Term 3 2019

Inclusive Education









2019 Term 3 | Issue 1 Photo taken at the 2018 ASPECT Autism in Education Conference

Note from the IE Team




Photo: Dale Christian School





Greetings from the IE team, Inside this issue


Term 3 Timeline ..................... 3
Welcome back to a nice wintery August, we hope that you have had a good rest
News and Updates ................. 3
and are feeling refreshed for all the events that are to come!

IE Network info ...................... 3
This season brings a number of up-coming deadlines which this newsletter will
highlight and hopefully help you finish preparing for. The NCCD is a key feature, Gifted & Talented
with pointers towards the many resources that can be found on the regularly Column ................................... 4
updated website, and there are some timely reminders about Round 2 of State
funding. Multimedia Review ................ 4

Resource Review .................... 4
Arguably more importantly than these deadlines, the quality teaching of students
with diverse needs remains at the core of the content and we would encourage Inclusive Strategies Focus: ADHD
you to take some time to deepen your understanding of ADHD (Pg 5), look at your
............................................... 5
school’s definition of Giftedness (Pg 4) and take up some of the amazing
development opportunities flagged in the articles that follow. We would also Spotlight on: SCSA & ACARA
encourage you to engage with the State & Federal guidance in this space as you ............................................... 5
look at the column on Pg 5.
Senior Secondary Snapshot ... 5

As always, we hope that this newsletter connects with you in your role and Professional Learning ............. 6
supports you as you support your students. We also hope this term that you
Child Protection ..................... 7
might be able to think of one colleague who isn’t currently receiving this and
encourage them to log in to their AISWA account and sign up to receive it.
Contact Us .............................. 7
Extended collaboration is always a bonus.

Happy reading and we hope you have a great term!
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The AISWA Inclusive Education Team
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login to the AISWA website and go to ‘My
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2019 Term 3 | Issue 3 Page 2

Current News & Updates
Term 3 Timeline Documented Plans

For certain medical conditions, Documented

Plans can look like a structured medical plan
29th July - Round 2 created by the relevant experts.
applications due for admin
Two such conditions are Diabetes and
check
Epilepsy. Standard forms exist for the
management of these medical diagnoses,

2nd August - Principal which incorporate all the key information and
some very useful support advice for schools.
confirmation due
If you have students with Diabetes or

Epilepsy and they do not already have a
2nd August - NCCD
School Management Plan, please find the
reference date
links below…
Diabetes Management Plans here
Epilepsy Management Plans here


In the Validation phase,
typically Term 3, schools
Inclusive Education Network News
verify and confirm NCCD
data and submit it.
Time to chat, collaborate and share practice together!

18th Sept (1-3p.m.) - Disability focus network session
We would strongly
encourage staff teams, as

they work through the
validation phase this term, This session will have a dual focus:
to use the Guidelines and
 Teaching students with Cerebral Palsy
the newly phrased Levels of
 Transition planning for students, both from Middle School to High School and also
Adjustment, particularly
on into adult life.
noticing where the
accommodations for If you are interested in sharing ideas, working on your school’s transition planning
disability are actively being process or discussing best practice adjustments for students with Cerebral Palsy,
made and which level best please head along to the AISWA website and register to attend this session.

Future networking dates:

Term 4: 13th Nov (am) - Gifted underachievers & identification challenges.




Please contact via email:
Maggie Balfe [email protected] for IE networking

Kate Stannard [email protected] for Gifted focus











2019 Term 3 | Issue 3 Page 3

Gifted & Talented Education


When we talk about ‘Gifted students’, it’s
important that we know who we are
actually talking about and who our school
is catering for.

