Latrobe Special Developmental School webpage

Latrobe Special Developmental School (SDS), is situated in the town of Traralgon in Gippsland,  160km east of Melbourne (and prior to a name change in 2004 known as Traralgon SDS), drawing students from a wide geographical area. As a school that caters for students with a moderate to severe disabilities aged 5 to 18 years of age it is the only school in the Latrobe Valley to do so. All students receive free transport by bus between their homes to the school.

Enrolments have increased by over 30% since the last review in 2002 and continue to grow. This has enabled an extension of educational opportunities but has stretched the school's physical and human resources and allowing for the implementation of some creative and lateral strategies in programming and the use of facilities. In 2007, 67 students attend the school: almost three quarters of these are boys.

Students are grouped according to age. The junior classes include children from 5 to 8 or 9 years old. Each class has a teacher and a teacher’s assistant working with a group of 4 to 5 students. Students then move into Middle Years with the teacher and teacher’s assistant working with an average of 6 students. In the final three years of their time at the school, students are classed as seniors and currently 2 teachers and 3 assistants work with a group of 12 students. A change in the class structure at the end of 2005 saw the students in wheelchairs (all boys) that were previously spread amongst the other classes, grouped into an APEX class, so called because this class is located in the Apex House building at the school. They receive a specialised program to meet their needs and also take part in other classes throughout the week as part of a buddy group program.

A strong partnership exists between home and school. Parents and carers are increasingly involved in the school and are considered essential partners in their child's education. Program Support Groups meetings of staff and parents are conducted at least twice a year to determine the individual learning goals for the student. These are built into an Individual Learning Plan (ILP) which guides the curriculum program offered within the classroom. The introduction of the Victorian Essential Learning Standards (VELS) with its holistic approach to student learning is seen to provide an ideal framework for the development of an enhanced curriculum and assessment framework. Student progress is reported against the achievement of these individual goals. The employment of a welfare officer to work with students and their families has widened the extent and scope of parent involvement. Parent social mornings, barbeques, craft groups(outside of school), fathers nights have become part of the school culture, as well as the invaluable one to one support that is provided.

The school council is charged with overseeing the running of the school The council is highly supportive of the leadership and show positive support for initiatives. One recent exciting development has been the construction of a separate independent living centre through the use of local funds: the building of a hydrotherapy pool will be an initiative in the next planning period.

Relationships within the school are well developed and very positive. At all levels, the staff (a term inclusive of teachers and aides) are recognized for their expertise and dedication to their profession, the school and their pupils. There is a strong collective sense of responsibility. Teachers' work and student achievement has been enhanced by paramedical support. The school currently employs a fulltime physiotherapist and occupational therapist, a part time speech therapist and music therapist to support teachers across the school. Innovation has been actively encouraged as the traditional programs have been replaced by alternative contemporary approaches. The school reports some interesting but healthy pedagogical discussions along the way. 

The school has worked to build its public and educational community profile. Increasingly, Latrobe SDS staff are employed as a valuable resource to support mainstream schools in the areas of program planning and student management. Building and maintaining relationships with members of the wider community is an integral part of the school. We have a wide group of committed volunteers; links with local schools from both the public and private sector where students visit and participate in joint programs, many work experience students from the secondary college and post secondary options, and strong linked with service providers and service groups.

Placement Details
Students placed at the school would have the opportunity to develop an advanced knowledge of students with moderate to severe disabilities and their families. Students at the school have a range of diagnosed disabilities and associated communication, behavioural and physical difficulties. As many of our children have identified medical conditions, syndromes and disorders, students may be able to undertake specific projects linked to individual children or to a specific cohort of students (eg children with Autism) These could be left at the school as a resource or presented to staff as professional learning.

The school caters for students aged from 4-18 years and provides a variety of allied health supports. Physiotherapy, occupational therapy and speech therapy are utilised to support student development. It is envisaged that students placed at the school would have the opportunity to work with these professionals during the school day.

Students on placement would be expected to work in educational classroom and community based programs alongside Allied Health staff, teachers and teacher aides. We would anticipate that for maximum learning opportunities that students will interact with children individually or in small groups. Students would be welcome to attend any planning meetings, morning briefing, staff, and unit meetings, curriculum meetings, as well as any professional development sessions which may be occurring during their placement.

Placement Parameters
Students are expected to work in conjunction with Allied Health staff and initially participate in classroom based programs leading towards implementing tasks and activities themselves. Tasks and expectations would generally be discussed with Allied health staff the student/s is working directly with. Whilst they MAY be involved in one to one activities with a student or small group of students, these will be under the supervision and/ or direction of an existing staff member
Key skills developed would be

Selection Criteria

Confidentiality
Respect for Privacy of students, families and staff
Good communication skills
An empathy with students and willingness to be involved working with children (not fearful and afraid to speak or interact with them)
An awareness of a range of disabilities and a willingness to learn about how best to engage with particular cohorts of students

Location: Hickox Street, Traralgon
Contact Person: Megan Williams, Physiotherapist
Phone: 5176 1956
Places Filled: 0/2