Special Ed. Occupational Therapist - Ascot Vale

About this role

Selection Criteria SC1. Knowledge of the use and application of a wide range of interventions to assist children with an intellectual disability to participate in school-based activities including play, sensory regulations, fine motor, self care, gross motor, and social skills. SC2. Recognise the importance of working positively and effectively with a multi-disciplinary team in a trans-disciplinary way. SC3. Demonstrated ability to communicate effectively and collaboratively with students, families, caregivers, school staff and other professionals regarding occupational therapy service delivery and student-specific needs, goals and outcomes. SC4. Demonstrated knowledge of Occupational Therapy theory and evidence-based intervention approaches relevant to supporting students' participation, independence and engagement in learning, self-care and leisure activities within a school environment. SC5. Demonstrated ability to build the capacity of school staff through consultation, professional learning, in-service training and practical resources, enabling staff to confidently embed inclusive Occupational Therapy strategies within everyday classroom routines and across the wider school environment. SC6. Demonstrated understanding of and commitment to identifying and implementing appropriate adaptive equipment and assistive technology to support students' participation, independence and engagement in learning and everyday school activities. Role Conduct assessment of students in areas such as regulation, fine motor, self care, social interactions. Design and implement programs in collaboration with teachers, parents / carers, according to students' individual needs and based on developmental level and age appropriateness. Document, record, and accurately report on student involvement, evaluate progress and make recommendations for future programming. Provide information about special access equipment and physical barriers withing the school environment as required by staff, parents / carers. Attend meetings eg, staff, allied and case conferences. Manage and maintain Occupational Therapy resources • Conduct occupational therapy assessments to identify students' strengths, needs and functional abilities across areas including sensory processing and regulation, fine and gross motor skills, self-care, social participation, functional independence and engagement in learning. • Develop, implement and evaluate individualised occupational therapy programs and interventions in collaboration with students, teachers, parents/carers, the school's Occupational Therapist, Speech Pathologists and other relevant professionals, with consideration of each student's developmental level, individual needs, strengths and goals. • Document and maintain accurate, timely and confidential records of assessments, interventions, student participation and progress, and provide recommendations to inform ongoing programming and support. • Provide consultation and advice to staff, parents/carers and relevant professionals regarding occupational therapy needs, environmental modifications, physical accessibility, adaptive equipment and assistive technology to support students' participation, independence and engagement within the school environment. • Work collaboratively with the school's Occupational Therapist to ensure continuity and consistency of occupational therapy services, share clinical knowledge and resources, contribute to service planning and participate in the development and review of occupational therapy practices across the school. • Participate in relevant meetings, including staff meetings, allied health meetings, Student Support Group meetings, case conferences and other collaborative planning processes, as required. • Maintain, organise and develop occupational therapy resources, equipment and intervention materials to support effective service delivery across the school. • Maintain and develop professional knowledge and skills through ongoing professional learning, reflective practice, professional supervision and engagement with current evidence-based occupational therapy practice relevant to the school-aged population and specialist education setting. Range 3 is distinguished by the introduction of management 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 school administration, operations or 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. The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations. 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. Responsibilities 1. Effective assessment monitoring and reporting of students' individual needs 2. Implement therapeutic programs through individual, small group or whole class settings. 3. Provide support to students' families or carers through direct and indirect means eg. meetings and developing / providing resources. 4. Effective organisation management and promotion of teamwork 5. Effective communication skills. Evidence of professionally sensitive communication with parents / carers and students 1. Assessment, monitoring and reporting Conduct effective assessment, monitoring and reporting of students' individual strengths, needs, progress and functional outcomes to inform ongoing occupational therapy intervention and educational programming. 2. Therapeutic intervention Develop and implement evidence-based therapeutic programs and interventions to support students' participation, independence and engagement through individual, small-group and whole-class approaches. 3. Family and carer support Provide support, consultation and resources to students' families and carers through direct and indirect means, including meetings, collaborative planning, education and the development and provision of practical resources and strategies. 4. Collaborative practice and organisation Demonstrate effective organisation, time management and resource management, and contribute positively to a collaborative, multidisciplinary allied health team, working closely with the school's Occupational Therapist, Speech Pathologists, teachers and other relevant staff to support coordinated and consistent service delivery. Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position. Diversity and Inclusion The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines ). Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected] 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. 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: https://www2.education.vic.gov.au/pal/child-safe-standards/policy DE Values 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 Location Profile Ascot Vale Heights School is a state government P-12 special school that caters for students with mild intellectual disabilities. We are deeply passionate about preparing young people to reach their full potential and become active and engage global learners. AVHS provides evidence-based learning that maximises the independence of each person in an innovative, engaging, and inclusive learning environment. It is located in the Travancore Estate of Ascot Vale. The school offers excellent programs to promote the learning and independence skills of all students. Specialist classes include Physical Education, Music, Art, and the Stephanie Alexander Kitchen and Garden Program. Parents are welcome and encouraged to participate in their children's education. A number of information sessions and programs to support parents are held throughout the year. For further information please visit www.ascotvalehs.vic.edu.au