Occupational Therapist (Ed Support Level 1-range 3)

Schools (Government)

Melton, VIC

Posted 11/10/2019

Location Profile

Melton Specialist School, with an enrolment of 290 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. 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, toileting facilities 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 co-operative environment that is safe, challenging and supportive with a school-wide focus on Positive Behaviour Support. Classroom teachers 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 programs 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 every term to formulate individual learning goals based on each student’s ability, strengths and needs.

In 2019, a major rebuild of the administration, therapy and multipurpose hall has been completed. This is the first stage of a four-stage rebuilding project. 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.

Melton Specialist School boasts a growing interdisciplinary therapy team including Speech Pathologists, Occupational Therapists, Physiotherapists, Music Therapist, Psychologist and an Allied Health Assistant. Our therapy team operates under the ‘student centred model’, striving for the greatest outcomes for students. This model is a way of providing therapy within the classroom and in small groups of students with similar goals. It involves all therapists, allowing the sharing of knowledge and training of techniques to be provided on a daily basis for all staff. It ensures that everybody working with a student is using the same techniques to achieve the goals set.

The Allied Health intervention is designed in consultation with the classroom teacher and families according to the needs of each student and the skills that are being worked on at the time. This enables therapists to work with the teaching staff in a collaborative way to achieve therapy and curriculum goals in a realistic setting. This model teaches skills in a realistic context allowing daily practise, rather than teaching in isolation. It also allows therapists to have input into the classroom environment and make physical changes to enhance student learning (e.g. visual systems, equipment).


Selection Criteria

1. 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).

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

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

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

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


Role

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.

All students will have access to an inclusive environment and curriculum at Melton Specialist School with a focus on increasing their performance and independence.

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.


Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.


EEO AND OHS Commitment

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.


Child Safe Standards

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx


DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx


Other Information

To work within the ‘student centered’ 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.


To view and apply for this job on the web visit:

http://www.healthcaremedicaljobs.com.au/job/12974104