your opportunities is a key priority of Encompass Community Services.

Encompass is dedicated to providing real opportunities for people with disabilities as well as training a future workforce in the growing community services sector. At Encompass we are here to help you realise your goals, whatever it takes.

We will go through the journey WITH YOU every step of the way.

Starting out as one of only nine funded Disability Employment services in Australia in 1985, Encompass has opened its arms to embrace many more people and their needs.

Encompass Community Services is a not-for profit organisation committed to promoting equality and universal opportunity for all. For over 37 years Encompass have been customer service leaders in delivering disability supports and Community Services; we pride ourselves in helping to shape sustainable local communities throughout Wyndham and the Greater City of Geelong.

We actively engage with people with physical, intellectual, sensory and psychological disabilities; as well as other individuals who are disadvantaged such as disengaged youth, long term unemployed and those facing financial, social or learning barriers.

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A wonderful environment is created at Encompass where staff, students and volunteers work together to achieve amazing outcomes.

Encompass are customer service leaders in delivering NDIS supports, we run various programs and services to help build better sustainable local communities; and make sure that no one gets left behind!

These include: ■ Education and Training ■ Employment Services ■ Life Skills & Independent Living Skills Support ■ Recreation & Travel ■ In Home Care & Domestic Supports ■ Support Coordination ■ Accommodation Services ■ Business Enterprises (pre-loved clothing & furniture shops, cafe, farm) ■ Training, employment, work experience and volunteer opportunities Our aim is to end damaging stigmas and stereotypes and open doors of opportunity for all people - whatever background, whatever ability.

For more information please contact: Encompass Community Services ■ 1800 943 055 | info@encompass-cs.org.au | facebook.com/EncompassCS

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mecwacare disability services

Your choice for support, creativity and engagement

Michelle has been part of mecwacare’s Fisher Street Centre family for more than 20 years.

The Fisher Street Centre offers 35 engaging and rewarding programs that support our clients to meet their NDIS goals.

The centre’s programs empower Michelle to explore her creativity. She enjoys art, music, cooking, gardening, and creating colourful flower arrangements.

Activities are available from Monday to Friday, covering life skills, arts and crafts, sports and fitness and recreation, literacy, business skills and much more!

Our disability day centres are located in Malvern East and Pakenham In-home care is available throughout Victoria.

Freecall 1800 163 292

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mecwacare.org.au

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mecwacare disability services supports Michelle to live her best life.

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Caring is at the hear t of everythi ng we do

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OC Connections Support options for school leavers with a disability OC Connections are dedicated experts and specialised support staff working with people living with disability in South East Melbourne in the cities of Monash, Glen Eira and Casey to create their own meaningful lives through daily activity, work and community.

We have a range of support options for school leavers with disability to assist with the transition from school life to the adult world. The type of supports you choose will depend on your goals, interests, support needs and funding.

Learn life skills, pursue hobbies and make friends in our day support program At OC Connections, with our My Days activities we can support you where you want, how you want and when you want, as well as: ■ Explore creative pursuits ■ Develop new skills such as teamwork, organisational skills, leadership, literacy and independence ■ Focus on your health and fitness while having fun with friends.

■ Make connections and meet new people in group activities.

Develop work skills, trial employment options, get a job with the help from our employment programs If getting a job is important to you, OCC Enterprises can assist you to: ■ Explore employment options ■ Development employment plans ■ Identify goals, support needs and learning requirements ■ Provide on-the-job training ■ Develop your job ready skills ■ Place you in supported employment Build independence, explore living options If you aspire to live independently, there are a variety of supported community living options on offer from OC Connections for people with disability, including: Short Term Accommodation (STA), In home support, Supported Independent Living (SIL) and Specialist Disability Accommodation (SDA).

As well as “time-out”, Short Term

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Together with OCC participants, families, staff and communities, we: create safe and friendly spaces; co-design processes like the CoAchieve model; innovate and provide progressive flexible services; and communicate empathetically.

Accommodation, or respite, provides a chance for you to foster friendships, learn new living skills, independence and participate in community based activities.

Our In home support options can also help you develop your personal and independent skills by providing assistance in your day-to-day living tasks in your family home or other accommodation, so you can choose how to live the life you want.

Do you need assistance in exploring the support options available to you?

Navigating the NDIS and the numerous support options available outside of school can be tricky.

