Occupational Therapist - Melton Specialist Schools

  • Victoria State Government - Education and Training
  • Melton VIC, Australia
  • 07 Jan, 2022

Job Description

Job ID:  1261836 Location:  Melton Specialist Schools Department:  Melton Specialist Schools Role Type:  Other Subjects/Duties:  View Subject/Duties Full/Part Time:  Full-Time Ongoing/Fixed Term:  Fixed Term Classification:  Ed Support Level 1-Range 3 Apply By:  20/01/2022 Other Information:   Begin Date:  28/01/2022 End Date:  20/12/2023 Hours:  38.00 Contact Name:  Monika Michailides Phone:  0431 370 374 School Website:  https://meltonss.vic.edu.au/


Location Profile

Melton Specialist School, with an enrolment of 345 students, provides educational programs for students with disabilities at both primary and secondary levels in a positive, caring and safe environment. It is a dual mode setting, catering for students with mild through to severe intellectual disabilities and other associated disabilities like Autism. Students are transported to our school via bus or family transport. The school is closely located to other schools as well as a variety of community retail spaces, leisure and recreational facilities.

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

Our school’s philosophy and programs are based upon the belief that children learn best in a structured environment that is safe, challenging and supportive with a school-wide focus on Positive Behaviour Support. Across the school we implement Structured TEACCHing and provide onsite training for staff to implement this approach to teaching and learning. We provide programs in Arts, Literacy, Physical Education, Numeracy, Information Technology, Science and Life Skills. Senior students also have the option of accessing a VCAL or ASDAN program which aim to develop work related skills, travel education and personal development skills.

Student Support Group meetings involving staff, parents, carers and our Allied Health team are held four times a year to formulate individual learning goals based on each student’s ability, strengths and needs and celebrate achievements towards these goals

In 2022, Stage two of a four-stage rebuilding project will commence. Stage one was completed in 2019. Through our Improvement plans, the school aims to develop a change in the culture of the school where roles are clarified, structures and processes are developed and embedded, and an expectation on consistent practice and developing expertise is expected in all staff.

Our vision

Staff at Melton Specialist School believe in creating a nurturing environment where students are empowered to achieve their full potential, be that in the academic curriculum, in their social interactions or in the area of independent living skills. Increasing student independence and creating an engaging learning environment is foremost when staff plan and implement individual programs.

Our values

Melton Specialist School values the safety, health and wellbeing of its students, staff and community. The cornerstone of education for the students who attend our school relies on the partnerships that are formed between families, the school and agencies outside of the school. At this school, we respect student diversity and we acknowledge that all students can learn in their respective manner.

Staff have a responsibility to ensure that student learning is engaging and relevant to the individual. Students in the school demonstrate their responsibility by trying their best in their academic, social and personal interactions.

We are a School Wide Positive Behaviour Support School.

School-wide Positive Behaviour Support (SWPBS) is an evidence-based framework for preventing and responding to student behaviour. It aims to create a positive school climate, a culture of student competence and an open, responsive management system for all school community members.

It includes analysis of data in professional learning teams, implementation of evidence based practices and organisational systems for establishing safe, purposeful and inclusive school and classroom learning environments while providing the individual behaviour and learning supports needed to achieve academic and social success for all students.

Our school purpose is supported by the following school values that are central to the life of the school.

Be Responsible • Be Respectful • Be Safe

Selection Criteria

SC1 Demonstrated ability, understanding and commitment to the assessment and implementation of therapy and intervention programs for children aged 5-18 years old with a wide range of disabilities (including but not limited to: ID, ASD, CP, Down Syndrome).

SC2 Demonstrated capacity to work as part of a collaborative professional team as well as independently and contribute to the achievements of the team.

SC3 Ability to contribute to the design and delivery of professional learning and training programs to other relevant professionals, school staff and carers.

SC4 Demonstrated commitment to ongoing professional learning and the capacity to reflect critically upon professional practice relevant to special schools.

SC5 Demonstrated excellent interpersonal skills verbal and written communication and networking skills.

Role

  • All students will have access to an inclusive environment and curriculum at Melton Specialist School with a focus on increasing their performance and independence.
  • The Occupational Therapist will work to ensure each student is given the opportunity to achieve their optimal level of skill performance across the school curriculum.
  • To work within the ‘student cantered’ model of therapy delivery.
  • To provide occupational therapy services in the areas of fine motor development, pre-writing and handwriting, life skills, self-care, play skills, social thinking and sensory integration.
  • To ensure student’s sensory processing needs are considered when planning programs, routines and activities.
  • Assess student’s sensory processing as required and make recommendations as needed.
  • Work with teachers to set goals and plan programs to best meet the needs of the students within the school environment
  • Review these goals and report on student’s progress mid-year and end of year.
  • To work within an interdisciplinary team to provide a holistic, integrated therapy service within the specialist school setting.
  • To provide education sessions for school staff and parents to assist them in their role as primary care giver and educators
  • To work with parents/carers of students to assist in the carry-over of skill development, from the school to the home environment.
  • To apply to external agencies for assistance with funding services and equipment on behalf of students as required, including SWEP.
  • To make referral to relevant professionals when needs of a student arise which are outside the role of a school based occupational therapist including, dieticians, paediatricians, psychologist and private allied health professionals.
  • To assess students and write reports for the purposes of Educational Needs Questionnaires.
  • To work as a clinical educator and supervisor for occupational therapy students
  • To attend professional meetings
  • To plan and oversee the work of the therapy assistant.
  • To take on additional roles to contribute to the effective functioning of a school including choice of a committee membership, various rostered duties and yard duty.
  • To have and maintain a current AHPRA registration.
  • To have responsibility for the maintenance of resources and therapy equipment in conjunction with other staff
  • To continually demonstrate evidence-based practice.

Responsibilities

Provide an Occupational Therapy service that includes conducting individual assessments, providing assessment reports and advice about relevant teaching and learning strategies, planning and implementing therapeutic programs through individual, small group and whole class settings.

Liaising with parents regarding their children's difficulties and remedial program options.

Consulting with teachers and assistants to assist with the integration of programs within the classroom to support children and adolescents with complex communication needs including Autism Spectrum Disorder, behavioural and other congenital disorders.

Working with other therapist including Physiotherapist, Speech Therapists to plan and implement eating and drinking programs.

In-service staff and parents on occupational therapy programs and initiatives.

Assessment and report writing for individual students for funding under the PSDMS program.

Who May Apply

Approved qualifications in Occupational Therapy that are acceptable for membership to AHPRA, Including a University degree.

The successful applicant must hold a current employee working with children’s check.

There is flexibility for part time employment and the role also has the potential to become ongoing.