learning growing leading · our values we are child focussed, providing a safe and supportive...

ANNUAL REPORT 2017

LEARNING

GROWING LEADING

CONTENTS

About Us 3

Language Disorder in Australia 5

Brendan’s Story 6

Chairman’s Report 8

The Glenleighden School 10

School Support Services 26

Research & Advocacy 40

Fundraising 50

Get Involved 52

Thank You 56

Governance 58

Our Board 60

Audited Financial Report 64

OUR VISION To be the leader in enabling better outcomes for children and young people with disability for whom language is their primary disorder.

OUR MISSION We provide holistic, innovative and effective therapy, education and support services.

Speech & Language Development Australia (SALDA) is the nation’s peak body supporting and advocating for the needs of children and young people with speech, language and related disorders.

For over 40 years our not-for-profit organisation has developed a unique, multidisciplinary approach to helping the 1 in 14 children with Language Disorder find their voice.

When people have a voice their thoughts, feelings and aspirations are recognised by others. They possess the capacity to make an impact, both on their own personal situation, as well as the broader community, through their actions and words.

ABOUT US

OUR VALUESWe are child focussed, providing a safe and supportive environment.

We are a compassionate, accountable, respectful and resilient team.

We pursue excellence and act with integrity.

SALDA is operated by The Association for Childhood Language and Related Disorders

(CHI.L.D.)

3LEARNING, GROWING, LEADING. 2017 Annual Report

With the support of the community we raised over

Our research team collaborated on

research projects looking into the effectiveness of our services and various therapeutic interventions

students were supported to reach their goals whilst attending The Glenleighden School

Our Clinics provided life changing therapy to

90

273

$29,000

145 665 87Our School Support Service worked with

More than

120 educators and professionals

completed our e-modules including ‘Identification of Language Disorder’ and ‘Language Disorder & Implications for Learning’

schools to screen

childrenstudents and provide intervention to

children and young people

This result was achieved due to the success of our Run 4 Kids with Language Disorder team, Lunch for Language campaign, grant applications and Art Exhibition

5

OUR IMPACTIn 2017 we supported more children and young people with speech and language difficulties than ever before.

42017 Annual Report SPEECH & LANGUAGE DEVELOPMENT AUSTRALIA

LANGUAGE DISORDER IN AUSTRALIAChildren and young people with Language Disorder are as able and healthy as other children. With one primary exception: they have great difficulty thinking about, understanding and using language. They are often as intelligent as any other child of their age, but they still have difficulties with speech and language.

A child with Language Disorder will not develop speech and language skills in the typical way and more often than not, there is no obvious reason for this difficulty.

This means a child with Language Disorder can be creative and eager to learn, but struggle to understand the language used in the classroom. They may have lots of ideas, but find it hard to put sentences together to communicate what they are thinking.

Language Disorder looks different in everyone and can be difficult to understand, because the exact cause is unknown. We do know the speech and language part of the brain develops differently to others and Language Disorder can run in families.

Our commitment is to find out all we can through research to unlock the complexities of Language Disorder so we can do more to help children affected.

1 in 14 Australian children have a hidden disability called Language Disorder

That’s around

1.7m people in Australia alone

More than

50% of youth offenders are believed to have an undiagnosed Language Disorder

TWO children in every classroom have Language Disorder

Up to 45% of young people referred for mental health services have communication difficulties Some disabilities look like this Some look like this


Brendan was born a normal size, but grew very slowly. Despite being slow to crawl and walk, he was happy and healthy so his mother Sarah didn’t worry too much.

“ He has always been the happiest and sweetest little boy you could imagine.”

Clumsy as a toddler, Brendan was constantly running into things and struggled to run or jump. He babbled earlier than his two older brothers who are both on the Autism Spectrum, however his speech failed to develop into actual speech sounds.

By the time Brendan was two, his parents realised something was wrong. Overwhelmed with the needs of his older brothers and lost in a blur of depression due to concern for her children, Sarah contacted a private speech language pathologist.

“ I called to ask if his condition might be Apraxia of Speech, but we did not have the money to afford an assessment and so we went on a public waiting list for speech therapy and occupational therapy. Shortly before his third birthday we approached a GP, who ordered blood tests which showed Brendan has a growth hormone deficiency. Brendan was almost three and a half by the time he finally got through the waiting list and then they only offered six sessions of therapy!”

Sarah became increasingly desperate as she was forced to watch Brendan’s speech development fail to advance. Additionally, Brendan’s fine motor skills were a year behind and less than a third of his speech could be understood as it was still primarily vowel-based babble. Thankfully Brendan’s grandparents stepped in to pay for a private assessment and several months of therapy. At last Brendan’s family had a diagnosis of Childhood Apraxia of Speech (CAS). Like so many parents supporting a child with a hidden disability, Sarah remembers the journey to diagnosis as lonely and isolating as she fought to secure Brendan the expert therapy he desperately needed.

The family decided to delay Prep entry for Brendan, however it became obvious by half-way through the year he would not be able to go to a mainstream school. For Brendan’s family it was heartbreaking to see him so desperate to make friends, but then be unable to communicate with them.

BRENDAN’S Story

Brendans first day at Glenleighden


“ I was getting desperate at this point. We couldn’t afford to pay for speech therapy if I quit my job to homeschool Brendan, and he didn’t qualify for special school. I cannot even remember how I heard of The Glenleighden School, but on impulse I turned up at the gate one lunch time to chat with the staff. What I discovered was an amazing group of parents who immediately empathised with our situation and urged me to enrol Brendan. So I did.”

Brendan was assessed by Speech & Language Development Australia’s expert team of speech language pathologists, occupational therapists, physiotherapist, psychologist and educators as part of the enrolment process. For Sarah the findings were quite confronting.

