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https://art21.org/watch/art-in-the-twenty-first-century/s1/identity/

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https://www.theartofed.com/2011/01/26/5-smart-supports-for-special-artists/

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http://www.ncca.ie/uploadedfiles/PP_Art.pdf

The National Council for Curriculum and Assessment has created a series of guidelines for teachers of art teaching students with disabilities. The guidelines emphasise promoting class discussion, clear instructions, involving students in the demonstrations, experiential learning opportunities and “The teacher should create a warm classroom environment that fosters respect for other students and that encourages the student to take risks with his/her artwork.”

http://education.kennedy-center.org/pdf/Professional_Papers_Vol_1.pdf

The Intersection of Arts Education and Special Education by he John F. Kennedy Center for the Performing Arts, ©2012 includes advice from several education academics. Suggestions include methods of fostering classroom collaboration, presenting big ideas and themes through artworks and art therapy sessions. The main outcome for these steps is to “extend attention span and social skills development.” (Dorff, 2012).

http://artshoptherapy.com/blog/topics/teaching-art/

This is a blog that has multiple articles and classroom ideas for art activities and ways to engage all students. Danelle promotes clear, sequential tasks and demonstrations by the teacher of what is expected.

http://web.utk.edu/~mbc/TAAT_2013.pdf

Making Art Accessible for Students with Physical, Visual, and Speech Disabilities Through Assistive Technology

Coleman, et al describe the value of art making and creativity as an invaluable tool for different forms of communication and allowing critical thinking and “aesthetic awareness”. The strategies provided encourage art experimentation and material manipulation in the art classroom.

https://www.daxcentre.org/education/

“The Dax Education Program provides a dynamic environment to explore art, mental illness, creativity as well as emotional wellbeing.  It provides students, educators and the broader community with a valuable and memorable educational experience that engages them in the fascinating complexity of mental health.” This gallery holds exhibitions that often have themes that revolve around mental health in the arts and focusses on the diversity of creativity and abilities of creative practitioners. This would be a fantastic excursion to take students to as an engaging experience because “some students with multiple life stressors become progressively restless and discouraged.” (Carpenter et al, 2014)

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https://www.yooralla.com.au/i-need/support-as-a-professional-working-with-people-with-disability/support-for-schools

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disability; disability services; disability services in melbourne; disability services in victoria; not-for-profit disability organisation; not-for-profit organisation providing disability services; not for profit disability organisation; nfp disability organisation; ndis; national disability insurance scheme; disability care; disabilitycare australia; disability advocacy; sanjib roy; bruce bonahady; peter langkamp; disability insurance; disability support; yooralla; disability care australia; support for person with a disability; disability rights; support for disabled person; services for disabled person; care for disabled person; disability services barwon region; yorella; yorella; yooralla australia; yooralla box hill; yooralla jobs; yooralla volunteering; volunteering; rights for person with disability; diability carers; yooralla society of victoria; edar; edar group; special needs

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Supporting schools by providing therapists and education officers in a more flexible approach to supporting children with disability.

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https://www.youtube.com/watch?v=8eIvGtn1NAU

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Teaching history in the 21st century : Thomas Ketchell at TEDxLiege

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Thomas Ketchell, 25 years old, was born in St. Leonards-On-Sea (UK) but grew up in France and Belgium. After working in Australia for a year, he went on to clinch his BA in History & Chinese Studies.

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https://www.youtube.com/watch?v=bCCzzsXWXPw

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Using props to teach geography at secondary school level

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Using props and photographs when teaching geography at secondary school level to generate ideas and visual aids to demonstrate dense and sparse populations.

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Teaching Science to students with disabilities

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Teaching Science to students with disabilities

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Words can be barriers to learning. This video shows how we can break down this barrier and make it learning more accessible to all students

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Teaching without words | Matthew Peterson | TEDxOrangeCoast

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Issues and trends for students with disability

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Issues and trends for students with disability

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UDL in STEM Education

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Includes information such as "What practical things do I need to consider when teaching a student with a disability?", and "How can I best utilise education support staff?"

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Includes information such as "What practical things do I need to consider when teaching a student with a disability?", and "How can I best utilise education support staff?"

