Niddrie Autistic School is a government school in South West Victoria Region and has at its foundation a reputation for providing an exemplary education for students with autism from Prep to Year 3. There is a commitment to excellence, which is communicated, to staff, students and families. Members of staff have high expectations and a belief that every child can learn and achieve. The school has profound expertise in developing and implementing Individual Educational Plans (IEPs) and in assessing and monitoring the learning of students to ensure the goals in IEPs are achieved.
Niddrie Autistic School is situated 16 kms north of the Central Business District (CBD) in the suburb of Niddrie. The school enroll students diagnosed with Autism Spectrum Disorder. The philosophy of the school is to provide an intensive program for students with autism to build their social communication and sense of self and others which will guide their inclusion and participation through their early years of schooling and beyond.
To support the needs of autistic children and their families, the school provides initial support for each student as he/she moves to their designated neighbourhood mainstream or special school setting.
In 2026 the enrolment is 16 students. The majority of students travel from a wide geographical area and travel to Niddrie by a contract bus service.
In 2021 a DET funded capital works project was completed, the school now has a new state-of- the art building comprising 12 new classrooms and collaborative learning areas. These works were part of the Stage 1 development of a bigger Master Plan for the redevelopment of the whole site.
As Niddrie Autistic School provides an educational program for autistic students from Prep to year 3, ensuring these students make a successful transition to further educational contexts from Year 4 is a vital focus not only of their program while at Niddrie Autistic School but also in the following years.
SC1. Experience in providing speech and language therapy to children with Autism Spectrum Disorder or developmental delays, particularly in pragmatic language development.
SC2. Knowledge and experience of a range of Alternative and Augmentative Communication (AAC) systems, encompassing both low-technology and high-technology systems.
SC3. Demonstrated capacity to work in collaboration with teaching teams to devise programs that extend a student¿s functional communication and social skills in a range of contexts.
SC4. Demonstrated ability to work as part of a collaborative multi-disciplinary professional team.
SC5. Highly developed interpersonal, verbal and written communication skills including demonstrated sensitivity to family issues in special education.
Attendance is 5 days/week in school terms. 8.30am to 4.36pm
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
ACCOUNTABILITY OBJECTIVE:
This Speech Pathologist will be responsible for providing consultancy Speech Pathology services to an allocated caseload of children who attend Niddrie Autistic School (interim name), and for the development of therapy programs to be implemented by teaching staff at Niddrie Autistic School (interim name).
CONTACTS:
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Teaching staff (Teachers and Education Support)
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Allied health staff (Occupational Therapists, Speech Pathologists, Social Worker, Welfare)
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Parents and caregivers where appropriate
DUTIES AND RESPONSIBILITIES:
Clinical
To provide assessment, therapy program implementation, and ongoing evaluation, for an allocated caseload of children attending Niddrie Autistic School (interim name), within the Individual Learning Plan framework.
To apply sound theoretical knowledge and practical expertise when conducting clinical activities.
To deliver Speech Pathology consultation within defined organisational parameters.
To continue to develop a knowledge of Autism Spectrum Disorder and the specific presenting communication difficulties.
To continue to develop a knowledge of pragmatic language development and its application and implementation to Autism Spectrum Disorders.
To develop and implement alternative and/or augmentative communication systems for children who are non- or minimally-verbal.
To provide complex professional reports requiring factual analysis, including assessments and recommendations for consideration by others.
Liaison
To resource and support staff in their use of appropriate communication strategies as an integral part of their school program.
To liaise with school staff and families where appropriate, regarding the childs progress to ensure that the individual needs are appropriately met.
To provide instruction and training to teaching colleagues with respect to specific communication strategies, including explaining professional concepts and approaches to clients, stakeholders, colleagues and staff.
To actively contribute to and participate in professional learning activities conducted by the Speech Pathology department for the benefit of teaching staff.
Organizing / Reporting / Procedures
To maintain client records including assessment results, program notes assessment and transition reports.
To provide teaching staff with a copy of program notes after each classroom consultation (which include specific recommendations) and maintain a copy for the Speech Pathology file.
To participate in meetings with therapy and educational staff as required.
Other duties as required.
Resourcing / Planning
To recommend appropriate equipment and resources for students use in the school / home / community environment where appropriate.
To develop and produce appropriate AAC and language development resources for classroom use, and to ensure that these are also made available to the Speech Pathology department resource collection.
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
A written response to each of the Selection Criteria is mandatory.
Up to three referees who are able to comment on your application in relation to the Selection Criteria.
Referees other than those nominated may be contacted by the Panel.
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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
