Visiting Teacher Service
The Visiting Teacher Service based at The School of Special Educational Needs: Sensory in Padbury, offers support to schools, parents and children with vision impairment and/or hearing loss in Western Australia.
About the service:
The role of the visiting teacher of the deaf is to:
A Communication Development and Inclusion Plan, CDIP, is developed by the teacher of the deaf in collaboration with the parent and class teacher.
The CDIP will identify learning targets in
As the students' needs change so may the level of support provided by the visiting teacher. Support is maximised in the early years of student development as this is recognised as an important learning period. Ideally, this facilitates the student being more independent and autonomous in the later years of schooling.
The Placement and Review Committee at Sensory Deaf Education determines the level of support offered.
The criteria considered includes:
Students with a Hearing Loss and Additional Needs
Students with a hearing loss and additional needs, including students who are Deafblind, are catered for by visiting teachers. They provide highly individualised support in the education and communication development for these students.
The visiting teachers may collaborate with parents, therapy teams, the Access and Equity Consultant and Sensory Plus.
- Visiting teachers are located in metropolitan and regional areas across the state.
- This support is provided to children from the time of diagnosis through to the completion of high school.
- Individual support is provided to students and schools depending on the student's requirements to access the curriculum
- The role of the Sensory visiting teacher of the deaf or deafblind is to implement holistic educational programs that support the communicative, academic and social/emotional needs of deaf and hard of hearing students. Visiting teachers are located in metropolitan and regional areas across the state.
The role of the visiting teacher of the deaf is to:
- implement holistic educational programs that support the communicative, academic and social/emotional needs of deaf and hard of hearing students.
- school communities and families to ensure Deaf, deafblind, and hard of hearing students have opportunities to achieve to their potential.
- provide professional support to school staff, especially classroom teachers, educational assistants, interpreters and notetakers.
- to increase the capacity of the school to develop and implement appropriate teaching and learning adjustments for the student.
A Communication Development and Inclusion Plan, CDIP, is developed by the teacher of the deaf in collaboration with the parent and class teacher.
The CDIP will identify learning targets in
- equipment management
- communication needs
- functional skills for educational success
- social and emotional needs
- teaching and learning adjustments in the curriculum
- literacy skill development.
As the students' needs change so may the level of support provided by the visiting teacher. Support is maximised in the early years of student development as this is recognised as an important learning period. Ideally, this facilitates the student being more independent and autonomous in the later years of schooling.
The Placement and Review Committee at Sensory Deaf Education determines the level of support offered.
The criteria considered includes:
- the impact of the student’s hearing loss on learning
- the age and class level of the student
- additional disabilities or learning difficulties
- geographical location
- ability to manage hearing aids, or cochlear implants.
Students with a Hearing Loss and Additional Needs
Students with a hearing loss and additional needs, including students who are Deafblind, are catered for by visiting teachers. They provide highly individualised support in the education and communication development for these students.
The visiting teachers may collaborate with parents, therapy teams, the Access and Equity Consultant and Sensory Plus.
