Speak Out December 2019 V2 DIGITAL EDITION

Teaching and Allied Health Team in the NT

Northern Territory

The Teaching and Allied Health (TAH) Team in the Northern Territory (NT) Department of Education formed in 2012 to support schools across the NT and meet the needs of their students with disabilities. The TAH team consists of two speech pathologists, two occupational therapists and two education advisors, who work as a multi-disciplinary team. Schools request our services and we travel each term to support schools by using a Response to Intervention (RtI) Framework. At Level 1 of the RtI Framework (see image below) the team works closely with schools to develop appropriate professional learning opportunities and build teacher capacity. We have delivered multi-disciplinary workshops in: • supportive learning environments; • communication friendly classrooms; • oral language stimulation in play-based environments; • knowledge of speech and language delay and disorder; and • student self-regulation. Some notable changes were observed in schools due to these professional learning opportunities. For example, we now see teachers arranging their classrooms and timetables to improve student engagement and self-regulation as well as incorporate intentional play-based learning opportunities with a focus on language stimulation and class collaboration. At Level 2 of RtI Framework, the team has trained teachers in the implementation of speech sound screeners to determine students’ speech sound needs. In addition, teachers have been supported to communicate with families with a focus on student strengths, as well as better link families with their local health services. Additional education is provided on: • interpreting the results of speech sound screeners; and, • supporting students with speech sound difficulties in the classroom, in small groups and at home. As a result of our level 2 strategies, families have sought to access local speech pathology services for their children for formal diagnostic assessment and further therapeutic support.

The aim of our service provision is to develop suitable class programs that support the inclusion of students with additional needs. Schools work with the team in a variety of ways that reflect the school’s ethos and strategic plan. Some schools opt to have their diagnostic reports evaluated, to group students according to area of need and, develop group programs which address their specific needs. One school opted to have all their diagnostic reports evaluated for devising strategies to address needs at the whole class level and for developing whole school professional learning opportunities which are tailored to the needs of the students who attend the school. Some schools chose to screen all students and develop professional learning opportunities based on identified need while students are waitlisted for diagnostic assessment through their local health service. Some schools chose to host parent workshops delivered by the team to assist in implementing preventative measures for speech, language and literacy difficulties. Although the team’s primary focus is Level 1 and 2 support for schools, we do occasionally support individual students at Level 3 who are waitlisted for local health services by, observing students in their classroom, completing screening assessments and therapy trials. This is effective in supporting the teacher to adapt their teaching practice by learning more about their student’s needs. Louise Taylor

NT 68 members as at October 2019

The Teaching and Allied Health team hard at work.

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December 2019 www.speechpathologyaustralia.org.au

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