“ I knew Brendan couldn’t speak, but only then discovered his comprehension was behind as well. His gross motor and fine motor skills were years behind schedule. Brendan was offered a place at Glenleighden, and I breathed a huge sigh of relief.”

From those early days Brendan has gone on to thrive as a member of The Glenleighden School community.

“ It is difficult to put into words the overwhelming joy of seeing your child who never fit in find a place in the world. The children in his class were also walking their own challenging paths, and so accepted each other without question. The class sizes were not overwhelming and there were plenty of dedicated and expert staff supporting his development. Having a special-needs child can be very isolating, but the other parents at Glenleighden understand how exciting it is when your six-year-old finally makes a

‘T’ sound or learns to sign ‘Happy Birthday’.”

While Brendan’s articulation still has a long way to go, his comprehension has caught up and he can now speak in full sentences. Sarah was warned not to expect Brendan to be able to hand-write until at least his fourth year in school. However this past Christmas saw Brendan signing his own name in Christmas cards.

“It often feels like you are on your own when you have a child who falls through the cracks. Brendan needed ongoing and intensive speech therapy, and unlike autism there is no government funding package for this condition. Even getting him into an Early Intervention pre-prep program offered at the local state school was a struggle, as speech and Language Disorders are often treated as ‘lesser’ disabilities.”

“He is confident, he is learning, and most importantly he is happy”



CHAIRMAN’S REPORT

Every accomplishment starts with the decision to try. In 2017, Speech & Language Development Australia (SALDA) took courageous steps to increase our impact and reach.

The theme for this year’s Annual Report is Learning, Growing, Leading. It represents the journey of those we support through delivery of our mission whilst also more broadly speaking to the year that was.

Early in 2017, we transitioned to Speech & Language Development Australia after extensive consultation with community stakeholders. The rebrand signaled the start of a new chapter for our organisation building upon the incredible foundation of forty years supporting children and young people with speech, language and related disorders.

Another development for SALDA saw three of our passionate Board Members stepping down. I would like to thank Denis Meadows (11 years), Maria Sharp (3 years) and Dale Shuttleworth (2 years) for their leadership and immense contribution to SALDA. In response to the vacated positions, we welcomed four new Board Members who respectively bring finance, human resources, town planning and research skills to the committee and are already making a terrific contribution to the organisation. Congratulations Peter Seldon, Andria Wyman-Clarke, Brett Skyring and Prof. Sheena Reilly on your appointment to the Board of our dynamic organisation. It is important to recognise the contribution of the Board in their volunteer capacity and their effort to strategically guide SALDA into the future.

LearningIn 2017, the Board of SALDA made the difficult decision to close our clinic in Stones Corner. This much needed strategic shift in service delivery was made to allow for a renewed commitment to providing world class education for children and young people with Language Disorder. The clinic team were immensely proud of the work they did over nine years of operation. Our team assisted many children and families during this time and have been richly rewarded with inspiring outcomes. We thank the parents and families of these children for putting their trust in us and reaffirm our hope of continuing this partnership through our other services.

Additionally, we made changes to the management structure of SALDA. I would like to take this opportunity to acknowledge our former CEO Hilary Martin for her service to the organisation over a number of years. We also made the strategic decision to merge the roles of CEO and Principal. This change saw Debra Creed move on from her role as Principal at The Glenleighden School (TGS). On behalf of the school community, thank you Debra for the impact you made in 2017. During the transition phase Karen Hauff, a former Board Member of our organisation, stepped in as interim CEO and did a marvellous job stewarding the organisation during this period. Thank you Karen for your efforts. The Board believes the structure now in place will ensure the ongoing growth and stability of our organisation for many years to come.


GrowingOur renewed focus on education saw TGS and our School Support Service (SSS) go from strength to strength with each service supporting more children than the previous year. The importance of our work was confirmed mid-year when the Prime Minister of Australia, The Hon Malcolm Turnbull MP visited TGS to meet with our staff, students and families. We would like to thank the Prime Minister for his visit to our school, which will remain a special day for our students and staff.

LeadingOur ability to bolster awareness for Language Disorder continued to grow. The introduction of the inaugural Language Disorder Awareness Week in June urged all Australians to start a conversation about Language Disorder in support of the 1.7 million Australians affected. Our staff team proudly presented at a number of key conferences throughout the year including the Speech Pathology Australia National Conference, the Queensland Early Education and Care Conference and the Learning Difficulties Conference, all on topics relating to understanding and supporting students with Language Disorder. Our Facebook following grew from 566 to 1254 ‘likes’ expanding our networks.

In 2017, we increased our investment in the areas of research and advocacy. For the first time, organisations around the world collaborated on new and innovative ways to raise awareness of Language Disorder. We helped

lead the way in this area by collaborating on five research projects with the aim of uncovering effective interventions for children and young people with Language Disorder.

Thank youAt SALDA we believe every child deserves the chance to reach their full potential. This is why we work with every child individually, based on their unique strengths. Our goal is to ensure each child achieves their goals, enhances their relationships and can move forward with a life based on their own decisions and choices.

I would like to take this opportunity to recognise and thank the staff, volunteers and contractors at all levels who have each contributed to the betterment of the organisation and the solidification of our position as leaders in the sector. So many people demonstrate their commitment to their students, clients and families each and every day. We are truly grateful for the great work that they do.

In closing, it is my great pleasure to introduce Nigal De Maria who was appointed to the role of CEO in late 2017. Nigal comes to SALDA from The Sycamore School where he was Principal. Nigal is a positive leader, with a social justice and wellbeing focus on students, staff and families. Nigal has a thorough understanding of the needs of students with disability in the community and in the educational context. The Board looks forward to working with Nigal, staff and families to make 2018 our best year yet.