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Hear some teacher perspectives about teaching students with disabilities in mainstream schools.

Downloads

Video

Frequently Asked Questions

1. How do parents choose a school for their child?

2. What are the Disability Standards for Education?

3. What practical things do I need to consider when teaching a child with a disability?

4. What is the Student Support Group?

5. What is an Individual Learning Plan?

6. How can therapy be managed at school?

7. How are complex medical needs managed at school?

8. What resources are available to support students with disabilities at school?

9. How can I best utilise education support staff in my classroom?

1. How do parents choose a school for their child?

Parents consider many things when choosing a school, such as location, finances, where siblings go to school and existing friendship groups.

All children of school age in Victoria have the right to go to their local school. In addition to the range of school choices available to all children, children with a disability may also be eligible to attend a specialist school.

Parents may feel that attending their local school supports their child's inclusion in the local community and may lead to greater acceptance and community support. There may also be more opportunities for their child to be exposed to typical language and social interaction.

Parents may choose a specialist school because there are specific resources that may benefit their child. Some parents choose 'dual enrolment', where their child spends part of each week at a local school and part of the week at a specialist school.

As for any family, parents of children with a disability are entitled to choose a school that they believe best suits the needs of their child and family.

2. What are the Disability Standards for Education?

The Disability Standards for Education set out the rights of students with a disability in the area of education. They also set out the obligations that education providers, such as schools and universities, must meet in order to support students with a disability.

Under Section 32 of the Disability Discrimination Act 1992, education providers must comply with the Disability Standards for Education.

To comply with the Standards, an education provider must make 'reasonable adjustments' to accommodate a student with a disability. A reasonable adjustment takes into account the student's learning needs while balancing the interests of the student, school, staff and other students.

Information about the Disability Standards is included in Section 4.6 of the 2010 Program for Students with Disabilities Guidelines and Handbook.

The main aim of the Standards is to give students with a disability the right to participate in educational programs on the same basis as students without a disability. This means having the same educational opportunities and choices as other students

3. What practical things do I need to consider when teaching a student with a disability?

Supporting the needs of a diverse group of students requires a positive approach, good planning and a willingness to engage with the student and their family.

Each child in your class is a unique individual with different strengths and challenges.
If there are a number of professionals working with the student, you may be able to ask them for support and advice.

Teaching a child with a disability may mean allowing more time to plan, collaborate and learn new skills. This means being even more efficient with your time and energy.

Practical things that you can do to include a child with a disability will depend on the individual needs of the student, and may include:

physically re-arranging the classroom

working together with other professionals, such as therapists

working with a broader team at school

working closely with parents

learning how to use a communication device or system eg. Makaton or COMPIC

modifying activities, be it sports, maths or an excursion

While it may seem like a challenge, many teachers find teaching a child with a disability to be a rewarding experience.

4. What is the Student Support Group?

The Student Support Group (SSG) is a group of people who come together to form a co-operative partnership to support students with additional needs. The roles and responsibilities of the group are outlined in the Student Support Guidelines.

Members of the Student Support Group must include:

parent/guardian/carer

class teacher

principal or nominee

a parent advocate (if requested)

the student (where appropriate)

consultants as agreed by the group

An SSG is strongly recommended to any student with additional learning needs, irrespective of whether they are eligible for support through the Program for Students with Disabilities.

The focus of the SSG is not limited to the academic needs of the student. The group can also develop care plans for safety, access, behavioural, medical or personal care needs.

It is best to hold an SSG meeting early in the year and then regularly, such as once per term. Minutes of SSG meetings should also be recorded on the Program for Students with Disabilities Management System (PSDMS).

5. What is an Individual Learning Plan?

An Individual Learning Plan (ILP) is a working document for the planning, provision and evaluation of a student's education. The main purpose of an ILP is to link the student's specific learning needs to the curriculum.

A good place to start is to refer to the Victorian Curriculum and Assessment Authority Victorian Essential Learning Standards Progression Points.

An ILP only needs to be developed for those learning areas where the student requires additional support. The plan should include information about the student's entry (or baseline) skills, goals and teaching strategies.

There is no one-size-fits-all design or template for the perfect ILP. It should be easy to understand by all who use it and flexible enough to allow for changes. As a working document, it should be frequently referred to and updated.

