- Paediatric Occupational Therapy and Functional Capacity
Demonstrated knowledge, skills and experience in the provision of Occupational Therapy services to children and young people with disability, developmental differences and/or complex functional needs, with particular emphasis on assessing and developing the functional capacities required for participation, independence and access to education.
- Functional Assessment, Task Analysis and Curriculum Access
Demonstrated ability to undertake functional assessment and task analysis to identify the physical, sensory, fine motor, cognitive, visual-perceptual, executive functioning and/or environmental factors impacting a student's ability to access and participate in learning. Demonstrated ability to use assessment findings to develop, implement and evaluate practical interventions within the student's everyday environment.
- Assistive Technology, Equipment and Task Modification
Demonstrated knowledge and experience in the assessment, trial, prescription and implementation of assistive technology, specialised equipment, environmental modifications and/or task adaptations to improve student access, participation and independence. Demonstrated ability to balance the provision of appropriate adaptations with interventions that progressively develop a student's functional capacity and reduce unnecessary reliance on equipment or adult assistance where appropriate.
- Collaboration, Staff Capacity Building and Classroom Practice
Demonstrated ability to work collaboratively with students, families/carers, teachers, Education Support staff, Occupational Therapists, Physiotherapists, Speech Pathologists and other relevant professionals, including the ability to translate Occupational Therapy recommendations into practical classroom strategies and provide coaching, modelling and professional learning that builds staff capability.
- Initiative, Autonomy and Innovative Practice
Demonstrated ability to work independently and proactively, manage a caseload and referral priorities, and use sound clinical reasoning to identify opportunities where Occupational Therapy can improve student participation and independence. Demonstrated capacity to initiate and develop individual interventions, small-group programs, classroom strategies, resources, staff training and/or broader initiatives in response to identified student and school needs.
- Evidence-Based Practice, Evaluation and Professional Communication
Demonstrated commitment to evidence-based, outcome-focused and reflective Occupational Therapy practice, including the ability to establish meaningful functional goals, evaluate intervention outcomes and adapt practice accordingly. Demonstrated high-level written, verbal and interpersonal communication skills, commitment to ongoing professional development, and ability to seek and respond constructively to professional supervision and feedback.
Ballarat Specialist School is seeking a motivated and innovative Paediatric Occupational Therapist to join our multidisciplinary Allied Health Team.
This position has a strong focus on functional capacity, curriculum access, task modification, assistive technology and equipment prescription.
Your role will be to identify what is preventing a student from successfully participating in learning and then work alongside the student and their classroom team to find a solution.
Sometimes that solution might be assistive technology or specialised equipment. Sometimes it will involve modifying the task, environment or teaching approach. At other times, the best intervention will be developing the student's underlying functional capacity so that, over time, they can participate with greater independence and fewer adaptations.
That balance between providing access today and building capacity for tomorrow sits at the heart of this role.
Why you'll love working with us
We want to provide our Occupational Therapists with the time, resources and professional autonomy to do great work.
This role offers the benefits and security of working within the Victorian Government school system, combined with a level of clinical autonomy and resourcing that allows you to genuinely develop your practice.
Competitive Victorian Government salary
The position will be classified at Education Support Class, Level 1, Range 4 (ES 1-4) under the applicable Victorian Government Schools Agreement, with salary determined according to the successful applicant's classification and experience.
School-based working hours
Enjoy working predominantly within school hours, providing greater consistency and work-life balance than many traditional community, NDIS or private-practice caseloads.
Generous leave and paid school holidays
Enjoy the leave entitlements available through the Victorian Government school system, including paid school holiday periods, providing a working calendar that is difficult to match in many clinical settings.
Dedicated therapy spaces
You'll have access to dedicated spaces for individual therapy, small-group interventions, assessment, planning and collaborative work ¿ while still having the flexibility to work directly within classrooms and other school environments.
A generous operational budget
We want our clinicians to have the resources they need to do their jobs effectively. You'll have access to a generous operational budget to support the development of therapy programs, resources, equipment and new initiatives.
Work as part of a genuine multidisciplinary team
You'll work alongside a multidisciplinary team of Allied Health, Mental Health, Wellbeing and Education professionals, with opportunities for regular collaboration, shared problem-solving and multidisciplinary intervention.