“ I’d like to take this opportunity to say hello and introduce myself. I’ve been working in inclusive education for almost twenty years. My vocational commitment is to social justice informed education. I’ve been very fortunate to work with and for communities in the United Kingdom, Malaysia, Taiwan, Bangladesh and here in Australia. I began my career as a primary school teacher and quickly moved into teaching in inclusive education settings. Most recently, I was the Foundation Campus Principal for the Edmund Rice Flexible Learning Centre at Inala from 2011-2016 and last year was the Foundation Principal for The Sycamore School.

I believe education must be relative, relational and responsive to the individual needs of each individual

child. I do not believe a standardised ‘one shoe fits all’ system or systems will achieve this.

As the new CEO for SALDA I have a lot to learn about the organisation, TGS, the SSS, staff, families, supporters and of course our young people. One of the things I am definite about is that SALDA as a whole organisation is a wonderful organisation. It has a lot to be proud of representing the very best in inclusive and supportive education. I am excited to be working with you to further the organisation’s mission as we collectively support and grow this community.”

INTRODUCING NIGAL DE MARIA, THE NEWLY APPOINTED CEO OF SALDA

- Nigal

THE GLENLEIGHDEN SCHOOL


In 2017, our school provided comprehensive, multi-disciplinary programs through a combination of teaching and therapy to prepare our 90 students for the next stage of their educational journey. The Glenleighden School staff is a dedicated team comprised of the Principal, teachers, school assistants, speech language pathologists, occupational therapists, physiotherapist, psychologist, music therapist, school counsellor, school chaplain, administrative staff and maintenance officer.

Throughout the year evidence-based and practice-informed therapy intervention was imbedded throughout the school day. This approach assisted our students to develop their learning skills allowing them to access the curriculum. Together teachers and therapists delivered an integrated approach to learning by providing activities with underlying learning and therapy goals for each student.

The Glenleighden School is Australia’s leading Prep to Year 12 school supporting children and young people with disability for whom language is their primary disorder. Glenleighden was established in 1979 and since opening its doors has supported more than 1000 students to FIND THEIR VOICE.


“I like doing some work and eating my lunch”

- Maddie

“I like to have fun on the playground”

- Megan

“I like drawing and doing numbers”

- Djimon

“I like playing soccer and doing sports”- Benjamin

“I like learning and having fun”

- Will

WHAT DO TGS STUDENTS

LIKE ABOUT SCHOOL?


Our students and staff were thrilled to host the Prime Minister of Australia, the Honourable Malcolm Turnbull MP and Jane Prentice MP in 2017. Prime Minister Turnbull spent the morning visiting with students and their parents, as well as talking with our teachers and therapists responsible for delivering Glenleighden’s unique multidisciplinary program.

The Prime Minister made impromptu visits to meet astonished students who were given a once in a lifetime chance to speak with the leader of Australia. Ben, one of our students took the opportunity to promote his home business by selling the Prime Minister honey from his own beehives and we could not be prouder.

Families were also given an amazing opportunity to enjoy a coffee with the Prime Minister and share

stories of their children’s educational journeys. The Prime Minister discussed the Government’s commitment to delivering a fair, needs-based school funding model, which ensures students with the most needs get the most funding. This is a move supported by SALDA and our school community.

The Glenleighden School would like to thank the Honourable Malcolm Turnbull MP for his visit to the school, which will remain a special day for our students and staff. We would also like to extend a big thank you to Jane Prentice MP for her long term commitment to our school. The ongoing support of Jane Prentice MP has increased the capacity of the school, helping us to ensure children achieve their goals, and can move forward with a life based on their own decisions and choices.

DELIVERING WORLD CLASS LEARNING FOR OUR STUDENTS


Student talent shines brightlyOur students once again showcased their academic, sporting and artistic talents though their participation in a number of events and ongoing activities. These events are important as they provide an opportunity to acknowledge student achievements and give all children the ability to participate and feel camaraderie with their peers.

Sports Day 2017

What an amazing day! Our house teams Robinson, Mueller and Turnbull hit the field embracing a competitive yet collegial spirit. All students were encouraged to wear house colours on the day and participate in races, ball games, and track and field events. Turnbull were the winners of the 2017 House Sports Trophy. We again gratefully acknowledge the use of the Fig Tree Pocket State School oval for the event.

Soccer Team

Our students greatly enjoyed the training by Grasshopper Soccer on a Tuesday lunchtime and learning the specifics of the game. Our team participated in several big events, including a Soccer Carnival in June and interschool soccer games in Term 3. Due to the generosity of Classic and Muscle Car Club of Ipswich, the students received official TGS soccer jerseys for the games designed by one of our Middle School students.

We must also thank Ben Wallace, who has been the driving force in establishing a school soccer team, and Councillor Julian Simmonds for his generous support. The team were victorious against Mitchelton with a score of 12 goals to 5 with many more wins achieved throughout the season.

Mini-league at Suncorp Stadium

In August, a group of our students participated in the NRL mini-league games at Suncorp Stadium. Everyone was absolutely blown away by the experience and the way our students conducted themselves. Their manners and sportsmanlike behaviour was impeccable.

With enormous confidence, our students ran onto the field in front of the stadium crowd, demonstrated strategic moves (under the guidance of their coaches Callum, Erena and Vanessa C) and even scored several tries. One of our wonderful students even participated in a filmed interview for the Facebook site with enormous confidence, which is a shining example of how a student with Language Disorder can flourish with the right supports.