Any student with additional needs can benefit from having a Student Support Group and Individual Learning Plan, even if they are not eligible for funding from the Program for Students with Disabilities. The ILP is developed in conjunction with the Student Support Group and is usually written up by the teacher.

6. How can therapy be managed at school?

Physiotherapy, occupational therapy and speech pathology are often an essential part of a student's educational program.

Therapists may be DEECD professionals who work under the Student Support Services Program. If the student needs professional support that is not offered by the SSSO group (such as occupational therapy), or if there is limited availability, the Student Support Group can discuss the possibility of purchasing that professional support as part of the Program for Students with Disabilities, and then make this recommendation to the principal.

Therapists can work directly with the student and school staff to give advice about modifications to the environment and the curriculum. Therapists may also be able to contribute to support plans for personal care, behaviour and safety.

While teachers are not expected to be therapists, there may be aspects of a child's therapy that can be incorporated into their learning. For example, an occupational therapist might suggest specialist seating, a sloped writing board and pencil grips to optimise the student's positioning for writing. A speech pathologist might recommend an alternative communication system for a non-verbal student, and a physiotherapist might advise on mobility issues.

The Royal Children's Hospital Education Institute publishes a School Guide: Occupational therapy and physiotherapy service delivery in schools.

The Speech Pathology Australia website includes a 'Find a speech pathologist' search function on their home page.

7. How can complex medical needs be managed at school?

All complex care needs should be discussed with the Student Support Group and lead to the development of a management plan. Conditions that require complex care can include epilepsy, percutaneous endoscopic gastrostomy feeding (PEG) or tube feeding, and tracheotomies.

Management plans should identify:

staff training needs

responsibility for tasks

storage of medication and care supplies

a private area for personal care

Management plans for complex care needs are often developed together with the child's doctor. These management plans can sit alongside the ILP.

While managing complex care needs may seem like a daunting task, with support and training school staff can gain confidence by learning these skills. Parents can also feel reassured that their child is in good hands.

For more information about Complex Medical Care Support see Section 4.5.9 of the Schools Reference Guide.

The Better Health Channel website includes general information about disabilities and medical conditions.

8. What resources are available to support students with disabilities at school?

Student Support Services Officers (SSSOs)
Student Support Services Officers are a group of DEECD professionals who provide specialist support to students and schools, and may include:

Guidance officers or psychologists

Social workers

Visiting teachers

Speech pathologists

Curriculum consultants

Program for Students with Disabilities
The Program for Students with Disabilities (PSD) is available to Victorian government schools to support the education of eligible students who have moderate to severe disability.

The PSD funding allocated to the school may be used for a variety of supports including teacher professional development, specialised equipment, education support staff, specialist support such as occupational therapy, or a special needs co-ordinator. The Student Support Group may provide advice to the principal on the appropriate use of this funding.

Language Support Program
The Language Support Program is a framework for teaching oral language to students requiring additional support. Professional development is provided to teachers to develop skills to support students in the classroom. The Language Support Program also provides schools with resources to support the delivery of teaching and learning programs for students with language disorders.

Schoolcare Program
The Schoolcare Program is a joint project between DEECD and the Royal Children's Hospital that provides additional support to teachers and school staff who teach students with complex medical needs.

Visiting Teacher Service
Most regions have a Visiting Teacher Service with expertise about specific disabilities, including hearing loss, physical and health disabilities and visual impairment. Check with your region for details about services and availability.

9. How can I best utilise education support staff?

The teacher has overall responsibility for the student's educational program, which may be implemented with assistance from education support staff.

Education support staff work under the direction of the teacher and may perform a variety of duties, including:

Support with class work, including literacy, maths, art and sport

Assistance with personal care

Supervision if there are safety concerns

Attending therapy sessions with the student so that therapy can be applied in the classroom if appropriate. This might include learning how to use aids or equipment, or to support speech therapy goals and strategies.

Preparation of teaching materials

Education support staff can work with children individually or in a small group. Under the direction of the teacher, education support staff might spend some time working with the student with a disability and other time supervising students while the teacher works with the student with a disability.

Increasing independence is a goal for all students. As a student with a disability progresses with a particular task, consider whether the assistance can be decreased.

