Ngaruki Gulgul (NG) is a specialised, independent school of approximately 50 students in year 9 to 12. NG offers year 10 ROSA and the Higher School Certificate alongside a vocational qualification via as much hands-on and outdoor education as possible. NG is an alternate setting for any student requires an innovative, flexible and personalised approach to learning. In my role as a Learning Support Teacher I: -Support students directly in classes and 1:1 support-Assess students for reading and comprehension, mathematical placement and use KBIT and Irlen Syndrome screeners-Collaborate with parents and caseworkers on a regular basis -Collaborate with external psychologists and other allied health to improve learning outcomes for students-Host Individual Plan collaboration meetings-Write and implement Individual Plans and make associated suggestions for adjustments-Provide professional development for staff based on the learning needs of students-Create, monitor and collect evidence for the NCCD-Monitor teacher programs as part of data collection for the NCCD

St Lucy's Special School is a specialised setting for approximately 300 students in kindergarten to year 8 (expanding to year 12). Students have a primary diagnoses of intellectual disability with most students presenting with multiple diagnoses. Students' physical, emotional and learning needs can be complex in this setting, which is appropriately staffed with knowledgeable teachers, therapist staff and teachers aides. Within this setting over three years I was a Special Education teacher of a class of 9-10 stage one students and a class of stage 3 students. My educational program was inclusive of students with severe sensory processing differences, social competency abilities, intellectual disabilities, behaviour differences and a range of receptive and expressive communication differences. In this role my responsibilities were: 1 ) Implementing a NESA approved primary curriculum with appropriate adjustments for a range of students' individual needs2) Teaching across the primary curriculum including literacy and numeracy skills3) Writing, planning and assessing Individual Education Plans for students4) Assessing students using PM kits, photographic and video evidence and using consistent methods for reliable data5) Meaningful and engaging implementation of the curriculum 6) Ongoing planning and re-adjustment of teaching and behavioral management strategies 7)Writing and implementation of behaviour management plans8)Management of classroom staff 9) Collaborating with teachers, teacher aides, parents, internal and external allied health staff to problem solve and improve student learning outcomes10) Organisation of excursions and writing and implementation of risk management plans11) Consistent collaboration with parents

St Monicas College is a Mainstream Catholic highschool with over 1900 students. As one of five special education teachers, I am responsible for:1) Coordinating in-class officer support for students2) Collaborating with teachers, allied health professionals, parents and students to improve student engagement and learning outcomes3) Providing special provision in line with VCAA standards in a cohort of 350 students4) Providing student-specific, evidence based advice for teaching and behavioural strategies via collaboration with staff and providing staff professional development5) Providing Autism specific teaching and management strategies for students in years 7 to 126) Identifying students with additional needs via data analysis and screening assessments such as PROBE 2, CELF, K-BIT and the Royal Children's Hospital Auditory Processing Assessment7) Writing assessment reports, analyzing reading and learning behaviors and providing strategies for the students learning and teaching of that student8) Management of students who are funded under the SWD program and students who are not funded but require additional support9) Planning, assessing, reporting and teaching specialized maths and support classes10) Pastoral care for year ten students

Jackson school is a public special school for students aged five to 18 with a primary diagnosis of intellectual disability. The school caters for 270+ students with a range of disabilities including intellectual disability, Autism, Sensory Processing disorder, Downs Syndrome, ADHD, ODD and other behavioral disorders including exposure to trauma. My responsibilities at Jackson School were:1) Implementing a therapeutic curriculum for a range of students 2) Teaching across the curriculum including literacy and numeracy skills, catering for students with Autism in particular3) Writing, planning and assessing Individual Education Plans for students that I taught4) Assessing students using PM kits, photographic and video evidence and using consistent methods for reliable data5) Meaningful implementation for use of technology particularly ipads, Xbox and IWB's6) Ongoing planning and re-adjustment of teaching and behavioral management strategies 7) Collaborating with teachers, coaches, parents and allied health staff to problem solve and improve student learning outcomes8) Organisation of excursions and writing and implementation of risk management plans

The Woden School in Deakin, ACT, was a specialised setting of approximately 90 students in year 7-10 with an intellectual disability and a range of co-morbidities including Autism, Down Syndrome and Cerebral Palsy among others.In my position at The Woden School I:1)Taught across the curriculum and adjusted the delivery and assessment for my students2) Implemented behaviour plans for students3) Implemented new assessment methods 4) Team teaching hospitality in an industrial set up within the school. 5) Creating and leading a “Girls Club” to address the needs of the female students including personal hygiene and skin care. 6) Use of numeracy assessments, PM running records and Brigance Comprehension Test to inform planning and delivery of content

When beginning my Special Education journey, I gained exposure to a range of settings in a casual capacity in the following schools:Richmond High School• One term as a teacher in a special education unit mainstream western Sydney high school for one termRedbank School (SSP)• Consistent casual days in Westmead Hospital- for students with emotional disturbance from years K-12Glenvale Special School • Casual days across (K-12)Aspect Central Coast School (not a department school) • Casual days across (K-12)