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Call us on (08) 6240 4040
Email: roseworth.esc@education.wa.edu.au
Highlights

Term 4 2018

Oct 12th - Jiggle Jam Competition
Oct 16th - Free Dress Yr6 Fundraising
Oct 16th - P&C Meeting 2 PM
Oct 22nd to Nov 2nd- Swimming Lessons
Oct 30th -  Waste Free Lunch
Nov 1st - Outdoor Classroom Day
Nov 8th - Lunch DISCO Yr6 Fundraising
Nov 9th - SDD- Pupil Free
Nov 19th to Nov 23rd - Open School/Art Show
Nov 19th to Nov 21st - Book Fair
Nov 21st - 10 Yr CElebration RPS/Sausage Sizzle
Nov 29th - P&C Meeting 2 PM 
Dec 6th- Waste Free Lunch
Dec 7th- PP-Yr5 Awards Assembly 9 AM
Dec 11th- Center Lunch
Dec 12th- Yr6 Graduation/Reports Home
Dec 13th- Students Finish


Useful Links

www.esnn.wa.edu.au
Education Support North Network
Roseworth Primary School
Department of Education
North Metro Regional Ed Office
Schools Plus
School Bus Service
Disability Services Commission


ENROLMENTS

To enrol in an Education Support Facility your child must meet eligibility requirements. All Assessments need to be no more that 12 months old, except for IQ test which can be no more than 2 years old. The requirements are;

  1. Intellectual Disability(ID)

    Intellectual Disability is a relatively permanent significant impairment in generalised intellectual functioning.

    ELIGIBILITY

    A diagnosis of Intellectual Disability will establish eligibility for Schools Plus funding if it includes:

    Significant impairments in present adaptive functioning (i.e. the person's effectiveness in meeting the standards expected for his or her age by his or her cultural group). Significant impairment is defined as 2 standard deviations below the mean on a standardised, culturally relevant assessment in at least two of the following areas:

    communication, self-care, home living, social/interpersonal skills, use of community resources, self-direction, functional academic skills, work, leisure, health, safety; and Significantly sub-average intellectual functioning: an IQ of below 70 on an individually administered IQ test.

    Evidence that academic achievement and progress is limited in comparison to age expectations.

    While an Intellectual Disability is considered a permanent condition, eligibility for Schools Plus is extended to the end of Year 12 only after two separate assessments, conducted more than two years but no greater than 3 years apart, meet criteria for diagnosis.

    A diagnosis of Intellectual Disability is obtained by;
    • IQ Test - The administration of an IQ test performed by a registered psychologist. To be eligible for Ed Support placement your child's IQ needs to be less than 70 with no significant spikes in any of the subtests. If your child is from a non-English speaking background the IQ test needs to be non-verbal.

      AND

    • An Adaptive Behaviour Rating Scale – This gives a measure of personal and social skills needed for everyday living. This is also administered by a registered psychologist. an instrument
  2. Global Developmental Delay (GDD)

    For those young children who enter Kindergarten already receiving comprehensive early intervention services from a Paediatrician, the Department of Education provides for temporary eligibility under the restricted diagnosis termed Global Developmental Delay (GDD). This indicated group is provided to allow for the smooth transition to school of those students with pre-diagnosed delays in multiple areas of development.

    This category is designed to support those students who are at significantly elevated risk of being diagnosed with an intellectual disability. Eligibility is determined on the basis of documented information from the managing Paediatric Physician that addresses the criteria for the diagnosis of Global Developmental Delay. The restricted diagnosis is not applicable to students who have not been under the prior care of a Paediatrician. These students can be assessed at school for Intellectual Disability.

    Eligibility

    Global Developmental Delay is an appropriate restricted diagnosis status where a child shows significant delay in two or more of the following developmental domains:

    gross/fine motor; speech/language; cognition; social/personal; and activities of daily living on the same assessment tool (e.g. Griffiths Mental Developmental Scales, Bayley Scales of Infant Development).

    Significant delay is defined as performance two standard deviations or more below the mean on an individual, age-appropriate, standardised, culturally relevant test of functioning.

    Eligibility under GDD will not be accepted when the diagnosis is based on significant delays in areas explained by pre-diagnosed conditions e.g. speech language delay for a student with a diagnosed language disorder/ motor delay for a student with a diagnosed developmental coordination.

    PLEASE NOTE: The latest diagnosis from the Paediatrician must be within 12 months of the child starting Kindergarten and must have the expanded title of Global Developmental Delay (GDD is not accepted)

  3. Autism Spectrum Disorders (ASD)

    The Department of Education accepts the term Autism Spectrum Disorder (ASD) for those

    conditions that are referred to in the literature as either Pervasive Developmental Disorders or Autism Spectrum Disorders.

    Pervasive Developmental Disorders are characterised by severe and pervasive impairment in several areas of development: reciprocal social interaction skills, communication skills, or the presence of stereotyped behaviour, interests and activities.

    Eligibility

    Conditions included within the ASD category are:

    Autism Disorder; Rett's Disorder; Childhood Disintegrative Disorder; Asperger's Disorder; and

    Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS).

    For eligibility under Schools Plus an ASD diagnosis must have been made by a multidisciplinary team assessment. For students under the age of 12 the team is comprised of three professionals experienced in the assessment and diagnosis of Autism. Each of the three (a paediatrician, clinical psychologist and a speech pathologist) must have completed an assessment and written a report addressing the criteria for Pervasive Developmental Disorders / Autism Spectrum Disorders as indicated by the Diagnostic and Statistical Manual of the Mental Disorders – 4th Edition (DSM-IVTR,American Psychiatric Association, 2000).

    PLEASE NOTE: For placement in an Education Support Facility a student with a diagnosis of Autism must have an IQ of less than 70 or be in the severe range and apply for a Local Area Placement.

  4. Local Area Placement

    Where a student does not meet the current criteria for education support placement but demonstrates exceptionally high educational need, placement in an education support setting may be permitted if it is agreed by the parent, Education Support Centre/School Principal, Professional Leader and endorsed by the Regional Executive Director.

    If your child does not meet the eligibility requirement for Intellectual Disability but is experiencing significant learning problems s/he may be able to apply for a Local Area Placement. There are stringent criteria attached to these placements. If you believe your child falls into this category you must start the process by talking to your School Psychologist about your concerns.

    When you enrol your child in an ESC you are giving them the best of two worlds. They will benefit educational by the small class sizes, the high student teacher ratio, and the explicit teaching and learning environment. They will also benefit socially by being a member of the wider school community and interacting with their peers in the playground, at assemblies, during sport activities and the other numerous occasions that both schools come together.

    If you think you may have a child who would be eligible to come to us into Year K-7 and you are interested in considering this option, please do give us a call and come around for a visit at any time of the year.
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I am often asked to describe the experience of raising a child with a disability – to try to help people who have not shared that unique experience to understand it, to imagine how it would feel. It's like this…read more
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