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School operations

Visiting Teacher Service

Policy

This policy outlines how schools can access the Visiting Teacher Service (VTS) and how it operates as part of the department’s multi-disciplinary area teams supporting schools and students under the Department of Education’s Disability Inclusion reforms(opens in a new window).

Summary

  • Visiting teachers are specialist teachers with expertise and experience in supporting students with disability and/or additional needs.
  • Access to the Visiting Teacher Service (VTS) is managed via a referral process initiated by a student’s school through the Student Online Case System (SOCS)(opens in a new window).
  • Eligibility for the VTS is based on specific criteria related to a student’s disability or support needs. For more information, refer to the Guidance tab.
  • The school must secure informed consent from the student’s parent/carer to access the VTS, unless the student is a mature minor. The consent form is available on the Resources tab. The school must attach the completed and signed consent form to the referral in SOCS.
  • The regional VTS team reviews referrals and decides whether to allocate a visiting teacher. If no visiting teacher is allocated, the regional VTS team informs the referrer and provides guidance on alternative support options.

Details

The Visiting Teacher Service (VTS) consists of specialist teachers with expertise in specific disabilities and experience in supporting students who require tailored educational adjustments. They provide strategies to support schools to engage students with disability and additional needs and contribute to the building of knowledge and skills in inclusive education to ensure every student at every ability thrives at school and in life. They promote inclusion by providing expertise and support to schools, teachers, and students, with a focus on strengths-based approaches and individualised needs.

Visiting teachers work in multi-disciplinary teams to support schools and teachers to implement evidence-based practices to meet the needs of diverse learners. Visiting teachers provide expert advice and support to schools through planning, development, delivery and evaluation of the curriculum to align with the department’s Disability Inclusion reforms(opens in a new window).

Visiting teachers work in the areas of:

  • physical disability
  • health impairment
  • deaf or hard of hearing
  • vision impairment.

Some regions offer supplementary service streams for students with autism or learning difficulties. Schools can consult their Health Wellbeing Key Contact (HWKC) or a visiting teacher team member to confirm availability in their area. Refer to Office locations: Department of Education(opens in a new window) to contact the regional office for HWKC or visiting teacher contact details.

Visiting teachers support schools and students by:

  • providing individualised support
  • contributing to key deliverables of the department’s Disability Inclusion reforms
  • supporting equitable access to education
  • making recommendations on adjustments to the curriculum and learning environment
  • coordinating access to inclusion initiatives
  • building capacity in implementing the department’s Disability Inclusion reforms focusing on effective curriculum and pedagogy
  • assisting classroom teachers to identify and address the assigned student’s needs, including providing specialist advice to strengthen inclusive practices
  • using and embedding innovative and assistive technologies to improve access to the curriculum
  • providing case support and assistance to other visiting teachers and regional staff about specific impairments.

Partnership approach

Schools and visiting teachers should work in partnership to ensure that students requiring tier 3 supports have the greatest opportunity for success throughout their education. Schools and visiting teachers have a professional responsibility to ensure that the partnership is impactful by committing to the below actions.

Visiting teachers:

  • in partnership with key stakeholders, plan, document and communicate visiting teacher service delivery approach to support individual students and/or a specific program
  • clearly communicate service goals and timeframe/s to the school
  • extend staff capacity by showcasing inclusive teaching strategies and sharing expertise on evidence-based practice approaches, equipment and resources
  • coach staff to critically reflect in their practice that supports those students eligible for the service
  • support schools to implement and document individualised adjustments that will embed inclusive practices
  • review progress towards service goals each term in partnership with key school contact/s
  • document and communicate key service outcomes in line with department approved records management processes(opens in a new window).

Schools:

  • identify school, staff and/or student need
  • oversee the development, implementation and monitoring of individual support (including the development of necessary documentation) for all students receiving support from the VTS
  • assign an appropriate school contact/s to communicate and partner with the visiting teacher
  • allocate and manage school resources and engage appropriate supports to meet the functional needs of individual students
  • maintain usual recording keeping processes for students and share these with the visiting teacher as appropriate to support service delivery
  • provide an appropriate onsite location for service delivery (where relevant)
  • lead the liaison and communication with parents/carers and external agencies.

To make a referral to the VTS, schools must follow the steps outlined in Referring to the Visiting Teacher Service on the Guidance tab.

Further information about the how the VTS work to support eligible students is outlined in the VTS operational guidance on the Resources tab.

For information on other professional supports available, refer to the Health, Wellbeing and Inclusion Workforces policy.

Relevant legislation

Contact

For further information on the Visiting Teacher Service, schools should:

Department policy outlining how schools access the Visiting Teacher Service and how it operates within multi-disciplinary area teams supporting schools and students under Disability Inclusion Reforms.

Updated

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