Commonly used models accept multiple
domains of Giftedness, as articulated by
Gagné (2008):

Intellectual
General intelligence,
Fluid, crystalized
reasoning, Verbal,
numerical, spatial,
National Week of Deaf People 2019
Memory: procedural,
declarative, Sense of observation,
21st-27th September
judgement, metacognition


Creative
Book Review Inventiveness
(problem-solving),
imagination, originality
‘ADHD: Living Without Brakes’ (2010)
(arts), retrieval fluency
by Martin L. Kutscher MD


Social & Perceptual
Kutscher’s text, written as a handbook for parents of Perceptiveness,
children with ADHD, is a very relevant and Interacting: social ease,
informative read for all adults working with or caring tact, Influence
for children living with Attention Deficit Hyperactivity (leadership, persuasion)
Disorder (ADHD). Vision, hearing, smell,

taste, touch,
proprioception
With a thorough breakdown of the spectrum of challenges that ADHD brings and

an empathetic look at the experiences of the children and young people
Muscular & Motor
themselves, this book provides both a deeper understanding of our students and
Control
a strong encouragement to develop intentional strategies to support them.
Power, speed, strength,
endurance.
Speed (reflexes), agility,
Possibly most welcome to the reader is the practical nature of what then follows,
coordination, balance
with best practice strategies outlined alongside some very down to earth advice!
Highly recommended to all those who are working with students living with Maybe this term, take some time to think
ADHD. about how your school is identifying and
meeting the needs of each of these

groups in your context.
Disclaimer: The author’s content re. medication should not be seen to be endorsed by
AISWA due to the inclusion of this book review. The author notes that this text does not
constitute medical advice.








2019 Term 3 | Issue 3 Page 4

Spotlight on: SCSA & ACARA Student Diversity Resources
Inclusion of Students

with... ADHD We know that time is precious when you’re planning for teaching and learning
and that finding the current information can feel time-consuming. Here is our

Quick Guide to finding the key online info when you are working with students
Best practice strategies for with disability and/or giftedness...
successful inclusion of students
with ADHD include…
Remember that the definition of disability referred to in all the
 Develop your own State and Federal documentation comes from the Disability
understanding of ADHD Discrimination Act, 1992 (DDA) and is a very broad definition.
 Acknowledge co-morbid

learning difficulties
 Get to know your The School Curriculum and Standards Authority (SCSA) provides
information and guidance on the General Capabilities, modifying
students’ strengths
 Recognise triggers the Curriculum and reporting against modifications, along with
links in each learning area to…
 Plan their seating
 Establish & maintain clear

boundaries The Australian Curriculum ACARA ‘Student Diversity’ resources,
 Be the most animated thing which include information on personalised learning approaches,
in the room! implications of the DDA, using the Curriculum to meet diverse
 Cue the student for key info needs and some great illustrations of practice.
& instructions
 Intentionally teach & support
Senior Secondary Snapshot
organisational strategies &

routines
The annual Abilities Expo is for people with
 Plan movement breaks &
disability, schools, families and carers to learn
active jobs
more about transition- to-work services
 Support transition times available in WA.
 Provide ‘take-up’ time
As well as guest speakers and performances,
 Don’t buy into
this is an invaluable opportunity for you and Wednesday Oct 30th:
arguments
your students to meet with many of WA’s 9.15am-7.30pm
 Give a choice of two disability service providers and look at the real Crown Perth - Grand Ballroom
 Break down instructions picture of moving into employment.
 Use visual schedules

 Do ‘Sprints’ of work e.g 10
min activity bursts
 Remind yourself - the The Autism Association of Western Australia also have a School-to-Work
behaviour is a result of the Transition Service which offers information sessions, resources and one to one
ADHD, it isn’t personal. meetings in order to assist students with ASD to plan through all their options and
reduce stress throughout this significant time of change.
(Amalgamated from NCCD
professional learning podcasts
and ‘ADHD: Living without
Brakes’, Kutscher 2010)










2019 Term 3 | Issue 3 Page 5

Additional AISWA Professional Learning opportunities: AISWA IE consultants are
available for
consultation, PL and
Upcoming events include:
workshop sessions in all
 3rd Sept - Child Protection (Mandatory Reporting, Grooming and Abuse areas of Inclusive
Prevention), 9am-12pm, at AISWA
Education, including
 10th Sept - The Keys to Understanding Autism Spectrum Disorder in the Classroom, students with disability,
8.30am-3.30pm, at AISWA learning difficulties and
 13th Sept - Gifted Education 101, 8.30am-3.30pm, at AISWA giftedness.

