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• consider the educational needs of all students transitioning to
secondary school;

• offer parents considering enrolment at Belmont City College, and / or,
Shenton College Deaf Education Centre a Pre-Enrolment Application
Pack;

• authorise a coordinating role for a SSENS transitions officer to collate
all Expressions of Interest and information about students referred for
transition to secondary school;

• chair the Deaf Education Secondary Placement Committee that
includes the Team Leader of Deaf Education at Belmont City College,
the Principal of Shenton College Deaf Education Centre, Associate
Principal Sensory Deaf Education, Sensory School Psychologist,
Sensory Transition Officer, and Sensory Educational Audiologist, to
consider the needs of all students who require a supported transition
to secondary school and to make recommendations for support
options and placement;

• verify in writing to the Principals of Belmont City College and or
Shenton College Deaf Education Centre, all students who meet the
criteria for Disability Level 3 Allocation or above; and,

• confirm in writing to parents the recommendations for transition and
placement options made by the committee.

Guidelines
1. Belmont City College can accept enrolments for students with an eligible

hearing loss without a recommendation from the SSENS principal.
2. Due to the cap on enrolments Shenton College Deaf Education Centre

enrolments are approved by the SSENS principal based on the
committee’s recommendations. Following the principal’s approval parents
may enrol their child.

3 APPEALS
3.1 ENROLMENT DECISION DISPUTE

Parents who dispute the SSENS’ recommendation for enrolment have the
right to request a review of the decision. The procedures for lodging a
request to review a decision should refer to:
Enrolment Disputes – Parent Information and Forms


 

 

 

 

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Appendix 1

SCHOOL OF SPECIAL EDUCATIONAL NEEDS SENSORY (SSENS) ELIGIBILITY
CRITERIA

The following criteria apply to the:
• Sensory Early Childhood Service;
• Sensory Vision Education Program; and,
• Sensory Deaf Education Program;

NB: These criteria are specific to the services provided to by SSENS. Schools
receive additional resources for eligible students using criteria that a different to the
criteria below. Please see the Schools Resourcing website for more information.

1. HEARING LOSS CRITERIA

Children with permanent or long term hearing loss, in one or both ears, 20dB or
greater, are eligible for services. The three frequency average for determination of
20 dB or greater is taken at 500, 1000, & 2000 Hertz (Hz).

Exceptions include the following:
a) Unilateral Hearing Loss (UHL) or Single Sided Deafness (SSD). The poorer
ear must have a 3 frequency average of at least 20dB or greater at 500,
1000, 2000 or 4000 Hz.
b) Restricted High frequency hearing loss where the average of 1000, 2000, and
4000Hz would be considered.
c) Mid-frequency loss where a 3 frequency average of 750, 1000, 1500, or
2000Hz would be considered.
d) Reverse-slope loss where a 3 frequency average of 250, 500, 1000, or 1500
Hz would be considered.
e) Audiometric evidence of fluctuating hearing loss greater than 20 dB over time
(6 month period).

Children:
• referred with a hearing loss but do not meet SSENS criteria may be offered a
functional listening skill assessment by the SSENS audiologists.
• referred with a suspected hearing loss (imputed), and who are unable to be
diagnosed due to medical, cognitive, or physical limitations may be offered a
functional listening assessment by the SSENS audiologist. While these
children will not be eligible for direct support an appropriate consultative level
of support will be offered to the child’s school.
• who have a conductive hearing loss that may fluctuate or is temporary in
nature will require further assessment to determine their eligibility for service.

2. VISION IMPAIRMENT CRITERIA

• visual Acuity that is 6/18 or less in the better eye after correction and/or a
visual field of 20 degrees or less; and/or

• clear evidence that the student’s vision impairment does or could significantly
impair his/her access to the curriculum.


 

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Appendix 18: Pilbara Community Health,
Allied Health and Mental Health Services

Community Health

There is a wide range of public, private and not for profit community health support available for
children and families including child and school health, school health services, community health
services and women’s health services. The services listed below are public services.

Child Health Centres

Child Health Centres are staffed by registered nurses with qualifications in child and family
health. They provide a range of services in partnership with parents and carers of babies and
young children up to the age of 4 years.

Community Child Health Nurses assess children’s health and development through a series of
child health checks as well as provide information about many aspects of parenting, and family
health and healthy lifestyles. Child health nurses can also provide childhood immunisations.