School Concert – Friends are family

This year’s concert was a celebration of our students’ achievements as they dazzled the audience with their acting, dancing, singing and speaking skills. Under the guidance of the staff this year’s performance has been labelled ‘the best yet’! Congratulations to all involved and thank you to the generous sponsors of prizes for the raffles.

Nathan Schumacher Photo Competition

The Annual Nathan Schumacher Photo Competition was held again with an extremely generous prize pool. This year’s theme was ‘Emotions and Style’. In 2017, the quality of entries was so high that choosing just three winners took the judges many hours of deliberation. First place was awarded to Madeline, Will took 2nd place and 3rd place went to Ruby.


MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Craft Club or Choir

Library Club or Soccer

Science Club or Band

Basketball or Lego Club

Games Club

Craft Club is a great space for

students to get to know each other better and enjoy

making something different to bring home each week.

While some students prefer the quiet library time, others are busy honing their soccer

skills. Our soccer players are keen to learn and practice

their new skills under the watchful eye of

their lunchtime coach from Grasshopper

Sports via our Sporting Schools funding grant.

For all the potential ‘Albert Einsteins’ or just for those

students who love to explore scientific mysteries. This club is so popular there

was a queue out the door one week with students interested

in creating their own slime.

Thursday is Basketball day. Our students

love having the opportunity to play

games, have fun and learn new skills

under the expert tuition of Chantel from Lifestream

Australia.

Our students love testing their

skills whilst playing a variety

of board and computer games with peers from

across the school.

A WEEK OF LUNCHTIME FUN AT Glenleighden

Unique Opportunities

Many of our students have talents and interests that the school team fosters. One such student, Max, was supported to attend a very special design workshop at the Mt Gravatt TAFE with the one and only Jimmy Choo.

TGS Art Exhibition at Gallery 61

Our inaugural student art exhibition showcased fantastic art work produced by The Glenleighden School students. The exhibition was open to the public and TGS families who were able to exclusively bid on their child’s artwork. All proceeds from the opening night and exhibition were invested in the Creative Arts program at The Glenleighden School.

Music Therapy

TGS music therapy classes use specifically designed music interventions to meet individualised goals that may be physical, cognitive, social, emotional and/or language. In 2017, we continued to run combined Occupational Therapy and Music Therapy sessions to address specific needs. Rhythm in music stimulates the parts of the brain responsible for movement and is therefore able to assist in motor planning and movement skills.

Learning invaluable life skills

Formal Lunch

In 2017, students participated in weekly formal lunch sessions. These sessions focussed on the development of bilateral coordinated skills for utensil use and social skills related to mealtimes, such as manners and social conversations. Each formal lunch aims to support and consolidate the student’s functional learning in the areas of fine motor development, independence and social skills.

Mealtime Support Program - “Food School”

This year we were again fortunate to offer a program based on the principles of the Sequential-Oral-Sensory (SOS) feeding program to students with mealtime difficulties. This program aims to provide a fun, non-threatening introduction to trying new foods. The program is delivered by a specially trained speech language pathologist and occupational therapist, and integrates motor, oral, behavioural/learning, medical, sensory and nutritional factors to comprehensively evaluate and manage children with feeding/growth difficulties. The program is based on typical developmental stages of feeding and gradually works to achieve age appropriate mealtime behaviours.


Parents Immersion ProgramDuring the morning, parents became students and experienced our program from the perspective of their child.

Paget Gorman Signed Speech SessionsBack by popular demand, these educational sessions are a great opportunity to learn from our Paget Gorman expert, Anne McSweeney (speech language pathologist), how to use Paget Gorman in the home environment to support children. This signing system was developed especially to support speech, language and learning development of children with Language Disorder.

Sibling CampDuring the June school holidays, the school therapy team provided the inaugural Sibling Day Camp. Fourteen siblings of TGS students attended a day of fun activities. Some focused on sharing experiences of being a sibling, some focused on understanding learning from their siblings perspectives and some that were just plain fun!

Chaplain ActivitiesThroughout 2017, our TGS School Chaplain Jilanna Craig, coordinated many outstanding initiatives with the aim of connecting and supporting TGS families.

Father & Child Evening

Our first father and child evening was a huge success with 35 fathers and children in attendance, enjoying the opportunity to be creative whilst sharing a bonding experience. Together they created new pencil cases!

TGS Mums’ Sip & Paint

Who knew our parents' were so creative? A bunch of TGS Mums' had a ball on a Friday night at a “Sip and Paint” evening (kindly subsidised by the PS&F).

My Time

MyTime provides support for mothers, fathers, grandparents and anyone caring for a child with a disability or chronic medical condition. It’s a place for carers to unwind and talk about their experiences. It’s a world away from appointments and therapy. In 2017, a special flower therapy session was also held for parents of TGS students.

GROWING A STRONG SCHOOL COMMUNITYIn 2017, we focused on forming even stronger bonds with our families and the community. Many exciting new initiatives were implemented to ensure all members of the Glenleighden community were embraced and supported.

There is a saying – “Never complain about what your parents didn’t give you – it was probably all they had”. When we speak with parents at our school we are reminded of this phrase daily. The sacrifices made by our families to ensure their child receives the education they need are an expression of true love. This is why in 2017 we provided more workshops targeting our families.


Community SeminarsThese seminars, delivered by therapists and teachers, provided information and support for families and the extended TGS community on topics such as:

• Strategies and Tips for Encouraging Social Skills

• Play and Recreation

• Strategies for Emotional Regulation at School and Home

• Learning How To Think and Remember

• Concept Development and its Importance in Learning

• Understanding Language Disorder

• Learning Supports for Language Disorder (eg: reading and math strategies).