When working with education support staff, make sure they are included in the educational team. Specify clear roles, responsibilities and daily tasks. Utilise their strengths and work to develop and maintain good communication.

Parent story: More than just breathing the same air

To me, inclusion involves much more than just breathing the same air. It involves making sure children are active participants in their daily lives. Just being there isn't enough.

Despite using a wheelchair and requiring full assistance with transfers, toileting and personal care, my son is an independent, confident and happy student. The whole school recognises the characteristic sound of the spokey-dokies on his wheelchair, but just as much, they recognise his happy personality and smile.

The fact that my son has cerebral palsy means that he needs to learn skills which able-bodied children spontaneously develop. The development of peer-to-peer relationships and social skills can be interrupted by the need for an adult carer nearby.

Other children learnt very quickly that my son only speaks about himself and they would run off, leaving him to his own devices. Fortunately, we were able to pick this up early and avoid any significant issues by specifically teaching him to ask about, and show interest in, other children.

So too, finding aides with sufficient skills to know when to support my son and when to step away is an important factor in the success of my son's inclusion. The school has been able to manage all of these issues well.

I really appreciate the enthusiasm, and often ingenuity, of the staff and students, who always begin with the assumption that excluding my son is not an option. As an example, when the notice came home about line-dancing at school, I didn't expect him to be included, but the photos showed otherwise. There he was, a happy and engaged student, doing just the same as everyone else, albeit in a wheelchair.

Funding is essential to provide the supports that my son needs at school, but just as important is a positive attitude that flows through from the principal to all staff and students. I want my son to have equal access to the same opportunities as his peers. His school has taken this in their stride, which is a credit to the whole school community.

Parent

Parent story: What a fantastic school

Our son was diagnosed with an autism spectrum disorder at the age of four. Living in the country has made it hard to access services but thankfully, we have found a wonderful primary school with dedicated staff and a school environment that is extremely positive and caring.

After much soul-searching, we decided to send our son to a small rural school that was half-an-hour from our home. What a fantastic school we found! The school environment was one of total support for both my son and our family.

Being a teacher, I always had the feeling that my son would not be funded for an aide, as his needs are not high enough. Even though this was the case, the school still employed an aide to work in the classroom. My son's teacher is always open to suggestions and is as jubilant as we are when he learns a new concept. The aide is always enthusiastic and focused on presenting all the children in her class with every possible opportunity to learn.

All the staff see my son for who he is and not 'that autistic child in prep'. They realise that he sees things a little differently and that his needs are different. The support we have received from the school and their willingness to listen to any ideas we have has been wonderful. The principal is very down to earth and I know I can approach him any time with any concerns.

The school environment allows our son to learn to the best of his ability at all times. By tapping into my son's obsessive behaviour, the teachers are able to get him to work and then reward him using one of his obsessions, for example, having time on the computer.

It is because of the nurturing school environment that my son has persisted in trying to write. He has poor muscle tone in his wrists and hands and finds writing extremely difficult. But with much positive reinforcement and encouragement, his writing has improved and he wants to write.

Of course, there are days when my son is tired or everything is just too much. This is recognised and he is able to have quiet time. Each staff member and child at my son's school needs to be recognised for the fantastic way they have supported him. The school commitment to our son is always positive and so the experience he is having at school is the best he can possibly have.

Parent

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Students with disabilities in mainstream schools

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How do parents choose a school for their child? What are the Disability Standards for Education? What practical things do I need to consider when teaching a child with a disability? What is the Student Support Group? What is an Individual Learning Plan? How can therapy be managed at school?

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Guidance for inclusion of students with disabilities

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Guidance for inclusion of students with disabilities

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Further reading for Personal Development

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Further reading for Personal Development

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TED talk on Universal Design for Learning (UDL)

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TED talk on Universal Design for Learning (UDL)

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Reimagining Disability & Inclusive Education | Jan Wilson | TEDxUniversityofTulsa

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Podcasts - Recordings from Education Seminars on Cerebral Palsy

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Podcasts - Recordings from Education Seminars on Cerebral Palsy

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The CRE-CP is pleased to be able to record most of our education seminars and make them available here as audio podcasts. You can subscribe to the channel by searching for "CRE-CP" in your podcasting app.