Most child health centres operate an appointment system Monday to Friday, but some are only
open part time. You will usually need to make an appointment for your visit. All services are free.

Child health centres in the Pilbara are in the following locations:

Child Health Centres Locations Phones
08 9143 2221
Karratha Pam Buchanan Child 51 Gardugarli Dr, 08 9175 8380
Health Centre Baynton West WA 6714 08 9184 1586
08 9159 8222
Newman Community Health 54 Mindarra Drive, 08 9174 1321
Newman WA 6753 08 9182 0274
08 9174 1321
Pannawonica Community Health Sonic HealthPlus, 200 08 9174 1321
Pannawonica WA 6716 08 9159 5222

Paraburdoo Child Health Centre Rocklea Road,
Paraburdoo WA 6754

Port Hedland Child Health Centre Dempster Street,
Port Hedland WA 6721

Roebourne Community Health Roebourne Community Health,
Roebourne WA 6718

South Hedland Child Health Centre 1 Weaver Place,
South Hedland WA 6722

South Hedland Community Health 2-34 Colebatch Way,
South Hedland WA 6722

Tom Price Child Health Centre c/- Tom Price District Hospital,
Mine Road, Tom Price WA 6751

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Community Health Centres

Community health centres provide a wide range of services that work with the community and
other organisations to prevent ill health and promote good health and development. Services
include school health entry assessments, childhood and school based immunisations, health
promotion and education. Allied health services are also provided from community health
centres (please see below).

Child Health Centres Locations Phones
Karratha Community Health 08 9143 2221
Warambie Road,
Newman Community Health Karratha WA 6714 08 9175 8380

Onslow Community Health 54 Mindarra Drive, 08 9184 3211
Roebourne Community Health Newman WA 6753 08 9182 0274

South Hedland Community Health Second Avenue, Onslow WA 6710 08 9174 1321

Tom Price Community Health Roebourne Community Health, 08 9159 5222
Roebourne WA 6718

Colebatch Way,
South Hedland WA 6722

Poinciana St, Tom Price WA 6751

Allied Health Services

There is a range of public and private allied health services available in the Pilbara. Public allied
health services are provided by WACHS Pilbara Population Health and include:
• Physiotherapy
• Speech Pathology
• Occupational Therapy
• Podiatry (Hedland only)
• Dietetics
• Social Work (Hedland and Karratha)
• Audiology (visiting services)

Services are based at the community health centres listed below or through outreach. Services
are targeted at early intervention and child development.

Access to allied health services can be through self-referral, referral from child health/school
health nurse or referral from a medical practitioner/medical specialist.

More information about public allied health services, visit:
http://www.wacountry.health.wa.gov.au/index.php?id=alliedhealth

Private allied health service providers are also available within the region.

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For information about private speech pathology services, visit:
http://www.speechpathologyaustralia.org.au/SPAweb/General_Information/Find_a_Speech_
Pathologist/SPAweb/General_Information/Find_a_Speech_Pathologist/Find_a_Speech_
Pathologist.aspx?hkey=0b04c883-80b2-43e7-9298-7e5db5c75197

For information about private occupational therapy services, visit:
https://www.otaus.com.au/find-an-occupational-therapist

Mental Health Services

Providers Contacts

Child and Adolescent Mental Health Service 08 9143 2346
– Nickol Bay Hospital

Karratha Psychologists (Private) Tel: 08 6201 6240, M: 0429 238 208
[email protected]

Pilbara Health Network Primary 08 9185 6662
Mental Health

Pilbara Mental Health and Drug Service 08 9174 1240 (Hedland Health Campus,
Newman, Tom Price) 08 9143 2346 (Karratha)

Notes.

• Karratha Senior High School offers student services, School Health Nurse-led counselling.
No government psychology service is available for primary schools.

• Act-Belong-Commit is a comprehensive mental wellbeing campaign offered in partnership
with Chevron. WA Country Health Service supports the promotion of this campaign. For further
information, visit http://www.actbelongcommit.org.au/

• Medical Practitioners will be able to assist with referrals to appropriate Mental Health
Services/Professionals and Medicare rebates may apply.