The goal of these sessions was to provide greater understanding of and practical strategies for supporting the learning needs of our students beyond the school environment.

Open DayIn 2017 we held two open days inviting the community to experience the magic of our school. It was all hands on deck with a Principal's Meet and Greet, story time corner starring Mary Poppins, plus classroom and therapy zone displays. Many thanks to the students from Ambrose Treacy College who volunteered on the day.

Leap into LearningWe offered this special preparation for school program for children enrolled in Early Childhood at TGS for 2018. The children came for one and a half hours over the course of several weeks to help them to be prepared for learning within the TGS program.


CREATING FUTURE LEADERS AT EVERY LEVELThe Glenleighden School proudly offers specialist education and therapy across four year levels, which include Early Childhood, Junior School, Middle School and Senior School.

EARLY CHILDHOOD Therapeutic Horse Riding - McIntyre Centre

TGS Early Childhood and Junior School students participated in a therapeutic riding program at the McIntyre Centre, Pinjarra Hills.

“Therapeutic riding is the use of a horse to engage participants and enhance physical, social, emotional, cognitive, behavioural and educational learning.”

Park visit

Term Three students visited Biambi Yumba Park, Fig Tree Pocket to test out their wind mobiles, which they made in science and technology sessions.

Lone Pine visit

Our Early Childhood students also traveled to Lone Pine where they attended the wildlife show, patted a koala and delighted in feeding the kangaroos.

Therapeutic Horse Riding - McIntyre Centre


JUNIOR SCHOOLValentine’s Day

Junior School students caught the love bug just in time to celebrate Valentine's Day.

Lone Pine

Students visited Lone Pine Koala Sanctuary experiencing a combination of sights, smells, textures and sounds during an interactive session. They particularly enjoyed feeling the soft fur of a real koala, touching a snake and the free flight raptor show.

Incursion – Ocean Life Education

Ocean Life Education spoke to students about the marine animal exhibits and provided safety information about the handling of animals.

Lone Pine Visit

Valentines Day


MIDDLE SCHOOLCamp

Our Middle School students had a wonderful time at Lake Moogerah undertaking a ‘mud mission’, experiencing archery and the low ropes course. Another highlight was the very competitive round of tug of war!

Sleep Over

The sleep over, and our camping program, is an important part of ensuring our students learn skills that make them organised, independent and self-sufficient. It also helps to get students ready to cope with separation from home at camp.

Cultural Day

On our Cultural Day, the students ‘visited’ Australia’s neighbouring countries. Each class featured a different country and played host to the other classes. Everyone had fun experiencing music, food and craft from the host country. Before entering each country, students needed to pass through immigration and customs.

Seasons for Growth

Seasons for Growth is a grief and loss program, which helps students going through significant change or loss. In 2017, we had 13 students benefitting from this program, which provides peer support and helps students to realise there are others going through similar situations.

Swimming

During Term Three, Middle School students participated in a weekly swimming program, which incorporated personal skills (changing into swimwear in a timely and safe manner), listening to and following instructions, learning and using rules around safe travel, water and pool safety and gross motor skills, particularly bilateral coordination and breath control (essential for speech development).


SENIOR SCHOOLIn Term Two we launched a variety of new subject selections for Senior School students. Subjects included Business (setting up a real business), Functional Living Skills and Coding. We also partnered with Open Minds to provide a free VET option, which includes school based traineeships (with wages for participating students!), coupled with supported Certificate 2 and 3 options.

Senior School Business Studies Project

Last year you may have noticed delicious cupcakes appearing each Friday afternoon. They were part of our new Business Studies program in the Senior School that teaches our students how to establish a profitable small business. Many thanks to the students of Ambrose Treacy College for your support of this initiative.

Keeping Active

Senior School students attended weekly sessions at GoodLife. Students engaged in individualised gym programs and learnt to use the equipment, which they can now access independently for recreational and health purposes in the future.

Exercises performed at the gym compliment the physical education and independent life skills programs at The Glenleighden School. Our students were also fortunate to be given the opportunity to attend the Life Stream Australia Tennis Gala.

Senior School Camp

Students thoroughly enjoyed the pool, rock climbing wall and other activities available at Midginbil Hill Outdoor Education Centre. Midginbil is situated on a 400-acre farm bordered by the rainforests of the World Heritage listed Nightcap National Park NSW.

Chatters Café

Our Senior School students once again operated the infamous Chatter’s Cafe as part of their hospitality and small business programs. Students were involved in all stages of this small business, including shopping, baking, setting up and working as wait and kitchen staff for the Wednesday café. Math skills were taught and reinforced as the students managed the transactions, and budget for groceries and other weekly costs. Social skills are developed through interactions with members of the public who visit the café. Money raised through the cafe helps reduce the student’s individual costs for their end of year camp.

Senior School Work Experience Program

In 2017, our Senior School students participated weekly in a work experience partnership with Endeavour. Work skills, personal organisation, travel skills, functional literacy, functional numeracy and social skills were taught and consolidated through this program. There were several work partnerships with our students attending different locations such as:

• Endeavour Foundation, Wacol

• Quality Beekeeping Supplies, Sumner Park

• McDonalds Jindalee

• E-Waste Kenmore

• St Vincent de Paul Society OP shop, Kenmore

Business StudiesKeeping Active


Edison with her father Len with some of her Hockey trophies. In 2016 she won Best and Fairest for U11 Division 2

Edison receiving the RSL Award for Mateship at the 2017 TGS Awards Night

ACKNOWLEDGMENTSFacility ImprovementsThe school underwent significant upgrades in 2017, including the introduction of a new playground to the delight of our students. All classroom spaces and therapy zones were refurbished to provide an optimum learning environment. Middle School students have enjoyed their new outdoor area and our Senior School students embraced having a new block to call their own! To finish the year off, the courtyard at the front of the school has had a face lift allowing greater accessibility for school drop offs in 2018. Many thanks to our volunteers and families who gave their time to assist with these works throughout the year.

