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In 2009, just under one in five Australians (18.5%) reported with a

disability (Australian Bureau of Statistics, 2010, para. 6) based on
the definition that a disability is any limitation, restriction or
impairment which restricts everyday activities and has lasted or is
likely to last for at least six months (Australian Bureau of Statistics,
2010, para. 1). Belvoir Special School provides the community of
Wodonga and surrounding districts, with a specialised educational
service for school age students, aged five to eighteen, with
intellectual and/or multiple disabilities. The school is a purpose
built facility designed to be safe and stimulating for all students
(Gay, 2014, p. 4)

Upon arrival at Belvoir Special School my first thought was one of

uncertainty, despite the signage assuring me that I was at the right
location, the front appearance of the school was different to
conventional school layouts. There was no clear path to the main
office nor was there much in the way of gardening or landscaping.
Welcomed with a high enclosing fence, which was a common theme
throughout the school, an open and easily accessible car park and
two large buildings that formed the main entrance, the environment
was prominent as it made you feel somewhat sheltered and secure.

Greeted and directed to the main office by a helpful and welcoming

staff member, my initial feelings of angst had lifted. Inside the foyer
the soft blue, green and purple colours made the environment
soothing with the added feature of the fish tank. Whilst waiting for
further instructions we were greeted by Belvoirs therapy Labrador,
Fawn. Fawn is a fantastic asset and friend to the students at Belvoir
as he helps with them with social interactions and coping with
anxiety, two very common characteristics and difficulties
experienced by the students who attend Belvoir Special School.

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Assistant Principal, Sue King devoted a great amount of her time to

our preservice teacher group, giving us an incredible insight into the
role and purpose of the Belvoir Special School. Her dedication,
enthusiasm and passion for her job was inspirational, she moved us
all. It was during this collaborative meeting that Ms. King answered
questions, clarified queries, gave us an informative tour and lastly
displayed Belvoirs aim to develop a safe, thoughtful, courteous,
caring and helpful environment where respectful and responsible
behaviours are modelled, taught, reinforced and encouraged (Gay,
2014, p. 13).

Inclusive in nature, Belvoir Special School aims for heterogeneous

class formations as they do not classify or segregate children and
their specific disabilities, instead they recognise students abilities.
Classes consist of a diverse range of disabilities and a variety of
ages and gender as this prevents labelling and allows the school
community of Belvoir to recognise and support that there is more
about being the same than there is different (S. King, personal
communication, July 28, 2015). From speaking with Assistant
Principal, Ms. King, the overview of disabilities that present at
Belvoir Special School are classified under, autism spectrum
disorder, cerebral palsy, challenging behaviours, special, special
developmental, physical disabilities, intellectual disabilities,
social/emotional disabilities and sensory disabilities (vision/hearing).

At Belvoir Special School, an inclusive, supportive and stimulating

environment has been achieved. With opportunities for students to
engage and participate in a range of learning activities, sensory
activities and therapy programs, it is Belvoirs aim to allow students
the opportunity to experience and participate in the most enriching,

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educationally appropriate program possible that will assist them to

achieve their independent learning goals (Gay, 2014, p. 12), as
they pride themselves in seeing the students ability not disability.

The Quality Teaching project in NSW (NSW Department of Education

and Training, 2003) highlights the importance of differentiated
learning as a means of planning for effective teaching strategies as
this ensures all students needs are met. Through differentiated
planning and programming, learners are able to relate to the
content being taught, understand the purpose and relevance of the
skills and knowledge that they acquire as well as participate in
authentic learning opportunities that allow them to demonstrate and
practice their skills and knowledge as well as develop them further.
In order to scaffold and support the development of children with a
disability, a holistic approach is taken at Belvoir as staff ensures that
the child and family receive the services that they need to
maximise the chances of the child making the best possible gains
(Forman, 2011, p. 420)

A whole school team approach has been established at Belvoir

Special School to ensure that students needs are recognised and
met by the most appropriate services and professionals.
Encouraging the involvement of all members of the childs support
network relies on a collaborative approach, where the contributions
of all members of the team are valued (Forman, 2011, p. 420),
acknowledging parents and carers as equal team members. This
was evident at Belvoir Special School as I observed the positive
collaboration between the speech pathologist, physiotherapist,
teacher and teacher aide along with the parent in assessing, setting
program priorities and implementing intervention for one particular
child. Extremely effective, a team approach to supporting students

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with a disability is a method that can be transferred across a range

of contexts and settings contributing successfully to the childs
development, as collaborative decision making, reflecting,
assessing, setting program priorities and implementing intervention
occur on a daily basis for the child. This can be recognised
throughout Belvoir Special Schools curriculum

When observing a 3/4 grade at Belvoir Special School, a range of

teaching strategies were utilised to cater for the diversity of abilities
in the classroom. With the assistance of two teacher aides and a
speech pathologist alongside the teacher, students were receiving
significant support and scaffolding during their learning. Integral for
its effectiveness, when implementing teaching and learning
activities the teacher must be aware of and plan for all available
resources in order for students to benefit.