• For further information about mental health, see:
http://www.wacountry.health.wa.gov.au/index.php?id=481
http://www.psychology.org.au/FindaPsychologist/

Mental Health Helpline

Mental Health Helpline Contacts
RuralLink (After hours’ mental health 1800 552 002
telephone service) TTY: 1800 720 101
Kids Helpline 1800 551 800
Lifeline 13 11 14
MensLine Australia 1300 789 978
Beyond Blue 1300 224 636

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Appendix 19: Pilbara Ear Health Coordinator

Telethon Speech & Hearing Ear Health Program Coordinator
08 9387 9877
048 785 1226
[email protected]

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Appendix 20: Speech and Language Milestones

Telethon Speech & Hearing. (2013). Let’s talk about it: Talkabout Program – A handbook for
parents and teachers (pp. 11-20). Perth, Western Australia.
The full material can be accessed from:
http://www.tsh.org.au/sites/default/files/page/2011/10/artwork_final_hr_270913_tshc0010.pdf

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Let’s talk about it

Talkabout Program

A handbook for parents and teachers

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Speech and Language Milestones

Every child acquires speech and How language grows
language skills at their own rate.
However, generally speaking there Birth - 6 months
is a common timetable for when we
can expect to see a child reach babies begin to communicate
certain milestones.
A 12 months
These are not gospel, nor are they set
in stone. You may find that your child B C first words
is a few months ahead in one area, and
a few months behind in another. That’s okay. 18 months

The worry is when a child is more than more single words
six months behind in one or more of the
milestone areas. The following section 2 years
provides some information on how a child
may typically progress. They are included combining words
as a guide only to help track the skills your
child has achieved or to see when you may 3 years
expect them to develop. There are many
online resources which provide a more language grows rapidly
detailed list of milestones, but for summary
purposes we have based these on online ? 4 years
information from PLD Learning Resources asking many questions
and talkingpoint.org.uk (full details in
the References page). 5 years

begin using language to
learn to read

6 years

good communicators

8 years

using language to read and write

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Babies 0-6 months – Starting to communicate

Understanding and listening Play and social skills

• Turn towards a sound when they hear it • Watch your face when you talk to them
• Are startled by loud noises
• Recognise your voice • Smile and laugh when other people smile
and laugh

Talking Top tips

• Start ‘talking’ to themselves by cooing, • Talk to your child about what you are
gurgling and babbling doing, what you have done and what
you will do
• Demand your attention with coos
or squeals • Respond to their communication –
listen to their different cries, copy
• Have different cries for different needs their babbling

• Sing songs and nursery rhymes or
make up your own silly songs

• Play games such as peek-a-boo

• Explore books – let them turn pages,
chew them and look at pictures

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Explore books – let them turn pages,
chew them and look at pictures

12 months – First words Top tips

Understanding and listening • Talk to your child about what you’re
doing, what you have done and what
• Listen carefully and turn to someone you are going to do
talking on the other side of the room
• Respond to their communication
• Look at you when you call their name or – listen to their different cries, copy
talk to them the sounds they make, follow their
pointing and gestures
• Start to understand words when a gesture
is used at the same time such as “bye bye” • Sing songs and nursery rhymes or
and “up” make up your own silly songs and
rhymes
• Recognise the names of familiar objects
such as “mummy” and “cat” • Play games such as peek-a-boo

Talking • Show them simple books

• Babble strings of sounds such as “ma- • Explore books – let them turn pages,
ma”, “ba-ba” and “gu-gu” chew them and look at pictures

• Make noises, point and look at you to get
your attention

• Take turns in conversation by babbling
back to another person

• Start to use first words – maybe not
correctly but they say the same sounds
every time they say the word such as “uh”
each time they want ‘up’

Play and social skills

• Smile at people who are smiling at them
• Enjoy action songs and rhymes
• Copy actions
• Look for objects that have ‘disappeared’

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18 months – More single words Play and social skills

Understanding and listening • Enjoy simple pretend play such as talking
on the phone
• Understand about 50 common words
such as “drink”, “car” and “shoe” • Enjoy playing games like peek-a-boo
• Enjoy playing with toys that make noise
• Start to understand simple instructions • Ask someone to ‘play with me’ by looking
like “kiss mummy” and “give me”
at them or pointing/looking at an object
• Point to familiar objects and people they want
when asked
Top tips
Talking
• Keep talking to your child about what
• Gesture or point, often with a word or you are doing and what they are doing
sound to show what they want
• Copy the sounds and words they say
• Copy gestures other people make such as • Let them help you around the house
requesting ‘more’ by pointing • Enjoy books, look at the pictures

