Occupational Therapist - Range 3

Yarra Ranges Special Developmental School (YRSDS) provides quality education programs for school-aged students 5-18 with a moderate to profound intellectual disability, many students also have additional impairments, including sensory, physical and/or autism spectrum disorder.

Additionally, Our Early Education Program supports pre-school children aged between 2 years eight months and 4 years 8 months with developmental delay in two or more areas.Students must meet the state-wide eligibility criteria to attend YRSDS and are enrolled in accordance with the school's documented enrolment policy. Furthermore, all students at YRSDS are entitled to a Disability Inclusion Profile, which will outline the specific level of adjustments needed for each student to effectively access the curriculum.

YRSDS is a purpose-built facility staffed by specialists dedicated to meeting the unique needs of our students. The school is organised into four sections: Early Education, Lower Primary, Upper Primary, and Secondary, each overseen by a member of the leadership team. This team includes a School Principal, two Assistant Principals, and several specialised staff members, such as a Leading Teacher, two Learning Specialists, an Inclusion Outreach Coach, a School-wide Positive Behaviour Support (SWPBS) Team Leader, a Therapy Team Leader, and an Education Support Leader. All working together to drive the school¿s vision and educational initiatives.

To address the medical needs of our students, we employ two registered nursing staff who also provide health training for all school personnel.

At YRSDS, we have a shared belief that all students are entitled to access the same learning experiences as their age- equivalent peers. All learning experiences for students aged 5 to 15 are designed according to the Victorian Curriculum 2.0 at age-appropriate levels. For our Early Education Program, we utilise the Victorian Early Years Developmental Framework, while our secondary students, aged 15 to 18 in their final three years, currently participate in an adapted program based on the Victorian Pathways Certificate. Our secondarystudents also have opportunities to develop recreation and work-related skill.

Individual student goals are collaboratively developed with families and/or caregivers, ensuring alignment with developmentally appropriate achievement standards from the relevant curriculum.

All students at YRSDS have an individualised Education Plan with key goals that are created in conjunction with the student, their parents/ carers and the teaching and therapy teams. Our workforce includes exceptionally skilled Teachers, Therapists (Speech, Occupational, and Physiotherapy), Mental Health Practitioners, Education Support Staff, Specialist Teachers and a Family support Co-ordinator. Utilising a multi-disciplinary approach, we provide ongoing and extensive adjustments to ensure that all students can engage safely and positively in their education.

Our school's philosophy emphasises the belief that all children learn best in a happy, challenging, and supportive environment. Teaching and learning at YRSDS is child-centred, with a focus on fostering independence.

Our instructional approach is based on Communication, School Wide Positive Behaviour Support and Structuring Functional Independence. Our vision is to build independence through active learning and our school values for the whole school community are:

• Be Respectful.

• Be Responsible.

• Be Safe

These values are integral to all school policies and practices and are reinforced through positive partnerships with students, staff, parents, caregivers, volunteers, and the broader community.

Curriculum design and delivery is enhanced by the expertise of acommitted and caring multi-disciplinary staff. The teacher to student ratio enables smaller classes (6-10 students) with education support staff working alongside the teacher, ensuring individualised support for all students.

We are proud to have achieved gold accreditation for School-wide Positive Behaviour Support (SWPBS) in 2022, 2023, and 2024 and Platinum 2025.

We also host the internationally acclaimed MeTV, our onsite television broadcasting service. MeTV enhances our students' learning opportunities and contributes to our curriculum in a fun, interactive way. Information Communication Technology is embedded into student learning throughout the school.

The greatest strength of our school is a culture of warmth, inclusivity, and empathy. We actively foster partnerships among parents, students, staff, caregivers, volunteers, and the wider community, creating an environment that benefits every child.

Location Profile

Yarra Ranges Special Developmental School (YRSDS) provides quality education programs for school-aged students 5-18 with a moderate to profound intellectual disability, many students also have additional impairments, including sensory, physical and/or autism spectrum disorder.

Additionally, Our Early Education Program supports pre-school children aged between 2 years eight months and 4 years 8 months with developmental delay in two or more areas.Students must meet the state-wide eligibility criteria to attend YRSDS and are enrolled in accordance with the school's documented enrolment policy. Furthermore, all students at YRSDS are entitled to a Disability Inclusion Profile, which will outline the specific level of adjustments needed for each student to effectively access the curriculum.

YRSDS is a purpose-built facility staffed by specialists dedicated to meeting the unique needs of our students. The school is organised into four sections: Early Education, Lower Primary, Upper Primary, and Secondary, each overseen by a member of the leadership team. This team includes a School Principal, two Assistant Principals, and several specialised staff members, such as a Leading Teacher, two Learning Specialists, an Inclusion Outreach Coach, a School-wide Positive Behaviour Support (SWPBS) Team Leader, a Therapy Team Leader, and an Education Support Leader. All working together to drive the school¿s vision and educational initiatives.

To address the medical needs of our students, we employ two registered nursing staff who also provide health training for all school personnel.

At YRSDS, we have a shared belief that all students are entitled to access the same learning experiences as their age- equivalent peers. All learning experiences for students aged 5 to 15 are designed according to the Victorian Curriculum 2.0 at age-appropriate levels. For our Early Education Program, we utilise the Victorian Early Years Developmental Framework, while our secondary students, aged 15 to 18 in their final three years, currently participate in an adapted program based on the Victorian Pathways Certificate. Our secondarystudents also have opportunities to develop recreation and work-related skill.

