AddressYarra Ranges Special Developmental School is a specialist school that provides a quality educational program for students with moderate to profound intellectual disabilities. Around 45% of our students have a co-morbid diagnosis of Autism as well as a diagnosed intellectual disability. Many students have additional impairments, including sensory or physical. Students range in age from two years eight months to eighteen years of age. The school also has an established Satellite Unit based at Healesville Primary School. The Unit currently caters for 8 students, from foundation to grade six. Students who attend, have a mild to moderate intellectual disability.
Students must meet the state-wide eligibility criteria to attend and are enrolled at Yarra Ranges Special Developmental School in accordance with the school¿s documented enrolment policy.
Our school¿s philosophy is reflected in the programs and is based on the belief that all children can learn and learn best in a happy, challenging, and supportive environment. We recognize and value the individuality of our students. All students have an Individual Learning Plan (ILP) which is developed by teachers in conjunction with parents, guardians and caregivers, therapists and other relevant professionals. Therapists work collaboratively with teachers to provide access for students to the curriculum. A range of augmentative communication systems are used including signing, PODDs and voice output devices.
Teaching and Learning at Yarra Ranges SDS is focused around the child with the goal being to build independence. Our instructional approach is based on Communication, School Wide Positive Behaviour Support and Structuring Functional Independence. Our vision is to build independence through active learning and our school values for the whole school community are:
· Be Respectful;
· Be Responsible;
· Be Safe
These are imbedded in all school policies and practices. Our commitment to these values is supported through our positive partnerships with all members of the school and the wider community.
As a school we encourage active involvement and participation of students, staff, parents, caregivers, volunteers and the wider community.
The students are grouped into five sections: Early Years (which includes our Early Education program); Junior; Middle; Senior and Healesville with a Team Leader in each area. Curriculum design and delivery is enhanced by the expertise of a committed and caring multi-disciplinary staff which includes teachers, education support staff, physiotherapist, occupational therapists, speech therapists, welfare officer and specialist teachers. The teacher to student ratio enables small classes (6-10 students) with education support staff working alongside teachers.
The Victorian Curriculum is the basis for an adapted curriculum for Foundation to Year 9 with the addition of a specially developed Senior Pathways Curriculum, based on VCAL, for students in their final three years of schooling. Our Early Education Program is based on the Victorian Early Years Developmental Framework.
The school also provides a wide range of enrichment activities and opportunities. These include a Garden Program, Swim Squad, extra sporting activities, visiting performers and community representatives. Specialist staff conduct Swimming, Arts and Media and PE programs. Information and Communication Technology is embedded into student learning throughout the school. We also host the internationally acclaimed MeTV, our onsite television broadcasting service. MeTV enhances our students¿ learning opportunities and contributes to our curriculum in a fun, interactive way. Information Communication Technology is embedded into student learning throughout the school.
The greatest feature of our school is the feeling of welcome, warmth and empathy. Parents are encouraged to work with the school in a partnership for the benefit of their child.
KSC1 Demonstrated experience in Paediatric Physiotherapy (neurological/physical disabilities) services including experience in assessment, development and evaluation of physical and mobility programs for students aged 3 to 18 years.
KSC2 Demonstrated ability to provide a range of assessments, program planning and implementation of intervention within the school curriculum.
KSC3 Demonstrated knowledge of Hydrotherapy provision and other swimming programs.
KSC4 Demonstrated exemplary communication and interpersonal skills when working with students, families, colleagues and other professionals.
KSC5 Demonstrated experience and willingness to engage in professional development activities relevant to students' needs.
KSC6 A willingness to work collaboratively with allied health and school support staff in a student-centred manner.
The Physiotherapist will be responsible for the provision of physiotherapy services in a special school setting for students aged 3 to 18 years with physical disability and/or health impairments.
The successful incumbent will work alongside classroom teachers and therapists in a multidisciplinary context using contemporary evidence based therapeutic and educational frameworks.
The Physiotherapist will undertake a range of duties including but not limited to: manual handling training; therapy services; hydrotherapy programs; swimming programs; assessment for reporting purposes and secondary consultations.
This position will suit a practitioner with experience in working in paediatric physiotherapy.
Range 3 is distinguished by the responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee's position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
To provide physiotherapy services to Yarra Ranges SDS students, aged 3 to 18 years of age, including students located at our Satellite Education Unit at Healesville Primary School.
To provide Hydrotherapy and other swimming programs at the school.
To provide manual handling and back care training supporting safe practices of student transfers.
To undertake physiotherapy assessments to assess each student¿s level of physical and mobility development.
To design, implement, deliver and evaluate individualised programs to promote further physical and mobility development to the best of students¿ ability.
To support and plan students¿ pre and post discharge programs from orthopaedic and other surgeries.
To provide consultations to teachers, therapists and education support staff to embed physiotherapy programs within the curriculum.
To provide support and training to all staff regarding students physical conditions.
To support students participation in community access programs.
To provide support with equipment management at the school.
To provide assessment reports and other supporting documents for funding applications.
To provide in-house training and workshops as required.
To undertake other duties as directed by the Principal.
Applicants must be registered with the Australian Health Practitioner Regulation Authority (AHPRA), hold a recognised Higher Education qualification in Physiotherapy and a valid working with Children Check.
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