That is why it is a good idea to speak to your planner or Support Coordinator to help determine the best support to meet your needs.

Our independent Support Coordinators can work with you to identify what supports you need and connect you with providers that best meet your needs.

Our programs and resources are yours to co-create. If you say want something different or more or less of something – we hear you, we see you. Our staff will show up in your life however feels right for you, with the people and in the places that lift you up.

Explore our school leaver options to find out more: www.occonnections.org/post-school-support P: 9569 0603 E: enquiries@occonnections.org

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Windermere Supporting young Ben to thrive FOUR year old Ben* loves blocks, lego and things that move. He can spend hours watching machinery and playing with anything that has wheels. However, he struggles with routines, large groups and unfamiliar people.

“We were told Ben was showing normal early childhood behaviours but we were struggling to meet his needs. We felt like we were going crazy as we really felt there was something wrong despite what people were telling us;” says dad Anton.

Finally Ben’s maternal health nurse organised for him to have an assessment which led to a referral to Windermere Child & Family Services. It was identified that Ben would benefit from receiving a range of supports to meet a series of developmental milestones.

Ben is very uneasy amongst new people, so building trust and familiarity with therapy was essential. Under Windermere’s approach, Ben and his family were allocated the one dedicated contact person, called a key worker.

“Ben feels comfortable when he can deal with the same person. The worker would come and visit our home where Ben feels comfortable. This was so much better than having to go somewhere else. She could also see him as he really was, in an environment where Ben was happy and being himself;” says Anton.

Windermere worked with Ben and his family to build strategies around emotional regulation and awareness. Ben’s key worker, a qualified therapist, also provided speech therapy. This meant Ben benefitted from receiving services from the one, familiar person. The speech therapy also incorporated games in a relaxed environment in order to put Ben at ease.

“The speech therapy has made a huge difference. Ben is now on par of where he should be developmentally. When we do have a concern with his speech we can now generally get him back on track with it fairly quickly within a few sessions,” says Anton.

Helping your child’s development Early Intervention and therapy services are designed to support your child’s development, growth and wellbeing.

These individualised support services are for

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The speech therapy has made a huge difference.

Ben is now on par of where he should be developmentally. ”

children who need support to reach key developmental milestones or have additional needs.

If your child is 12 years or younger they may be eligible to access Early Intervention and Therapy services under the NDIS if they have a diagnosed developmental delay or disability.

When you receive NDIS early intervention and therapies from Windermere you will be given a keyworker as your one, easy point of contact. Your keyworker will use our team’s combined expertise and resources to provide you with the services and advice that you need.

More information Windermere is registered with the NDIA and provides a range of services to support early childhood development.

To find out more about Windermere’s services talk to the team on 1300 946 337 or email ndis@windermere.org.au or visit www. windermere.org.au.

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YMCA VICTORIA What is nature based learning and play?

YMCA Kids Go Bush Run a variety of programs across the ages.

Nature play is important to all children’s wellbeing and development.

Our Kids Go Bush programs are inclusive to all needs and abilities, typical and non-typical. We are able to integrate and support each person to actively facilitate participation, including access around camp and provide specialist equipment if required.

At the Y’s Anglesea’s Kids Go Bush Programs, children and young people of all ages and abilities are encouraged to experience the intentional use of the outdoors, in a play based and child led way.

Nature play groups, forest schools and Bush Kinders are worldwide movements based on the results of considerable research into children’s’ increasingly sedentary lives. The research suggests many aspects of childhood development can be positively affected including, social, physical and mental health for every person that takes part. The effects last into adulthood and impact on livelihood and lifestyle.

Outdoor learning provides children with large blocks of time in outdoor settings where they can independently explore and discover the natural world. Being outside in all types of weather, we can explore, learn, investigate and connect to each other and the world around us.

It also builds resilience, preparedness and a positive outlook.

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Our programs also align and meet pedagogical learning outcomes for key curriculum learning needs and outcomes in both traditional and special needs educational settings.

GET IN TOUCH! The Y Kids Go Bush team are passionate about connecting all young people with the environment in a fun and educational way.

Talk to us today for more information, support your young people to get involved or how we can facilitate a bespoke program, workshops (incursions and excursions) and personal development opportunities for your group.