With the additional support in the classroom, the teacher was able
to successfully implement cooperative learning activities. With
emphasis on the social process, positive learning outcomes and
relevance to a wide variety of students needs (Forman, 2011, p.
204), learners progress was closely monitored as groups worked
collaboratively. Direct and explicit instruction was employed to
demonstrate the skills required to work successfully within a team
as the particular focus and learning intention of the activity was
students ability to work cooperatively within a group setting. This
allowed students to observe, identify, gain and practice the
appropriate cooperative learning skills needed. Whether it was in
the form of active listening or clear communication, students were
equipped with the knowledge and skills to practice and demonstrate
their learning.

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Other readily available resources used in the classroom for an

alternative means of communication were visuals and iPads.
Recognising that majority of Belvoirs students are visual learners,
the teacher would support verbal communication with non-verbal
gestures and visuals, as this enhanced students ability to
comprehend and acquire the knowledge and skills needed to be
successful. Further enhancing students development was the role
and contribution of the iPad to the learning environment. These
technological aids supported and improved students attention to
and concentration on tasks, individualised practice and drill
opportunities, improved levels of motivation, and enhanced thinking
and problem-solving skills in core areas (Forman, 2011, p. 207).
Through effective teaching and learning strategies, Belvoir seeks to
provide a foundation in skills, knowledge, attitudes and values that
will allow students to achieve their optimum level of independence
(Gay, 2014, p. 4).

Belvoir Special School adopts a School Wide Positive Behaviour

Support (SWPBS) framework to assist in planning and implementing
practices across the whole school, to manage and improve
educational and behavioural outcomes for all students. With the
school motto Together We Can Follow Instructions, Make good
choices and Be safe, Belvoir Special School uses an inclusive
approach to student development as they encourage the
collaboration and involvement of staff, students and the greater
school community in the learning process. When focusing on the
management of challenging behaviours the aim is to always
explicitly teach the expected behaviour, repair the damage to
relationships and environments and retain the student in the
classroom (Belvoir Special School, n.d. p. 8).

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School wide positive behaviour support models recognise and

acknowledge that students need to be supported and explicitly
taught behaviours that are expected of them, in order for learners to
understand and demonstrate desired behaviour, if a child doesnt
know how to behave, we teach (Belvoir Special School, n.d. p. 8).
To assist students in learning about, practising and transferring
expected behaviours across the school and in other community
contexts, positive reinforcers are used to reward students when they
demonstrate expected behaviours.

When managing challenging behaviours a continuum of procedures

for encouraging and explicitly teaching expected behaviours is used
to support and guide staff in implementing appropriate and relevant
preventative, intervention and restorative measures. With the aim of
discouraging inappropriate behaviours and encouraging positive
ones, a preventative measure of introducing short term token
reward systems to scaffold the development of specific or set of
behaviours that are recognised under individual learning goals
(Belvoir Special School, n.d.) and long term token reward motivators
to encourage the demonstration of expected behaviours are used.

The Belvoir Triangle serves as a visual tool for both staff and
students, understanding that the majority of students are visual
learners; this colourful pyramid is used to both encourage expected
behaviours and discourage inappropriate ones (Belvoir Special
School, n.d.). When following this continuum of procedures for
discouraging inappropriate behaviours and encouraging positive
ones great emphasis is placed on teaching students how to behave
appropriately. Pre-correction and intervention in the form of
consistent reminders and explicit demonstrations are provided for
students whom are not demonstrating expected behaviours.

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Through verbal and non-verbal gestures, students can visually

recognise and identify their actions, as they are encouraged to
implement a corrective behaviour to return to what is expected of
them. Furthermore the teacher acknowledges that the student
might not understand nor know how to behave appropriately, so
together they learn.

Another fundamental aspect of managing students with challenging

behaviours at Belvoir Special School is recognising the role of the
environment in student learning. Whether it is in the form of
curriculum, methods of instruction and/or the physical layout of the
room, teachers need to be aware of potential behaviour triggers to
ensure the best chance of success for the student during learning
activities. In order to reengage students who are presenting
challenging behaviours the student may require a change of
environment where they can spend time in a more natural and quiet
setting with the appropriate support. Whilst the student is calming
and self-regulating their behaviour, the teacher is provided with an
opportunity to make adjustments to the learning environment with
the aim of reengaging the learner for a fresh beginning.

In conclusion, my time spent at Belvoir Special School reinforced the

importance of creating an inclusive and supportive learning
environment for students, as all learners have the right to access
quality education.

References

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Australian Bureau of Statistics. (2010). Disability, ageing and carers,

Australia: Summary of findings. Retrieved from
http://www.abs.gov.au/ausstats/abs@.nsf/Previousproducts/443
0.0Main%20Features22009?
opendocument&tabname=Summary&prodno=4430.0&issue=2
009&num=&view

Belvoir Special School. (n.d.). School Wide Positive Behaviour

Support information for staff.

Forman, P. (Ed.) (2011). Inclusion in action (4th ed) South

Melbourne, VIC: Cengage Learning.

Gay, J. (2014). Belvoir Special School: Parent information booklet.

Retrieved from
http://www.belvoirss.vic.edu.au/index.php/family-link/parentinfo-book-2

NSW Department of Education and Training. (2003). Quality

Teaching in NSW public schools: Discussion paper. Sydney:
Author

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