Dedicated professional development support
Continued professional growth is important to us. You'll have access to a professional development budget to support relevant training, courses and development opportunities.
Autonomy to create and innovate
This isn't a role where every hour of your week is dictated by billable appointments.
You'll have the autonomy to manage your caseload and referrals while identifying opportunities to develop new programs, staff training, group interventions, resources and whole-school initiatives that improve outcomes for our students.
Full-time preferred ¿ part-time considered
We are ideally seeking a full-time Occupational Therapist, however we are very open to discussing part-time arrangements for the right applicant.
Access now. Independence for the future.
We don't want adaptations to automatically become permanent.
Where equipment or task modification is necessary, we want our students to have access to it.
At the same time, Occupational Therapy should continually ask:
"What skills could we build so this student can do more for themselves?"
A student may initially require adapted equipment, modified materials, physical assistance or assistive technology to participate in a classroom activity.
Your role is not only to establish that access, but also to consider the student's long-term functional development.
Can we improve upper limb function?
Can we develop fine motor capacity?
Can we improve postural endurance?
Can we teach a more efficient way of completing the task?
Can assistive technology increase independence?
Can we progressively reduce the level of adult assistance?
We are looking for an OT who enjoys answering those questions.
Beyond individual therapy
This is not a role limited to pulling students out of classrooms for individual therapy sessions.
You will work across 1:1 intervention, small groups, classrooms and whole-school capacity building.
We want our Occupational Therapists to influence the environment around the student.
That means working alongside teachers and Education Support staff to help them understand:
- why a student is finding a task difficult
- how a task can be modified without unnecessarily reducing its learning intent
- how equipment and assistive technology should be used
- what therapeutic strategies can be embedded into everyday classroom routines
- how staff can promote independence rather than inadvertently creating dependence.
About you
We are looking for an Occupational Therapist who is:
- Passionate about paediatrics, disability and functional participation.
- Skilled or interested in functional capacity assessment and intervention.
- Experienced or interested in assistive technology and equipment prescription.
- Able to analyse tasks and environments through an Occupational Therapy lens.
- Creative in adapting activities while preserving meaningful participation and learning.
- Passionate about developing independence and functional capacity.
- Confident working collaboratively with teachers and Education Support staff.
- Able to translate clinical recommendations into practical classroom strategies.
- Comfortable providing individual therapy, group interventions and classroom-based support.
- Highly organised and able to independently manage referrals and caseload priorities.
- Proactive and willing to identify opportunities for new programs, interventions and staff training.
Experience within paediatric disability, assistive technology, equipment prescription, functional capacity assessment or complex disability would be highly regarded.
Why Ballarat Specialist School?
School-based Occupational Therapy provides an opportunity that is difficult to replicate in traditional clinical practice.
Instead of assessing a child in a clinic and recommending what might work at school, you can be in the classroom with them.
You can observe the task.
You can see the barrier.
You can trial the solution.
You can train the staff.
And you can come back and see whether it actually worked.
You'll work as part of a multidisciplinary Allied Health Team with opportunities to collaborate closely with other Occupational Therapists, Physiotherapists, Speech Pathologists, Exercise Physiologists, Allied Health Assistants and Education professionals.
You'll also have the autonomy to identify gaps and create solutions ¿ whether that's a new student program, staff training package, equipment trial process, classroom resource or targeted intervention.
The person we're looking for
We are particularly interested in applicants who are self-driven and motivated to make the role their own.
The autonomy within school-based Allied Health practice means strong time management and initiative are essential.
We want someone who can manage their own caseload and referrals, but who also looks beyond their existing caseload and asks:
"Where else could Occupational Therapy make a difference?"
If you are an Occupational Therapist who enjoys problem solving, functional rehabilitation, assistive technology and helping children become more independent, this is an opportunity to apply those skills directly where kids spend much of their day.
Join Ballarat Specialist School and help our students move from simply accessing learning to participating in it as independently as possible.
Working as part of our Allied Health Team, you will support students with a broad range of disabilities and functional needs.
Your work may include:
- Completing functional and occupational assessments to understand barriers to participation.
- Assessing how a student's physical, sensory, cognitive, fine motor, visual-perceptual and executive functioning skills impact curriculum access.