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INSPIRE & IGNITE THEIR LOVE OF THE NATURAL WORLD

A WORLDWIDE MOVEMENT WITH EVIDENCE BASED RESULTS, NATURE PLAY IS IMPORTANT TO ALL CHILDREN’S WELLBEING AND DEVELOPMENT. W. camps.ymca.org.au T. 03 5263 1512 E. camps.victoria@ymca.org.au @ymcakidsgobush @ymca_kidsgobush

TO FIND OUT MORE OR BOOK IN

Anglesea Discovery Camps offer a wide range of accessible programs for kids of all ages (from 0-15) • Parent Supported programs • Nature based incursions and excursions • Forest, fire and bush craft skills workshops

• Surfcoast Outdoor Advent Kids (SOAK) Holiday Program • Early years programs • Bespoke and themed programs to meet the needs of your group

ALL PROGRAMS ARE INCLUSIVE TO ALL NEEDS AND ABILITIES.

Specialist equipment and access is available to accommodate all participants.

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Contents Alkira Centre .................................................................. 62 & 63 Andale School ............................................................................... 7 Ascot Vale Heights Special School ............................... 8 Association for Children with a disability ................ 5 Aurora School .............................................................................. 9 Bayley House .................................................................. 64 & 65 Belmore School .............................................................. 10 & 11 Berendale School .......................................................... 12 & 13 Bulleen Heights School ............................................ 14 & 15 Canine Comprehension ........................................................ 6 Care Choice ................................................................................. 67 Coburg Special Developmental School ........ 16 & 17 Currajong School ..................................................................... 19 Dandenong Valley Special Developmental School .............................................. 20 & 21 Eastwood Primary School and Deaf Facility ........................................................... 22 & 23 Empowering Students with Down Syndrome ..... 18 Encompass Community Services .................... 68 & 69 Glenallen School ...................................................................... 25 Hume Valley School .................................................. 26 & 27 Jacana School ................................................................ 28 & 29 Kamaruka Education ................................................ 30 & 31 Marnebek School ......................................................... 32 & 33

MECWA Care .......................... Front cover, 2, 3, 70 & 71 Monash Special Developmental School ...... 34 & 35 Mornington Special Developmental School ............................................. 36 & 37 Mt Erin College ............................................................. 38 & 39 Naranga School ............................................................ 40 & 41 Nepean School .............................................................. 42 & 43 Northern School for Autism ...................................44 & 45 OC Connections ............................................................ 72 & 73 Officer Specialist School ........................................ 46 & 47 Products & Services ................................................................ 61 South Gippsland Specialist School ............................. 48 Springvale Park Special Developmental School ........................................................ 49 St Mary’s College for the Deaf ............................. 50 & 51 Sunbury & Macedon Ranges Specialist School ....................................................53 Vermont South Special School ........................... 54 & 55 Victoria School Guides Website ....................... 52 & 79 Villa Maria Catholic Homes ............ 60 & back cover Windermere Child & Family Services ............ 74 & 75 Yarra Valley Grammar .............................................. 56 & 57 Yarraville Special Developmental School .. 58 & 59 YMCA ................................................................................... 76 & 77

Next edition: August 2023 For bookings please contact: Themes Media on 5945 0666 or Email: katrina.mihai@starnewsgroup.com.au Published by Star News Group Pty Ltd ACN 005 848 108. Publisher/Managing Director, Paul Thomas. All material is copyright to Star News Group Pty Ltd. For our terms and conditions please visit www.starcommunity.com.au

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Guide Special Schools pages 7 - 59 Special schools guide pages 4 - 48 vices Produ Products & Ser cts & cov Sper esia guide ec 2, 3 & - 77 & backservic l schopages 49 6, 60Mable lities ol faci s gudea pages 2, 3, 5, idef pa ring - 2, 3, and offe 60 se & Pr 61 tho ges 1 - 42 impaired oducts & service hearing Mt Erin Deaf51, s guide pa Educa Schools for the & 57. tion Centre page 56 & 26 & 50 27 ge & 39,a SchooFront co 38 Auror furthers 43 - 56 l page 5 ver WA pages 22 & 23, ph Care - For pliments of MEC oto with the co d with the com for further info mplimen Photo provide ts of Belm rmation 70 & 71. see page ore scho r to pages 2, 3, s 2, 3 & ol information refe 14

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