Individual student goals are collaboratively developed with families and/or caregivers, ensuring alignment with developmentally appropriate achievement standards from the relevant curriculum.

All students at YRSDS have an individualised Education Plan with key goals that are created in conjunction with the student, their parents/ carers and the teaching and therapy teams. Our workforce includes exceptionally skilled Teachers, Therapists (Speech, Occupational, and Physiotherapy), Mental Health Practitioners, Education Support Staff, Specialist Teachers and a Family support Co-ordinator. Utilising a multi-disciplinary approach, we provide ongoing and extensive adjustments to ensure that all students can engage safely and positively in their education.

Our school's philosophy emphasises the belief that all children learn best in a happy, challenging, and supportive environment. Teaching and learning at YRSDS is child-centred, with a focus on fostering independence.

Our instructional approach is based on Communication, School Wide Positive Behaviour Support and Structuring Functional Independence. Our vision is to build independence through active learning and our school values for the whole school community are:

• Be Respectful.

• Be Responsible.

• Be Safe

These values are integral to all school policies and practices and are reinforced through positive partnerships with students, staff, parents, caregivers, volunteers, and the broader community.

Curriculum design and delivery is enhanced by the expertise of acommitted and caring multi-disciplinary staff. The teacher to student ratio enables smaller classes (6-10 students) with education support staff working alongside the teacher, ensuring individualised support for all students.

We are proud to have achieved gold accreditation for School-wide Positive Behaviour Support (SWPBS) in 2022, 2023, and 2024 and Platinum 2025.

We also host the internationally acclaimed MeTV, our onsite television broadcasting service. MeTV enhances our students' learning opportunities and contributes to our curriculum in a fun, interactive way. Information Communication Technology is embedded into student learning throughout the school.

The greatest strength of our school is a culture of warmth, inclusivity, and empathy. We actively foster partnerships among parents, students, staff, caregivers, volunteers, and the wider community, creating an environment that benefits every child.

Selection Criteria

KSC1 Demonstrated experience in Paediatric Occupational Therapy services including experience in assessment, development and evaluation of functional/ regulation programs for students with disabilities in an educational setting. This would include assessment, development and evaluation of an intervention program to students with disabilities aged 5 to 18 years. Experience with manual handling and mealtime assistance desirable.

KSC2 The ability to follow established school timelines and priorities, displaying time management skills with support from team leader and in consultation with school leadership.

KSC3 The ability to participate and communicate effectively in a multidisciplinary team environment and develop collaborative working relationships with all that are in the team around the child.

KSC4 Demonstrated capacity to think creatively when met with challenge or change within, or outside of an education setting.

Role

Services provided by the Occupational Therapist may include (but are not limited to):

• In consultation with the Leadership Team, develop, deliver and evaluate occupational therapy services for students with sensory processing differences, neurodivergence and other disabilities requiring physical and functional support.

• Provide reports to assist with applications for funding or the re-appraisal process for the Disability Inclusion Profile (DIP).

• Independent case load management, particularly in the areas of regulation, self-care, community access and other school based functional skills for students with ASD. Provide collaborative support to assist with students developing and translating functional skills across all settings.

• Work within the classroom to support teaching staff in implementing recommendations and programs focused on curriculum access and improving functional outcomes.

• Provide consultation, programming ideas and strategies to teachers.

• Mealtime access assessment and support to ensure student safety and skills building during school mealtimes.

• Develop and maintain links with community resources and facilitate school community networks.

• In collaboration with the senior occupational therapist, develop and implement professional development programs for staff in the areas within occupational therapy scope of practice.

• Contribute towards central recording of student progress towards their learning outcomes through maintaining appropriate records and provide written and oral reports in line with school policies and procedures.

• Promote students¿ optimum wellbeing, function, independence and productivity whilst at school on a multi-tiered basis so that they can access the curriculum .

Responsibilities

The responsibilities of this position will be:

• Effective assessment and reporting of student achievement and effective planning of student programs with Support Staff and teachers.

• Implement therapeutic programs using a range of group and individual modalities to support students to access the curriculum.

• Provide support to students¿ families or carers through direct and indirect means.

• Effective organisation, management and promotion of team work.

• Effective communication skills.

• To maintain personal professional development and provide professional development for school staff.

• To establish and maintain professional networks.

• To attend a variety of meetings e.g. staff, departmental, team throughout the work week.

• Responsible to the senior occupational therapist for the administration and implementation of your caseload. Attend and contribute to regular supervision meetings with senior occupational therapist related to caseload, professional development, whole school implementation strategies and take on feedback regarding performance.

• Responsible to the therapy team leader for conflict resolution, timetable and classroom support and personal leave requests.

Who May Apply

• Individuals with the experience and qualifications to fulfil the specific requirements of the position ¿ new graduates welcome to apply

• Must have an approved qualification in Occupational Therapy

• Must be eligible for membership of APRAH

• Must have a current Working with Children Check

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 (seeWorkplace 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*******@education.vic.gov.au

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

Other Information

Full time hours maybe available.

12 month contract with option to be made ongoing as per Department Policies.

Starting date and hours of this position are flexible. Classification range is negotiable based on experience. New graduates are encouraged to apply.

3 month provisional period applies.

Conditions of Employment

• All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
• Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
• A probationary period may apply during the first year of employment and induction and support programs provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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