Farewell Debra In 2017, we bid farewell to our Principal Debra Creed. Our school community would like to acknowledge Debra’s immense contribution. Ms Jan Morey stepped in as Interim School Leader and did a tremendous job bringing her many years of experience at TGS to the role.

Parents Staff & Friends Association Inc. (PS&F) The amazing efforts of the Parents, Staff and Friends Association Inc. (PS&F) under the stewardship of Rowena Coles in 2017 drove many fabulous initiatives for the students. Volunteers selflessly gave up their time to organise Tasty Tuesday, fundraising activities, banking and My Time. We are truly thankful for the tireless contributions of everyone involved.

Finally, we must acknowledge the efforts of our staff. The quality of our program at The Glenleighden School is due to the hours of work, many unpaid, spent by our amazing teachers, school assistants, administration workers and therapists to ensure every child at the school receives only the best education possible.


“Edison is a happy, friendly 13yr old who loves sport. She is an active member of our hockey club and also enjoys rugby league, soccer and cricket. She has a twin brother, Isaac, and the most gorgeous cat, Cherry-Evans. Edison also has a severe Language Disorder.

We knew from an early age (3yrs) she had difficulties with her speech as she was not progressing at the same rate as Isaac. We were referred to a speech pathologist who gave us a very early diagnosis of a speech and language impairment.

From there Edi commenced regular speech therapy lessons and started at an Early Childhood Development Unit for children with speech-language or hearing impaired disorders. Edi then transitioned to Prep at a mainstream primary school and continued there until the end of year 6.

This period was a roller-coaster of highs and lows. We assumed that with a professional diagnosis and a Qld Education verification Edi would receive the support she needed. Instead we spent years battling the system and advocating on her behalf. She had multiple assessments, reviews, programs, case managers, advisory visiting teachers, teacher-aids and ad-hoc support. School work was a constant struggle, playground fights a weekly occurrence, and friendships near impossible to maintain. The lack of awareness about her disorder was frustrating and the inability of parents to understand our situation was disappointing. At times we felt complete despair.

In Year 5 and 6 it changed. We finally had a Principal, classroom teacher and case manager who ‘got it’. They knew how to manage Edi's program, modify the curriculum, provide targeted support, implement strategies during non-structured play, and encourage her to participate in all activities. By no means was it smooth sailing, but it allowed Edi to be happy, confident and enjoy her sport.

So we started the transition to high-school. A small, caring, all-girls Catholic school just 2 minutes up

the road. We knew Edi was nervous so worked with the school in preparation for her move. Then it all fell apart. Nerves turned into anxiety, then tears and anger, and complete school refusal. We all tried – the Head of learning enrichment, class teachers, teacher aides, the school captain and PC buddies, but nothing helped. School was unendurable, the fear never left – it was fast paced and overwhelming. The anxiety attacks were unbearable and distressing for us all. We attended bi-weekly psychologist sessions to re-engage Edi with school. The paediatrician then diagnosed her with ASD.

Our speech pathologist was a godsend. She again suggested The Glenleighden School (TGS) but this time with more of an urgency than option. Edi had regressed academically, was withdrawn and had lost all confidence. We needed to make a change…so began our 1.3hr round trip to TGS.

The moment we arrived at TGS we felt relief. We were finally surrounded by professionals and parents who understand the full impacts of Language Disorder. There is no judgment, just acceptance and support. Edi is once again keen to attend school. She is learning, feels a strong sense of community and has made productive friendships. Our goal is for Edi to graduate from TGS with the knowledge and life skills to become a confident, independent woman. Someone with a voice, a good understanding of how the world works around her, and for others to celebrate her individuality.”

Len and Michelle

EDISON'S Story

Edison receiving the RSL Award for Mateship at the 2017 TGS Awards Night

“There is no judgment, just acceptance and support”


SCHOOL SUPPORT SERVICES

For almost 30 years, the School Support Service (SSS) team at SALDA has been enhancing outcomes for students with speech and language difficulties through consultation, professional development, and the capacity building of school staff.

Our School Support Services team work collaboratively across all three education sectors in Queensland (State Schools, Catholic Education and Independent Schools Queensland) to ensure that practical strategies are developed to assist each individual student to access the curriculum in a safe and supportive environment.

State Schools

Catholic Education

Independent Schools

Queensland

We are a multidisciplinary specialist consultative service working with mainstream schools to enhance learning outcomes for students with Language Disorder and related difficulties. Our goal is to ensure every child achieves their goals, enhances their relationships, and can move forward with a life based on their own decisions and choices.

The School Support Services program is now in its second year of a three year cycle for funding. The program receives two sources of funding:

• Non Schools Organisation (NSO) where we see verified students from Prep to Year 12 in every educational sector (i.e. State Schools, Catholic Schools and Independent Schools) across Queensland

• Non-State Special Needs Organisations Program (NSSNOP) where we see non-verified students from Prep to Year 3 in every educational sector across Queensland

Our funding enables us to offer this service at no cost to schools. There was a 25% increase in NSO core funding in 2017 with a further 50% increase committed for 2018. This is a reflection on the State and Federal Governments commitment to supporting children with speech and language difficulties, as well as the proven quality of the School Support Services program.

SCHOOL SUPPORT SERVICESEvery child deserves the chance to succeed at school. Getting a good start in school provides the foundation for a child’s learning and development for the rest of their lives.