• Copy words and sounds that other people
say such as “mamma” and “woof”

• Use between 5-20 simple words (may not
always be understood by unfamiliar adults)

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24 months – Combining words Play and social skills

Understanding and listening • Concentrate on activities for longer
• Enjoy playing with a particular toy
• Understand between 200-500 words • Enjoy pretend play with their toys, such as
• Sit and listen to simple stories
feeding dolly
with pictures • Sing simple songs and nursery
• Understand simple questions and
rhymes with actions such as “Twinkle,
instructions such as “Where is your shoe?” Twinkle Little Star”

Talking Top tips

• Copy sounds and words a lot • Enjoy books together as often as
• Use 50 or more single words (other people you can

now find it easier to understand them) • Sing songs with actions
• Start to put 2-3 word sentences together • Talk about what you are doing and

such as “more juice” or “bye daddy” what they are doing
• Use a number of sounds in their words, • Play listening games such as what

including p, b, t, d, m and w can you hear? – an aeroplane, the
• May leave off word endings at this stage phone ringing etc.
• Can usually be understood about half

of the time by a familiar adult

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Read stories together and encourage
your child to retell familiar stories in
their own words

3 years – Language grows rapidly • May have difficulty with lots of sounds in a
word such as “pider” (spider)
Understanding and listening
• May have problems saying difficult sounds,
• Listen to and remember simple stories including sh, ch, th and r
with pictures
Play and social skills
• Understand longer instructions such as
“make teddy jump” • Play more with other children and
share things
• Understand simple who, what and
where questions • Use imaginative play such as dressing up
as another person or character
• Understand yes and no questions
• Understand concepts of size (big and little) • Role play what other people do such as
making a cup of tea or doing the washing
and position (in, on and under)
• Identify parts of an object such as wheels • Have favourite things such as toys, books
and TV shows
on a car, nose on a face etc.
Top tips
Talking
• Look at your child when they’re
• Say their name and use up to 300 words talking to show you’re interested in
• Make 4-5 word sentences such as what they’re saying

“want more juice please” • Organise opportunities to play with
• Ask lots of questions about the names of other children

things, new words etc. • Talk about places and events before
• Use action words such as run and fall you go and what happened after you
• Start to use simple plurals by adding ‘s’ have been

i.e. shoes or cars • Read stories together and encourage
• Use I, she, he and we your child to retell familiar stories in
• Use a wider range of speech sounds, their own words

though may shorten longer words
such as “nana” (banana)

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4 years – Asking many questions Play and social skills

Understanding and listening • Enjoy make-believe play
• Start to like simple jokes
• Understand colour, number and time • Start to be able to plan games with others
related words (‘red’ car, ‘three’ fingers and • Join in and start conversations
yesterday / tomorrow) • Enjoy talking to a variety of people

• Be able to answer questions about why Top tips
something happened
• Look at your child when they are
• Listen to longer stories and answer talking to show you’re interested in
questions about a story they have just read what they have to say

Talking • Organise opportunities to play with
other children
• Use longer sentences and link
sentences together to retell a story • Talk about current, past and future
events with your child
• Describe events that have already
happened such as “we went park” • Read stories together, encourage your
child to retell familiar stories in their
• Use colour, number and time related words own words

• Ask many questions using words like • Let children have a go at doing things
what, where and why for themselves

• Use future and past tense, though • Plan and practise your child’s news
may still make mistakes such as before their school news day
“runned” for ran

• Have difficulties with a small number
of sounds, including r, w, l, f, th, sh,
ch and dz

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5 years – Beginning to use language to read

Understanding and listening Play and social skills

• Understand spoken instructions without • Choose their own friends and play mates
stopping what they are doing to look • Take turns in much longer conversations
at the speaker • Play long imaginary games
• Play games with rules
• Understand more complicated language • Enjoy communicating with a variety
such as first, last, maybe, in between etc.
of people
• Understand words that describe sequences
(“First we are going to the shop. Next we Top tips
will play at the park.”)
• Look at your child when they are
Talking talking to you. Show you are interested
in what they have to say
• Begin to tell news (with help)
• Organise opportunities to play with
• Use well-formed sentences (may still other children
have some difficulties with grammar such
as “sheeps” instead of sheep or “goed” • Talk about current, past and
instead of went) future events