Another podcast you may interested in is CRE Training Lab; a collaboration between the Centres of Research Excellence at Murdoch Childrens Research Institute to provide a professional development program for early-mid career researchers and PhD students.Each episode presents tools and information on new topics related to research. Listen to the episodes below, search for "CRE Training Lab" in your podcast app or check it out at CRETrainingLab.org.au

CRE-CP Education Podcasts

Episode 8. VPRS Education Day Part 3: Outpatient development assessment program
https://files.whooshkaa.com/podcasts/podcast_2035/podcast_media/efbd16-crecp-education-day-ep-3.mp3
Outline: In this episode we hear about current and emerging research in paediatric rehabilitation from a selection of practitioners presenting at a Victorian Paediatric Rehabilitation Service (VPRS) education day in July 2017. In part 3 Dr Sue Greaves speaks outpatient development assessment programs.

Episode 8. VPRS Education Day Part 2: Upper limb orthosis
https://files.whooshkaa.com/podcasts/podcast_2035/podcast_media/48ffd7-crecp-vprs-education-day-part-2-draft.mp3
Outline: In this episode we hear about current and emerging research in paediatric rehabilitation from a selection of practitioners presenting at a Victorian Paediatric Rehabilitation Service (VPRS) education day in July 2017. In part 2 Professor Christine Imms speaks about upper limb orthosis.

Episode 8. VPRS Education Day Part 1: Participation
https://files.whooshkaa.com/podcasts/podcast_2035/podcast_media/552cdb-crecp-vprs-education-day-part-1-draft.mp3
Outline: In this episode we hear about current and emerging research in paediatric rehabilitation from a selection of practitioners presenting at a Victorian Paediatric Rehabilitation Service (VPRS) education day in July 2017. In part 1 Professor Christine Imms speaks about participation in rehabilitation.

Episode 7. Dyskinetic cerebral palsy
https://files.whooshkaa.com/podcasts/podcast_2035/podcast_media/1a10fd-crecp-adrienne-dyskinetic-pub-final.mp3
Outline: In this episode Dr Adrienne Harvey looks at the current evidence and future research directions in dyskinetic cerebral palsy, including the AACPDM Care Pathway for Dystonia.

