Academic Individualised
Auslan
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Auslan is a language developed by, and for, Australians who are deaf or hearing impaired. It’s a visual form of communication that uses hand, arm and body movements to convey meaning. Auslan is uniquely Australian. Just like different languages are spoken around the world, people who are deaf use different sign languages depending on where they come from (it’s estimated there are 130 sign languages around the world). Due to historical similarities, Auslan is more like British Sign Language (BSL) than American Sign Language (ASL), which means Australians can often understand BSL and vice versa.
Auslan relies on a combination of hand shapes, movements and facial expressions to deliver messages. These can include a combination of:• Hand shapes – Auslan has 38 hand shapes with 28 variants• Orientation – This is the direction of your palm and hand in relation to your body. For example, making a sign near the head suggests ‘thinking’.
• Location – Signs are made near different parts of the body to convey meaning
• Movement – Small or large movements of the head, arms and hands can suggest different words
• Expression – Head and facial movements or expressions are used to convey emotion and emphasis.
For further information go to https://www.australiancurriculum.edu.au/f-10-curriculum/languages/auslan/
Communication Support
Augmented Communication
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Augmentative communication means to add to or supplement a child’s current ways of communicating. A child’s communications include any type of speech, gestures and/or writing abilities they may already have. There are several types of augmentative communication devices, ranging from very simple signs or gestures to high-tech electronic systems.
Some examples of augmentative communications systems are:
signs and gestures
symbols – pictures, tactile feeling boards, real objects, printed words
light/low technology systems – communication books/boards and switches
high technology systems – speech output systems, sound picture boards and computers.
Different types of systems may be useful for students, depending on the nature and severity of their communication problems. Communication problems often change from the early stages of recovery through to the final stages of recovery. Therefore, the type of communication system needed by your child may change.
Selecting the best communication system for a child involves a very thorough evaluation and assessment. The assessment is usually done by a speech pathologist. Sometimes other health professionals, including an occupational therapist, communication technologist or even an engineer, are also involved.
Several factors may influence the type of system chosen:
- vision problems
- memory
- ability to learn new things
- attention span
- any physical disability
- fine motor skills – the ability to make small movements
- ability to access a computer
- previous knowledge or use of technology
- the environment – including any factors which may affect the use of a system
- the child’s mobility and the size of the device
- how many people the child needs to communicate with and how often
- how long the system may be needed.
For further information go to https://www.australiancurriculum.edu.au/f-10-curriculum/languages/auslan/
Disability Inclusion Referral
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A Disability Inclusion referral may be made to the Disability Inclusion Team if staff require support. This may include student behaviours of concern, supporting staff to learn strategies to better engage students with or without a diagnosed disability, or ensuring appropriate educational accommodations, and reasonable adjustments have been made to support student learning within the classroom.
Please note that a referral will require classroom observations. These will be taken, recommendations put forward along with coaching for teachers and/or TA to fulfil the recommendations provided.
Specialist Setting Placement
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Maryborough Education Centre Specialist Setting is nestled within the whole MEC Prep to 12 and Special School. Our school is a caring, happy and student-focused environment offering an extensive range of programs, in state of the art facilities. The Specialist Setting has approximately 70 students drawn from the Clunes, Maryborough, Newstead, St. Arnaud and local rural communities. The school is easily accessible by an efficient network of Specialist School buses. Students are cared for by a chaperone who has expertise and experience in special needs.
We are the only school in this area providing seamless Prep-12 and Specialist education. We offer a diverse curriculum and a wide range of co-curricular activities. All students are encouraged to strive for their personal best in a positive learning environment that provides pathways to individual career plans.
We strongly believe that learning takes place more effectively when home and school are in harmony. We invite your active support and participation in your child’s education.
Please refer here for further information.
Teacher Assistant Support
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Effective teacher-teacher assistant teams are one of the greatest joys in education. The teams can increase learning and engagement exponentially. Teacher assistants have many roles and responsibilities which include:
Assist teachers and therapists
Collection information on student progress
Implementing Student Support Plans as set out by the teacher
Organise classroom materials and environment
Providing basic physical and emotional care including medicating, feeding, toileting and lifting
Providing duty of care for students.
Key aspects include:
1.Develop an understanding of the DET Vision for Learning and MEC Visions and Values
2.Develop an understanding of the DET Practice Principles
3.Develop an understanding of the DET E5 Pedagogical Model
4.Develop understanding High Impact Teaching Strategies
5.Empower students using Amplify strategies
6.Implement support plans using MEC Student Support Plans.
7.Assist with Therapy and Hydrotherapy Referrals
8.XUNO Entries, Postcards and Publications
9.Professional Reading & Surveys
10.Orderly Environment according to the Orderly Environment Schedule
11.Contribute to IEPS & and attend SSGs as required
12.Communication. Respond to parents, carers and colleagues in a timely manner.
13.Meetings. Contribute to meetings in a positive manner.
14.Therapeutic Support. Undertake therapeutic support in line with therapist and teacher guidance.
15.Assisting students with feeding in a hygienic and proficient manner
16.Transportation. Safely transport students via our buses using role description guidelines.
17.Yard Duty. Yard Duty Guidelines.