• Describe the meaning of words and ask • Read stories together, encourage your
what new words mean child to retell stories in their own words

• Speak intelligibly using most sounds • Let children have a go at doing things
accurately (a few speech immaturities for themselves
may remain)
• Talk about new words and
• Use future and past tense their meanings

• Join sentences using; and, then, • Plan and practise your child’s news
because and but before their school news day

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6 years – Good communicators Play and social skills
• Use language in a range of
Understanding and listening
social situations
• Focus on one thing for longer without
being reminded Top tips
• Help them to learn new words
• Learn that the same word can mean • Make time to talk about your day
two things (orange the fruit and orange • Give your child time to talk to you
the colour) • Ask open questions like “Tell me

• Learn that different words can mean the something you liked about today?”
same thing (minus and take away)

• Understand feelings and descriptive
words like carefully, slowly or clever

Talking

• Use language for different purposes such
as asking questions or persuading

• Share and discuss more complex ideas

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Good communication is two-way and
includes good listening. To help your child,
you will need to demonstrate good
listening skills yourself

8 years – Using language to read and write

Understanding and listening Top tips

• Understand other points of view and • Make time to have a good conversation
show that they agree or disagree with your child every day

• Understand comparative words • Good communication is two-way and
(“It was earlier than yesterday.”) includes good listening. To help your
child, you will need to demonstrate
• Understand and use passive sentences good listening skills yourself
(“The thief is chased by the policeman.”)
• Explain the meaning of new words
Talking
• Make sure your child asks if they do
• Use language to predict and not understand a word
draw conclusions
• Look up the meaning of new words in a
• Use long and complex sentences dictionary. There are online dictionaries
• Use a full range of speech sounds such as http://dictionary.com/

Play and social skills

• Start conversations with adults and
children they don’t know

• Keep conversations going by giving
reasons and explaining choices

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Appendix 21: Hearing Services for Older
Australians and Concession Card Holders

The document can be accessed from:
http://www.hearingservices.gov.au/wps/wcm/connect/a8dabe80-7c6b-4369-ac07-71f19cea8277/
Older-Australians-and-Concession-Card-Holders-nfs.pdf?MOD=AJPERES&CONVERT_
TO=url&CACHEID=a8dabe80-7c6b-4369-ac07-71f19cea8277

Australian Government Department of Health Hearing
Services Program

http://www.hearingservices.gov.au/wps/portal/hso/site/HSOHome/!ut/p/
a1/04_Sj9CPykssy0xPLMnMz0vMAfGjzOK9A03NDD0NjLwtwvzdDBwd_
UJ9 vNxMjAy 8DYAKIoEKDHA AR wNC-sP1o_ AqMTCFKsBjRUFuhEGmo6IiAGbW_L4!/dl5/d5/
L2dJQSEvUUt3QS80SmlFL1o2X0tRNTYxSTAySzhWT0YwQUFOVUxKRjQyMEsw/

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Older Australians and Concession Card Holders

Under the Australian Government Hearing Services Program (the program), the Office of
Hearing Services provides eligible clients access to hearing services and hearing devices to
help manage their hearing loss.

As an Older Australian if you have a hearing loss, or would like to check if you have a hearing
loss, you may be eligible to receive hearing services if you are an Australian citizen or
permanent resident aged 26 years or older and meet at least one of the following eligibility
criteria:

• hold a Pensioner Concession card; or
• are in receipt of a Sickness Allowance from Centrelink;
• or a dependent of a person in one of the above categories; or
• undergoing an Australian Government funded disability management service and have

been referred by your disability employment services case manager.

I meet the eligibility criteria, how do I get hearing services?

If you meet the eligibility criteria and wish to apply you can

• Apply online
• Visit your chosen hearing services provider who can apply online on your behalf, or
• Complete the New Client Application Form available on the Client Forms and

Publications Page on our website. (Paper applications can take up to four weeks to
process)

When applying to the program for the first time your doctor will need to sign a
medical certificate form. Your doctor will need to confirm that you can be fitted for a device if
you need one. Take the medical certificate to your chosen hearing services provider who can
complete the application process on your behalf.

How do I access services under the program?

When your eligibility is confirmed the Office will send you a welcome pack containing a letter, a
copy of the hearing services program information booklet and a list of hearing service
providers.

What services can I expect to receive under the program?