Episode 6. Alternative and augmentative communication (AAC) in children with cerebral palsy | Katie Lyon and Gemma Holleran, Scope Victoria
https://files.whooshkaa.com/podcasts/podcast_2035/podcast_media/0f96de-crecp-alt-communication-publication-final.mp3
Outline: This episode outlines the myths and benefits of using alternative and augmentative communication (AAC) with children with cerebral palsy, including current research, an understanding of how AAC fits with typical language development, why AAC is important for children with cerebral palsy and what's new in AAC strategies and technology.
Click here to download the accompanying handout.
Episode 5. Supporting the mental health of parents: Opportunities for Intervention | Dr Elise Davis, Dr Kim-Michelle Gilson, Dr Helen-Bourke Taylor, Joan Gains
https://files.whooshkaa.com/podcasts/podcast_2035/podcast_media/652b19-271357948-cre-cp-podcast-episode-5-mental-health-of-parents-and-carers.mp3
Outline: This episode highlights new research in the CRE-CP focusing on the mental health care needs of parents of children with a disability and innovative practices to support parental mental health. New quantitative research on the mental health care needs and preferences of 300 mothers of children with a disability is presented, in addition to qualitative research with mothers and professionals. The podcast will also focus on opportunities to better support mothers' mental health from the individual level to the broader service system.
Click here for more information about the Carer Gateway
Episode 4. Igniting Fitness Possibilities for children of all abilities | A/Prof Virginia Wright
https://files.whooshkaa.com/podcasts/podcast_2035/podcast_media/9365a3-262743653-cre-cp-podcast-episode-4-dr-virginia-wright-igniting-fitness-possibilities-for-children-with-various-abilities.mp3 Outline: This episode outlines inclusive physical participation programs in the community, discussing ways to bridge the gap between physiotherapy services and instructor-based fitness or recreation programs, and providing ideas for creative solutions that can be applied in situations where families may not have access to an organized program. Virginia presents an update on new research in this area and talks about developing the Igniting Fitness Possibilities program.
Episode 3. An update on the F-Words and Knowledge Translation | Professor Peter Rosenbaum
https://files.whooshkaa.com/podcasts/podcast_2035/podcast_media/cc03e6-ep-3-peter-rosenbaum-final-for-publication.mp3 Outline: This episode outlines a knowledge translation journey after the success of "The F-Words in Childhood Disability: I swear this is how we should think!" Researchers, clinicians and families have found common ground in this holistic approach and are now working together to move these ideas into practice. In this episode Peter Rosenbaum presents unique perspectives from parent, clinician, and researcher representatives on the F-words and strategies for implementing the F-words in practice.
Episode 2. Hip Surveillance in Victoria: lessons learned to date and the road ahead | Rachel Toovey
https://files.whooshkaa.com/podcasts/podcast_2035/podcast_media/a35a25-247642207-cre-cp-podcast-cre-cp-podcast-episode-2-rachel-toovey-hip-surveillance-for-children-with-cerebral-palsy.mp3 Outline: This episode provides an update on the work of the hip surveillance project team and reports on the progress of projects to survey Victorian health professionals about current practice, barriers and facilitators to hip surveillance, and to explore the experiences of parents and carers when engaging with the hip surveillance process through focus groups.Click here to see the care map of G and G's family as mentioned in the podcast.
Episode 1. Functional hand use in children with unilateral cerebral palsy | Dr Lena Krumlinde Sundholm
https://files.whooshkaa.com/podcasts/podcast_2035/podcast_media/ccf7a0-228597636-cre-cp-podcast-cre-cp-podcast-episode-1-lena-krumlinde-sundholm.mp3 Outline: Routine daily tasks often require the use of both hands. When performing such tasks, each hand adopts a different, but complimentary role. For children with unilateral upper limb impairment, the well-functioning hand will always be preferred for fine manipulation and skillful actions. But what are the demands on the affected hand? What constitutes a useful assisting hand? In this podcast Lena discusses the concept of functional hand use in children with unilateral cerebral palsy, as well as the difference between hand function capacity and performance. Furthermore, she also demonstrates how the Assisting Hand Assessment can be useful to guide interventions aiming at improving functional hand use.
CRE Training Lab

Episode 12. Policy and Advocacy | Dr Sue West,

The journey from research to informing policy decision-making is a strategic, multi-faceted process with collaboration at its core. Using a real-world case studies in child health services, Sue West illustrates the concept of 'research translation' to increase the use of evidence in policy.

Episode 11. Fine tuning your CV | Elizabeth Bremner & Professor Peter Anderson

Elizabeth Bremner and Professor Peter Anderson discuss the best way to present your experience to employers on paper and in person, and outline strategies to help you write a powerful resume and cover letter.

Episode 2. Part one: Publications | Professor Andrew Davidson

Part two: Authorship | Professor Andrew Davidson

Outline: Impressive publications can propel your career to the next academic stage whilst poorly planned publications can cause ongoing grief and stress!
A publications plan is critical. Mapping out the sequence and focus of publications, the authors list and order, timelines and sequence of reviews, and choosing where you will publish, are important decisions that contribute to a high quality publication. Crafting your paper, managing feedback from other authors and pulling it all together requires skill and diplomacy. In this seminar, Andrew will discuss how to approach publications and authorship in order to avoid a political misstep and maximise your potential!

Episode 1. The Modern Research Community | Dr David Martino

Outline: The research community is evolving. The way in which we quantify legitimate research activities, judge research output, communicate our findings, share ideas and collaborate has changed in recent years. This seminar will explore how the evolution of open access policies, research metrics, peer review, crowdfunding and social media are changing the landscape of academic research. This podcast looks at how researchers are now more empowered than ever to promote their own work, drive opinion in their respective disciplines, and connect to funders and collaborators at unprecedented levels. David also looks at which platforms are trending in these areas, and provides links to some useful resources.
Click here to download a list of tools that are mentioned in this episode.

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The CRE-CP is pleased to be able to record most of our education seminars and make them available here as audio podcasts. You can subscribe to the channel by searching for "CRE-CP" in your podcasting app.

