Engagement and Wellbeing

Therapy at Belmore School

This year has been a great year for our therapy team.  Ryan Bellairs (OT), Charmaine Viron (OT), Sarah Lipiatt (Speech), Naphia Chu (Speech), Stephanie Cumming (Physio) and Leo Chan (Music) all joined the Belmore School team in 2019 and I am delighted to share with you that they will all continue in their roles in 2020.  All members of our therapy team bring a variety of skills that complement each other as they work collaboratively to achieve the best educational outcomes for our students. ‘The Team Around the Learner’ model of collaborative practice reinforces the alignment of therapy and education.  The therapists have provided an integrated approach of therapeutic support within the context of teaching and learning, maximising students’ functional skills to achieve optimal participation in all classroom programs. 

Some highlights for the year include:

• Implementation of a whole school-wide approach to AAC using PODD communication books.  Our speech pathologists along with Helen Tainsh, a senior speech pathology consultant, have worked diligently with all school members to embrace the use of PODD and use it as part of our instructional teaching strategies to facilitate communication and learning for all students.  The embedding of PODD practice into our classrooms has been a great success and it is a such a positive outcome to walk around the school observing all our students using their PODD books at all times.
• Implementation of a whole school-wide approach to promoting access to education and communication using adaptive equipment such as switches, alternate pencil, high tech devices etc.  Our Occupational Therapists have worked alongside Fiona Beauchamp, an external senior OT consultant, to explore latest evidence-based practices.
• Implementation of a whole school-wide approach to Zones of Regulations.  Our Occupational Therapists and Speech Pathologists have worked closely with teachers to support students’ emotions using the Zone of Regulations colour code system. This has proved to be a great success as students developed a recognition of and techniques to regulate their own emotions.
• Optimal physical well-being for all students has been the core work of our Physiotherapist.  All physical programs have been embedded into all classroom programs where teachers and education support staff assist students to complete physical activities to support their physical well-being on a regular basis.  
• Music programs inclusive of AAC techniques have also been a success for our school.  Our Music Therapist has worked extremely hard to enable all students to participate and communicate their music preferences using PODD, PECS and signing.
• Delivery of weekly interactive focus groups where students participate in a therapy-specific program to learn, develop and gain more skills and knowledge.  Focus groups have included Healthy Bodies Healthy Relationships, Tech-It-Up, I Like to Move It Move It, Creative Music and Art Therapy.  This has been another success where therapists led teaching-based programs with a therapeutic focus aligned with the Victorian Curriculum.
• Development of Belmore School Therapy team manual, protocols, policies and practice guidelines.  The team has worked really hard throughout the year to develop and implement best practices that will shape the direction and future of therapy at Belmore School.
• Seamless coordination between school based therapy and NDIS community based therapy where shared understanding and common goals are achieved and supported to ensure continuity of care and support beyond the school setting.  This has been a success where both families and students were supported and connected within the wider community.