- Working directly within classrooms to analyse learning tasks and identify barriers to participation.
- Modifying classroom activities and learning tasks to improve accessibility.
- Recommending and prescribing assistive technology and specialised equipment.
- Supporting positioning, seating, access and functional participation within learning environments.
- Trialling equipment and strategies within the student's actual classroom environment.
- Developing individualised programs to build students' functional capacity and independence.
- Supporting fine motor, upper limb, handwriting, technology access, self-care and other functional skills where they impact participation at school.
- Delivering targeted 1:1 therapy and small-group interventions.
- Working alongside teachers and Education Support staff to embed therapeutic strategies within everyday learning.
- Providing staff training, coaching and modelling around equipment, adaptations and therapeutic strategies.
- Monitoring outcomes and progressively modifying or reducing supports as students develop greater independence.
- Collaborating closely with Physiotherapists, Speech Pathologists, Occupational Therapists, Exercise Physiologists, Allied Health Assistants, Teachers, Education Support staff and families.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position
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 (see Workplace 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 [email protected]
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.
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
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
- 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
- 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
Ballarat Specialist School provides high¿quality education for students aged 3 to 18 years with diagnosed intellectual disabilities ranging from mild to profound. We are a dual¿campus K¿12 setting structured around four stages of learning: Early Learning (3¿5 years), Primary School (5¿12 years), Middle School (12¿15 years) and Senior School (15¿18 years).
Our Early Learning to Middle School programs operate from our Gillies Street Campus, while our Senior School is located at our 8.09¿hectare FARM Campus in Norman Street. We currently support approximately 440 students across both sites.
Our Mission and Approach
Our mission, ¿Achieving Personal Success Together,¿ guides everything we do. We are committed to creating a safe, flexible and stimulating learning environment where both students and staff can reach their full potential. Our curriculum is personalised, balanced and designed to celebrate individual achievement.
Teaching and learning at Ballarat Specialist School is grounded in the Victorian Early Years Learning and Development Framework, the Victorian Pathways Certificate, a strong focus on Literacy and Numeracy, and Individual Education Plans for every student. Our pedagogy is evidence¿based and supported by a gradual release of responsibility model. Professional Learning Communities drive curriculum, assessment, inquiry and reflection across the school.
Small Class Sizes and Classroom Support
A key strength of our school is our commitment to small class sizes, ensuring students receive targeted, responsive and meaningful instruction. Each classroom is supported by Education Support (ES) staff allocated according to student need, enabling a high level of individualised attention and consistent support throughout the school day.
This structure allows teachers and ES staff to work closely together to implement personalised learning goals, support communication and engagement, respond to sensory and wellbeing needs, and create safe, predictable and inclusive learning environments.
Integrated Services Team
Our comprehensive Integrated Services Team works across all areas of the school to support students in achieving their academic, functional and personalised goals. The team includes Occupational Therapists, Speech Pathologists, Physiotherapists, Exercise Physiologists, Allied Health Assistants, Mental Health Practitioners, NDIS¿funded practitioners (in collaboration with families) and Registered Nurses.
This multidisciplinary team partners with teachers, ES staff and families to embed therapeutic, communication, health and wellbeing supports into everyday learning. Their work strengthens student engagement, independence and readiness for future pathways.
Pathways and Real¿World Learning
Ballarat Specialist School is committed to preparing students for meaningful, fulfilling futures. Our pathways model provides students with authentic, hands¿on learning experiences that build independence, confidence and employability skills.
Key pathway opportunities include school¿based enterprises such as the Vintage Soul Op Shop and cafés at both campuses, Mini Woolies at Gillies Street, and accredited vocational pathways including Certificate I in Life Skills and Certificate II courses delivered onsite in partnership with local TAFE providers. Industry¿aligned learning areas include Kitchen Operations, Retail, Horticulture, Visual Arts, Sport and Recreation, Music Industry and Work Skills.
These programs support students to explore interests, develop practical skills and transition confidently into post¿school options including supported employment, open employment, community participation and further training.
Individualised Support
Every student has an Individual Education Plan developed through a collaborative Student Support Group involving parents and carers, external agencies, classroom teachers, education assistants and our Integrated Services Team. This ensures each student¿s learning, wellbeing and communication needs are understood and supported.
