In 2010 AISSA has initiated an In School Specialist Support Program. This program aims to provide a range of specialist support services particularly to schools in country and low SES areas where access to these specialist services is minimal. Schools identified as being eligible for the program will be able to apply to AISSA to access a range of specialist services, specifically speech pathology, psychology and occupational therapy.  This is in addition to the Special Learning Needs programs already provided by AISSA i.e. Special Education Advisers, Adviser Student Behaviour.  Schools can apply for a range of support services that best suit their needs.  This may include:

• In class support for teachers of students with special needs and learning difficulties
• Professional learning opportunities for staff to increase their understanding of the issues relating to student learning
• Advice on the implementation of specialist report recommendations within the school setting
• Advice on planning, implementing and evaluating appropriate programs to support student learning and well-being on either an individual, group or whole school basis.

The focus of the In-School Specialist Program  is primarily to support eligible schools to build the capacity of school staff to cater for the wide range of needs of their students, particularly those who have been identified as ‘at risk’ in developing their educational potential. This program will provide appropriate expert advice to school principals and services (which may include assessment and observation of students) and professional learning for teachers and school staff to improve the learning outcomes of those students.

For more information, please contact Linda McEvoy, Program Liaison Officer on (08) 8179-1400 or email Linda McEvoy.

Criteria
Assessments are conducted by a Psychologist or Speech Pathologist. Assessments are funded to determine if the student has one of the following disabilities:

• Intellectual disability
• Language disorder
• Social/Emotional disorder
• Autism Spectrum disorder
• Complex cases - for example, the student has a disability and clarification of intellectual status is required, or the student has significantly disordered behaviour
• In some cases where a student's behaviour is severely disordered an Occupational Therapy assessment might be funded.

Process
Applications for an assessment must be made using the Assessment Application/Consent Form and include the following:

• ESL + Special Learnings Need Checklist (where appropriate)
• Asperger Syndrome Checklist (where appropriate)
• Autism Checklist (where appropriate)

The Special Education Team evaluates the need for an assessment based on the information sent in with the Assessment Application/Consent Form.

The Special Education Adviser facilitates the specific service requested and the school receives an approval letter to arrange the appointment.

Applications will be prioritised according to criteria.

Please note that there will be no refunds for assessments that have been paid for by parents/guardians or schools.

If there are students in your school whom you believe meet the above criteria, please contact the Special Education Team on (08) 8179-1400 or email Gabby Aschberger or Linda McEvoy

Funding from the LSNLN Program is available for students with severe and moderate complex disabilities is currently under review.

For more information, please contact the Special Education Advisers on (08) 8179-1400 or email Gabby Aschberger. 

Associated Documents

• Evidence of the Education Impact Form
• SLNS Booklet
• Verification of Disability - Social Emotional
• Verification of Disability - Autistic or Asperger Disorder
• Verification of Disability - Global Developmental Delay
• Verification of Disability - Hearing Impairment
• Verification of Disability - Intellectual Disability
• Verification of Disability - Physical Disability
• Verification of Disability-Sensory Disability
• Verification of Disability - Speech and Language
• Assessment Application/Consent Form

The objective of funding under the LNSLN Special Education Capital Grant initiative is to assist schools in the provision of capital facilities that are essential for programs designed to improve access to the curriculum for children and students with disabilities.

Capital grants of up to $5,000 are allocated as a budget priority to students with disabilities who require support to access the school site or the curriculum. In special circumstances, a small number of applications per year over $5,000 may be considered by the Special Education Working Group, particularly when the student has severe physical disabilities and significant access issues.

Grants are allocated on a submission basis and are prioritised according to the following criteria:

• Eligibility of students according to Commonwealth disability criteria
• Relative need for physical access, taking into account OHS&W and duty of care issues
• The educational needs of the students with disabilities
• Recommendations from professional and non-school organisations
• The status of the student's enrolment: priority is given to new enrolments or students in transition from kindergarten to primary school and primary to secondary school.

Schools are required to submit an Intention to Apply Form. If eligible, schools are sent the Capital Grant Guidelines and Application form to submit for approval. For more information, please contact the Special Education Advisers on (08) 8179-1400 or email Gabby Aschberger.

Please find below issues of the Special Learning Needs Newsletters and other publications/forms. 

• Student Support Plan
• Student with Disabilities - Enrolment Guidelines
• Taking a Closer  Look - Identifying ESL Special Learning Needs Students
• Key Teacher Day Friday 26 August  Presentation - Barbara Murray
• Key Teacher Day Friday 28 October Presentation - Barbara Murray
• Certificate III Expression of Interest
• Certificate IV Expression of Interest

Students with Special Learning Needs

Introduction
The Literacy, Numeracy and Special Learning Needs and Vocational Education Programs provide Commonwealth funds to conduct the School To Work Transition Program. Students gain units of competency from Certificate I in Work Preparation (Community Services) CHC10102 and Certificate II in Community Services Work from the Nationally accredited Community Services Training Package.

The program is designed for students who are 15+ years of age to assist them in the development of their social and work readiness skills to ensure successful transition from school to work and/or
further education and training.

The Program is based on early intervention and collaboration between students, parents, teachers, and TAFE SA.

Aim
The program aims to develop the social and work readiness skills of students with special learning needs by:

• further improving language, literacy, numeracy and communication skills in focussed environments beyond school
• fostering a range of personal, social skills and employability skills
• encouraging independence and managing an adult learning environment
• helping students to critically evaluate their own performance, including recognition of preferred
  learning style/s and evaluation of progress
• observing and exploring a range of workplaces
• experiencing work placement where appropriate
• encouraging involvement in community activities
• identifying vocational interest options and future pathways beyond school.

Student Target Group
The target group for the Program is students in Years 10, 11, and 12 who are at least 15 years of age. Expressions of interest will be submitted to the Program Advisers from participating
schools. Priority will be given to older students with significant difficulties with language, literacy, numeracy and / or communication skills and are at risk of an unsuccessful transition from school.

Structure
The program is conducted over Terms 2 and 3. The Program caters for the needs of 10 – 15 Independent school students each year. The Program includes:

• attendance at a TAFE campus for one day per week during Terms 2 and 3
• an accredited VET study program
• teacher/student/parent Information sessions
• supervised Work Observation in industry (equivalent to two days)
• gaining units of competency from Certificate I in Work Preparation (Community Services) CHC10102 and Certificate II in Community Services Work from the Nationally accredited Community Services Training Package.

Information regarding the School to Work Transition Program can be obtained from Jenn Tranter on (08) 8179-1423 or email Jenn Tranter or Marilyn Wall on (08) 8179-1428 or email  Marilyn Wall