Using your voucher you will be able to access a range of hearing services including a
comprehensive hearing assessment, access to a wide range of high quality hearing devices,
ongoing advice, monitoring and support.

How much will my services cost under the program?

You can expect the majority of services you receive to be fully subsidised by the Government
and provided to you free of charge, including a free-to-client hearing device.

Date of Issue:(0714)

Office of Hearing Services

www.hearingservices.gov.au 1800 500 726 [email protected]

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Appendix 22: Hearing Loss in the Classroom

This material is extracted from the Chevron Ear Health Program Education Resources Pack.

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TEACHERS’ FACT SHEET

Hearing loss
in the classroom

• Hearing loss may be sensori-neural, conductive or a mixture of the two
• Sensori-neural hearing loss is due to damage to the inner ear or the auditory nerve and is usually permanent
• Conductive hearing loss, however, is a result of blockage or reduction of sound waves passing through the

outer or middle ear
• As many as 70% of children may be experiencing conductive hearing loss at any particular time
• One out of every three primary school age children may have some form of conductive hearing loss at any given time

One of the main preventative What should I look out for? How can I help?
causes of hearing loss is Otitis
Media (middle ear infection). Common signs that a student in your There are a number of strategies which
classroom may be experiencing hearing can be used to help assist children in your
Conductive hearing loss from OM may last loss include: classroom who may have a hearing loss –
from 1-2 days or up to three months or many of which are simple, easy and can
more. A child affected by OM may experience • Inattention have a big impact on their learning and life.
periods of normal hearing followed by • Saying “what” all the time
periods of inability to hear properly. • Slow to respond or not responding • Student placement – sit student towards
In chronic untreated cases of OM, a child’s the front of the classroom – and away
hearing ability rarely returns to normal. to questions from distracting noise sources
• Inappropriate voice volume
Impacts of untreated hearing loss: • Teacher placement – face student when
(yelling or whispering) talking –avoid talking to the board
• Speech delays • Behavioural problems
• Language problems • Social issues • Soundfield amplification
• Behavioural issues • Easily distracted
• Social problems • Doesn’t seem to hear • Implement a buddy system – have a
• Balance problems • Poor school work or low educational ‘buddy’ that can repeat information to
• Safety concerns the student if it’s missed
• Low educational attainment attainment
• Looking around or copying other • Using visual cues, pictures and gestures
These impacts will have further long term
implications on school attendance, high students after teacher’s instructions • Minimising background noise (i.e.
school completion, employment and the • Dislikes loud noise air conditioners) during important
justice system. • Poor literacy/vocabulary classroom sessions
• Poor school attendance
• Encourage social behaviour in and
Who do I refer to? outside of the classroom

There are a number of health providers • Check for attention before talking
in the Pilbara who are able to assist in the to the student
screening and rehabilitation process. For
teachers, we recommend referring to one of • Try to have soft furnishings in the
the following people if you think you have a classroom – avoid hard surfaces
student who needs to be screened.
• Put rubber stops on the bottom of
• School health nurse chairs and tables where necessary
• Pilbara Earhealth team to reduce noise
• Local GP (if mum and dad can take them)
• Read to students

• Encourage reading out-loud to build
auditory attention

• Rephrase information rather than
repeating and where possible,
check that the student has
understood the information

For more details, please visit www.tsh.org.au

Taken from © Monley, P., & Krishnaswamy, J. (Eds.). (2015). Pilbara Ear Health Model of Care including Pilbara Ear Health and Hearing Best
Practice Workforce Guidelines. Telethon Speech & Hearing, Perth WA.

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References Pilbara Ear Health Model of Care

Appendix 23: Telethon
Speech & Hearing Programs

Hearing Impairment Early
Intervention Program

Services
Telethon Speech & Hearing (TSH) provides listening and spoken language early intervention
program delivered by a team of multiple disciplines for children who are deaf or hearing
impaired. TSH offers individual sessions with an Auditory-Verbal Therapist or Speech Pathologist,
and playgroups. Early intervention is vital for children who are deaf or hearing impaired to learn
to listen and speak. The program focuses on teaching the family strategies and techniques
through coaching and guiding parents and caregivers using family-centred practice.

Eligibility Criteria
Children with a diagnosed permanent hearing loss aged 0-5 years

Hearing Impairment School Support Program

Services
The School Support Program caters for students who are deaf or hearing impaired and is
delivered by a team of multiple disciplines at a network of primary and secondary schools around
Perth.