By the time a child reaches primary school they are expected to have achieved certain developmental milestones. What may simply be reported as difficulty following directions, behavioural concerns, or poor grammar, may be a symptom of something much more complex.


“ The number of requests continues to increase each year from schools for assistance to help address the changing needs of the increasing number of students who require adjustments to access and participate in the curriculum. The organisations funded by the NSO and NSSNOP programs have many years of experience and knowledge in providing education services to assist students and schools.

Schools provide regular feedback that the services are highly valued and effective, and it is widely acknowledged that these services provide an excellent yield for investment.

In 2017, to help meet the growth in requests for assistance from schools, a budget increase was approved for the NSO program. This is fantastic news for students across the State as the increase in the program budget will provide state and non-state schools with greater availability to specialist services and will allow a significantly greater number of students access to an increased range of services.”

- Queensland's Department of Education and Training

SPEECHPATHOLOGIST

OCCUPATIONALTHERAPIST

PHYSIOTHERAPIST

EDUCATOR

OUR TEAM Our multidisciplinary team consists of speech language pathologists, occupational therapists, educators and a physiotherapist supported by administration.


We work primarily with students who are verified under the Education Adjustment Program (EAP) and have Language Disorder. Most of our referrals are for students who are verified under the categories of Speech-Language Impairment, Autism Spectrum Disorder and Intellectual Disability, however we also do see students who have Social Emotional Disorder (Cath Ed and ISQ only) or have a vision, hearing or physical impairment in addition to Language Disorder. The service also works with students, Prep to Year 3, who are not verified and teachers are investigating a potential Language Disorder. Language Disorder may present as difficulties accessing the curriculum due to:

• difficulties following instructions

• poor understanding of words and word relationships

• difficulties expressing their thoughts and ideas using appropriate grammar and sentence structure

• simplified language

• poor vocabulary

• poor social language

• difficulties maintaining peer relationships

• not understanding the nature of social relationships.

As a multidisciplinary team, we are able to support these students in a range of areas that are impacting on their success in the classroom, including motor skills, visual perceptual skills, and other important skills. Additionally, we do receive some funding through NSSNOP to provide services for students in Prep-3 who are being investigated for Language Disorder and are not yet verified.

ENABLING CHILDREN TO ACCESS LEARNING AT SCHOOL


We have a focus on capacity building and supporting teaching staff as much as the students. When the School Support Services team visits a school, we generally see four students across a full school day.

During our visits we:

• Complete classroom observations

• Conduct informal assessments with students

• Hold collaborative meetings with key stakeholders where we discuss student’s strengths, challenges and priority areas for support

Our service aims to be complementary to programs already in place in schools and we collaborate with school speech language pathologists when supporting specific students.

Following our visit, we will then provide reports that contain key support strategies, ideas and resources. These reports are used by schools for a variety of purposes, including classroom support strategies and adjustments (which can be helpful in providing evidence for the verification process), data collection and even supporting students with similar difficulties in the classroom.

As part of our service, schools gain a period of access to our online resources, which include information handouts and online learning modules covering a range of topics.

OUR MODEL OF SERVICE

Referral to the School Support Service

School staff to view e-modules

School staff to provide documentation and information about students

ON SITE

Metropolitan and rural visits

Observation of students

Meetings with stakeholders

Screening students

REPORTS

Foundations of Learning Framework

Goals set

Baseline information provided

Strategies and resources developed

INTERVENTION

Goals set

Strategies and resources developed

Modelling of strategies and use of resources with school staff

Face-to-face on site of e-therapy for rural and regional areas

EVALUATION OF PROGRAM

Survey of clients (school staff)

Quarterly review of the program by the SSS Team

Annual program and financial reports for funding bodies

GROWING THE CAPABILITIES OF EDUCATORS TO SUPPORT CHILDREN WITH LD


AUSTRALIAN CURRICULUM

CRITICAL & CREATIVE THINKING

ICT

CA

PAB

ILITY

ETHICAL & INTERCULTURAL UNDERSTANDING

PE

RSO

NA

L &

SO

CIA

L C

APA

BIL

ITY

NUMERACYLITERACY

MOTOR

SENSO

RY

PERCEPTUAL

SOC

IAL

/ EM

OT

ION

AL

OTHER INFLUENCES

Reflex maturation

Muscle tone

Balance & posture

Crossing midlin

e & bilateral in

tegration

Fine motor & gross m

otor skills

Oral motor skills

Visual motor skills

Touch

Hear

Taste

Smell

Sight

Body position

Movem

ent

Body awareness

Visual memory

Visual processing skills

Auditory processing skills

Awareness of time

Act

ivit

ies

of d

aily

livi

ngSe

lf r

egul

atio

nP

lay

& im

agin

atio

nA

war

enes

s of

oth

ers

Soci

al s

kills

In

depe

nden

ce

Intelligence (verbal, non-verbal)

Executive functioning

(attention, working memory, planning)

Processing speed

Problem solving

Higher order thinking

COGNITION

Communicative intent

Concepts

Semantics

Auditory memory

Preverbal conceptual development

Higher order language

Pragmatics

Syntax

LANGUAGE

FOUNDATIONS FOR LEARNING

The ‘Foundations for Learning’ framework, developed by SALDA, provides a useful visual to understand and explore the various domains of development. All children develop skills within these domains at different rates.

It is important to understand a child’s strengths and areas of need to support their access to learning. This diagram aims to explain the different domains to support a holistic understanding of students with Language Disorder.

It is a tool we provide to teaching and therapy staff when reviewing students.