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Our education and training programs give you the tools and know-how to enhance your skills. For individuals and organisations, Scope offers the following training in the following areas:

How to make communication aids

Assessing communication

The strategies and tools required to support people with communication difficulties. This includes people with intellectual disabilities, Autism Spectrum Disorders, acquired brain injuries and those who have behaviours of concern

How to make written information accessible for people who have literacy difficulties

Using a sensory-focused approach, meaningful participation for people with profound intellectual and multiple disabilities (PIMD)

Communication access, making communities more accessible for people with little or no speech

Specialised iPad workshops

You can also access our free podcast: " Alternative and augmentative communication (AAC) in children with cerebral palsy " to learn more about the myths and benefits of using AAC and what's new in AAC strategies and technology.

The 2017 training and education calendar as provided by Scope's Communication and Inclusion Resource Centre is below. To register for one of our scheduled workshops please complete an application form or talk to us about arranging a session for your workplace.

Please click here for a print version of our 2017 Training Calendar.
^ Price for two half day sessions - includes resources
For more information on the training outlined above please contact Scope's Communication and Inclusion Resource Centre: Phone: (03) 9843 2000 Email: circ@scopeaust.org.au

GISS (Gastrostomy Information and Support Services) Workshop

This competency based workshop is:
- practical and interactive
- suitable for anyone who might need to support someone who has a gastrostomy or jejunostomy tube.

The session includes an overview of gastrostomies, equipment, methods of providing nutrition through a tube, hygiene, types of tubes, trouble shooting, and managing modified medications.

Support workers, speech pathologists, dieticians, child care workers and family members all find this workshop provides valuable information and skill development.

On completion of assessment of theory and practice participants receive a certificate.
Scope Glen Allen Training Room, Allen Street Glen Waverley
Time: 9:30pm - 1:30pm

Dates:
Scope Glenroy Training Room, 177 Glenroy Road, Glenroy
Time: 9:30am - 1:30pm

Dates:

Duration: One 4 hour session

Cost: $187 (inc GST).
Cost is subject to change.
Tea and coffee supplied.

Additional workshops can be delivered at other locations by arrangement.

A 2.5 hour refresher workshop is available to previous participants in the full half day workshop who wish to review and refresh their work practices.

Nasogastric tube training is also available on request.

Client specific training and workplace assessments are also available.

Development of enteral nutrition support profiles can be arrange on contract.

Registering for workshops

Workshop places are limited and booking is essential.

The workshop registration form is available to download here.

For further information contact (03) 9843 2020

Schools, corporate and community education programs

Scope also offers education programs to businesses, organisations, local governments, schools and community groups across Victoria. Scope's education programs aim to foster understanding and promote the importance of creating welcoming and inclusive communities for people living with a disability. Programs can be tailored to suit the goals of your organisation. Scope's education programs are workshop-style education program guiding organisations in how to interact and communicate to people with a disability. To find out more about the programs offered click here

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Our education and training programs give you the tools and know-how to enhance your skills. For individuals and organisations, Scope offers the following training in the following areas: How to make communication aids Assessing communication The strategies and tools required to support people with communication difficulties.

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Information, advice and resources to disability practitioners, academics, teachers and students on inclusive practices.

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Information, advice and resources to disability practitioners, academics, teachers and students on inclusive practices.

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This ADCET webinar, Enabling inclusive employability - designing work-integrated learning that supports students in uncovering who they are, and who they want to become, presented by Emily Jones, will provide an overview of a doctoral research project that explores utilising UDL principles to design work-integrated learning. The presentation will include an overview of the research aims, the different stages of the research and the concept of utilising UDL for WIL. When: Thursday 16 Nov 2023

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ADCET - Australian Disability Clearinghouse on Education and Training

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Australian Disability Clearinghouse on Education and Training (ADCET) provides information, advice and resources to disability practitioners, academics, teachers and students on inclusive practices within the post-secondary education sector.

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Information on disability rights, reasonable adjustment, fairness, and working together.

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Information on disability rights, reasonable adjustment, fairness, and working together.

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The Disability Standards for Education and You: A practical guide for individuals, families and communities | Disability Standards for Education

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Disability Standards for Education: A Practical Guide for Individuals, Families and Communities