The School Support Program allows students who are deaf or hearing impaired to take a full
and active part in mainstream school life. Students attend mainstream classes whilst receiving
support and individual assistance at the same time to ensure they do not fall behind. Individual
assistance may include extra language, speech, auditory and academic support tailored to
individual needs.

Eligibility Criteria
The School Support Program is designed for students with a permanent hearing loss. Other
students may be eligible for the service if there is a demonstrated need. Placements will also
depend on availability within the integrating schools.

Taken from © Monley, P., & Krishnaswamy, J. (Eds.). (2015). Pilbara Ear Health Model of Care including Pilbara Ear Health and Hearing Best
Practice Workforce Guidelines. Telethon Speech & Hearing, Perth WA.

187

References Pilbara Ear Health Model of Care

Speech and Language Delay Early Intervention Program

Services
TSH offers a specialised language program for children who are experiencing a speech and
language delay or disorder. The program has a multiple discipline team-based approach to
helping children achieve their speech and language goals through a family centred, play based
approach.

Eligibility Criteria
The Speech and Language Delay Early Intervention is designed for children aged 18 months to
5 years who have a speech and language delay or disorder that may be due to:
• A history of middle ear problems (otitis media)
• Specific language impairment
• Motor planning difficulties (childhood apraxia of speech)

Talkabout is not designed to manage the special needs of children with specific disabilities, such
as intellectual disability, permanent hearing impairment, cerebral palsy, autism or children who
are eligible for registration with Disability Services Commission.

Contact

36 Dodd Street, Wembley WA 6014
PO BOX 186, Wembley WA 6913
Phone 08 9387 9888
Fax 08 9387 9889
Email [email protected]
www.tsh.org.au

Taken from © Monley, P., & Krishnaswamy, J. (Eds.). (2015). Pilbara Ear Health Model of Care including Pilbara Ear Health and Hearing Best
Practice Workforce Guidelines. Telethon Speech & Hearing, Perth WA.

188

References Pilbara Ear Health Model of Care

Appendix 24: Pilbara ENTs

ENTs Services

ENTs Hospitals Locations Contacts

Various visiting Hedland Health Colebatch Way, South 08 9174 1000
ENT Specialists Campus
Hedland WA 6722 Fax 9174 1036
Various Visiting Nickol Bay Hospital
ENT Specialists Dampier Road, 08 9143 2333
Karratha WA 6714 Fax 9143 2387

Eligibility Criteria and Referral

Medical referral is required.

Taken from © Monley, P., & Krishnaswamy, J. (Eds.). (2015). Pilbara Ear Health Model of Care including Pilbara Ear Health and Hearing Best
Practice Workforce Guidelines. Telethon Speech & Hearing, Perth WA.

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References Pilbara Ear Health Model of Care

Appendix 25: Pilbara Paediatricians

Paediatrician Services

Paediatricians Hospitals Locations Contacts
Various Hedland Health
Paediatricians Campus Colebatch Way, South 08 9174 1000
Various Newman Hospital
Paediatricians Hedland WA 6722 Fax 9174 1036
Nickol Bay Hospital
Various Mindara Drive, 08 9175 8333
Paediatricians Newman WA 6753 Fax 9175 8260
Newman Population
Health
08 9175 9380

Dampier Road, 08 9143 2333
Karratha WA 6714 Fax 9143 2387

Eligibility Criteria and Referral

Medical referral is required.

Taken from © Monley, P., & Krishnaswamy, J. (Eds.). (2015). Pilbara Ear Health Model of Care including Pilbara Ear Health and Hearing Best
Practice Workforce Guidelines. Telethon Speech & Hearing, Perth WA.

190

References Pilbara Ear Health Model of Care

Appendix 26: Australian Government, Revised
Recommendations for Clinical Care Guidelines
on the Management of Otitis Media (Middle Ear
Infection) in Aboriginal and Torres Strait Islander
Populations

http://www.health.gov.au/internet/publications/publishing.nsf/Content/
CA2578620005D57ACA25792800821BE8?OpenDocument

Taken from © Monley, P., & Krishnaswamy, J. (Eds.). (2015). Pilbara Ear Health Model of Care including Pilbara Ear Health and Hearing Best
Practice Workforce Guidelines. Telethon Speech & Hearing, Perth WA.

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www.tsh.org.au

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