 16th Sept—Staff Code of Conduct, 9-11am, at AISWA Please contact your IE
 23rd Sept—Transition Focus Day at AISWA: Consultant to arrange
meetings or sessions to suit
 Considerations for Transition from School to Adult Life, 9-11am your context.

 Students with Diverse Needs: Transition into Middle School, 1-3pm





To register, log in to your AISWA account, view the full AISWA Professional Learning Calendar,
select ‘Inclusive Education’ in Area of Interest and choose the specific event.
To view our full year of centralised PL, log in & follow the links to ‘IE’, ‘Professional Learning’.





External Professional Learning opportunities:

School of Special Educational Needs: Medical and Mental Health online learning modules Seven
modules are available to develop staff knowledge and practice in managing complex student health
conditions. Topics include: Chronic Fatigue Syndrome, Acquired Brain Injury and Rehabilitation,
Cystic Fibrosis, Eating Disorders, Oncology, Epilepsy and Type 1 Diabetes.



The annual Autism West Symposium will run on the 1st & 2nd
Nov and will bring together a fantastic group of presenters,
many with lived experience of ASD. Speakers include Andrew
Whitehouse and Wenn Lawson. A great learning opportunity!


We encourage all staff to register for a free account on the
new NCCD website. Once registered, you will have access to
multiple short online training units, including; Disability
Discrimination, Adjustments for Hearing Impairment,
Adjustment for Sports etc., plus podcasts and relevant articles.




Please note: The AISWA IE team disseminates information about external organisations in good faith, but is not responsible for the
quality of delivery or professionalism of the presenting organisations.








2019 Term 3 | Issue 3 Page 6

Child Protection Focus:


Child Safe student email accounts

In line with advice from the eSafety Commissioner Julie Inman Grant, schools should be aware of the need to safeguard
students online in relation to student email conventions by:

 protecting students against unauthorised access;
 protecting students from having their personally identifiable information collected; and

 promoting responsible use of technology, including safe email practices

Increased risk has been associated with student emails using the firstname.lastname@schoolname etc. convention, as it may
be possible to identify whether users exist within an education sector or setting; and some Google products (eg Google
Hangouts) can be used to validate the existence of a student user within the Google Apps database. Although it may be
easier to remember, this format may mean students are more vulnerable to initiation of contact from a person who may
present a risk. Current advice is that schools should consider the use of other identifiers, for example, using a student
number, a difficult to guess combination of partial name elements, or a blend of both, in creating student emails.

For more information on online safety please refer to the eSafety Commissioner’s website at:
https://www.esafety.gov.au/




NB. When the 2019 Registration Standards for Non-Government Schools are released, we will
provide an update on all the changes relating to the Child Protection area. If you are interested in
staying in touch with this in more detail, please feel free to sign up for the ‘Registration and
Compliance News’ via your AISWA online account details.







Inclusive Education Tania Wray (IE Consultant, Mon-Thurs)
Team Contacts [email protected] 9441-1672

0457 822 178

Lynne Nixon (IE Coordinator, Mon-Fri) Maggie Balfe (IE Consultant, Mon-Wed)
[email protected] 9441-1612
[email protected] 9441-1606
0418 212 284
0447 502 560
Amanda Mackmin (Admin Support, Mon- Kate Stannard (IE Consultant, Mon-Fri)
Fri) [email protected] 9441-1601 [email protected] 9441-1609
0438 983 855

Michele McErlain (Admin Support, Larissa Roy (IE Consultant, Thurs)
Mon-Thurs) [email protected] 9441-1666
[email protected] 9441-1676
0429 818 782
To find out which consultant is allocated to your Bronte Morgan (IE Consultant, Mon-Fri)
school, please log in to the AISWA website and go to [email protected] 9441-1646
https://www.ais.wa.edu.au/ieconsultants 0438 183 525












2019 Term 3 | Issue 3 Page 7

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