A Disability Inclusion Co-ordinator at a Primary school in Melbourne’s North chats to us about their successful school unit, thanks in part to Disability Inclusion Funding from the Victorian Government and a wonderful team of dedicated teachers and support staff.
How long have you been the Disability Inclusion Co-ordinator at your school?
12 months and It is a new role created thanks to the Victorian government's roll out of Disability Inclusion Funding. You can see the roll out schedule across the state, and further information here: https://www2.education.vic.gov.au/pal/disability-inclusion-funding-support/policy
2. What kind of supports has the school implemented to include students with Cerebral Palsy to ensure that their educational needs are met? (eg: learning difficulties, physical disabilities).
As with any student with a disability and/or learning difficulties, we first have a Student Support Group (SSG) meeting to discuss the particular student's needs. Anyone involved in supporting the student is welcome to attend the meeting and provide input, which may include parents, teachers and Allied Health professionals. Once we have an understanding of the areas [that are] needing additional support, we create relevant plans to ensure these are put in place. This could be, for example, a Health Care Plan if a student needs support to use the toilet or to eat, or an Individual Education Plan (IEP) which outlines a student's current skills, goals, and adjustments needed to ensure their continued learning success.
3. What types of other disabilities / impairments, emotional learning difficulties to you generally see among the students? (Eg: ADHD, Autism, Deafness, Epilepsy)
We support many students with a wide range of additional needs, generally categorised as physical, cognitive, social/emotional, and sensory. The most common supports we have in place in our setting are to address learning difficulties (e.g. Dyslexia/dysgraphia/dyscalculia), Autism, and ADHD.
4. How many children on average would use the Disability Inclusion Unit in a school year?
In our large primary school, we have supports and adjustments in place for approximately 15% of our student population.
5. How long would it take for a student to be identified in the school community as a child who may need extra learning or emotional support?
This is a tricky one to answer - we do invest a lot of time into analysing student data which helps identify students who may need extra learning support. This typically happens at the start and middle of the year when assessment and reporting is taking place.
However, some students are good at 'masking', or compensating for difficulties, particularly with sensory or social emotional challenges. This makes it harder to identify and can take a lot longer in some cases. This is where open parent communication is helpful.
6. What do you recommend parents do first when approaching a school if they think their child might need extra supports at school?
First, gather any documentation or evidence you may have, such as past academic reports, assessments from Allied Health professionals, etc. It would be handy to prepare some notes with a list of specific concerns, observations, or questions. We understand that these conversations can sometimes be difficult as you are so emotionally invested in your child - preparing notes may help keep the conversation on track and ensure you don't forget anything. Next, book at time to meet with your child's teacher to discuss. It would be helpful to also forward any documentation and detail your concerns before the meeting, so that the teacher has time to look over any relevant assessments and prepare.
Also keep in mind that children often present very differently at school than they do at home - they may be calm and compliant at school, but oppositional, hyperactive and defiant at home! So often have I heard parents exclaim "Are you sure you're talking about my child?!"
Ask the teacher what their impression is of your child, as this may differ from what you see at home and ask what kind of adjustments and supports are currently in place. Teachers are naturally adept at implementing routines and structures, so there may already be supports in place that you are unaware of. This should then lead to a fruitful discussion about next steps.
7. What is the most challenging aspect of your role within the school and dealing with a multitude of issues?
The most challenging aspect of my role is figuring out why a student may be having difficulties - without this understanding it is difficult to put in place the right supports. To add to the complexities - every child is different. It's not a matter of simply taking the adjustments and supports for one disability and applying them to all students with the same disability. What works for one child may not necessarily work for another, and it sometimes really is a case of trial and error to find the most effective approach. It takes time to get to know each student individually and holistically.
8. What is the most rewarding thing about your role?
The most rewarding part of my role is seeing students thrive with the supports we put in place. When parents express their heartfelt thanks when they see the progress and change in their children, it really gives me the warm fuzzies! It's what motivates me to keep trying.
9. What pieces of advice would you like to share with parents regarding Disability Inclusion Units at Primary Schools (this could be emotional, practical).
I encourage parents to keep in mind that what your child needs is a positive partnership between school and home. We are a team and we want to work with you to support your child - we want them to thrive and succeed too! However, please understand that teachers and schools don't have all the answers, and we may not always know the best way to support your child, despite our best efforts. You know your child best, let us know your thoughts and keep the communication lines open.
For more information navigating school transitions, check out Back to School: A Guide for Families of Children with Cerebral Palsy in Australia and Understanding the Disability Standards for Education 2005: Resources for Inclusive Learning in Australia
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