It is important to remember all children with Language Disorder have the potential to learn, but require individualised support in line with recommendations from our School Support Service to achieve optimal educational outcomes.

Language is how words are put together in a structured and conventional way. It is essential children can convey a message (expressive language) and understand what someone else is saying (receptive language). It is also important children understand how to use language in different settings (pragmatic language).

The sensory domain represents how children receive information from around them. There are five well known senses – touch, hearing, taste, smell and sight – as well as two lesser known senses – sense of body position (proprioception) and movement (vestibular). These help children’s bodies balance and move.

The perceptual domain includes visual and auditory processing, or the brain’s ability to make sense of information that is seen and heard. This domain also includes the ability to recall what has been seen (visual memory), as well as awareness of the body in space and awareness of time.

There are many other influences in a child’s life that will impact on their learning. These include social, cultural, economic and environmental factors, as well as diet, sleep, medication and the general health of the child.

Cognition is often considered to be intelligence, however this domain also includes the ability to attend, mentally store and manipulate information, plan and organise tasks, process information at speed, problem solve and apply higher order thinking skills.

The motor domain includes the integration of early reflexes, muscle tone, balance and posture. Children also need to cross over the imaginary midline of the body, as well as use their hands in a coordinated way. Fine and gross motor skills have long been understood to impact a child’s ability to learn, however it is also important to consider the skills of the mouth (oral motor) and eyes (visual motor) when supporting overall motor development.

The social/emotional domain includes the ability to manage activities of daily living (e.g. dress, toileting), regulate emotions, engage in play and develop appropriate social skills. These skills develop gradually over time and enable the child to look after themselves safely, interact socially and promote independence.

The Australian Curriculum provides a national structure for all children to engage in learning. This includes key learning areas, general capabilities and cross-curricular priorities. Developing an understanding of the domains of the Foundations for Learning will assist educators with supporting students with Language Disorder to access learning.

AUSTRALIAN CURRICULUM

OTHER INFLUENCES

SOCIAL & EMOTIONAL

PERCEPTUAL

MOTORSENSORY

COGNITIONLANGUAGE


TERM SCREENED INTERVENTION NUMBER OF SCHOOLS

Verified Non-Verified

1 59 65 32 21

2 56 58 26 24

3 111 40 29 35

4 240 36 0 65

Total 466 199 87 145

Our reach in 2017

GROWING OUR REACH IN 2017In 2017 the School Support Services reached more schools and students than ever before.

In total,

145 schools were supported with

665 children screened &

87 students participating in intervention tailored to their needs.

The team were proud to travel to the top of Queensland visiting schools in

Atherton and as far west as

Mt Isa


“ I just wanted to say a massive THANK YOU to SALDA for coming out and viewing our students last week. Your insight, support, ideas and recommendations really did encourage us and made a positive impact on how we can better suit the needs of our students needing that extra support! I can’t thank you enough.”

Foundation Enrichment Teacher

“ The implementation of goals to train up our Teacher Aide to apply specific strategies with our students is highly effectively due to the incorporation of modelling, observation and hands-on approach - very powerful”

Teacher

“ SALDA’s e-therapy was an excellent opportunity for a student who was unable access therapy due to financial constraints”

Teacher

“ We were very impressed with the report given by the visiting team and the sharing of the comprehensive attachments. This will help us immensely in catering for the needs of our students.”

Teacher

“ I believe the initial screening followed concise procedures to first observe the child, and follow through on screening and identifying areas of both strengths and weaknesses. I also believe the team meeting straight afterwards was highly effective and the SALDA team did an excellent job in offering accurate and useful information to use in the school environment. The team communicated with us extremely well also.”

Teacher

Feedback from Schools


Online Learning ModulesThe Online Learning industry has expanded rapidly over the past five years. Technological advancements and wider internet access have provided a variety of options for learning and professional development. SALDA has followed this trend and evolved our School Support Services model to leverage this opportunity.

In 2017, the NSSNOP funding enabled SALDA to release four modules with a further 8 being released next year.

The modules provide professional development for teachers and support staff, which enables them to develop their understanding of Language Disorder and integrate new learnings into the classroom strategies.

The Online Learning Module topics include:

1. Speech, Language, Communication

2. Understanding Language Disorder

3. Identifying Language Disorder

4. Foundations for Learning

5. Classroom Strategies

6. Positive Behaviour Support

7. Literacy

8. Numeracy

9. Handwriting

10. Social Skills

11. Sensory

12. Speech Development

The modules can be accessed online at

www.salda.org.au


salda.org.au PAGE 1

Signs of Language Disorder

Language Disorder impacts 7% of the population, which equates to 1 in 14 people, or around two students in a typical classroom (Tomblin et al., 1997; Norbury et al., 2016). Having a Language Disorder can significantly impact a person’s life and may present in a variety of ways, including:

• Delayed or limited ability to use words and sentences • Failure to understand instructions or follow conversations • Difficulty reading or writing • Difficulty communicating during social interactions

Language Disorder can be seen as a ‘hidden disability’ in that there may be no outward signs of disability, and no obvious physical indicators of a problem. These challenges can lead to frustration, poor self-confidence and challenging behaviour. Unfortunately, many people with Language Disorder remain undiagnosed, making it difficult for them to access required support.

Language Disorder is associated with difficulties in a range of developmental areas, and may present in a number of different ways within a classroom environment. Students with Language Disorder may have difficulties in the following areas:

Expressive Language • Poor conversation skills • Limited vocabulary and word finding • Difficulty using social and group language • Errors in grammar and sentence structure • Poor narrative and story-telling skills • Reduced topic maintenance and cohesion • Difficulty responding to questions and forming sentences • Difficulty explaining and describing thoughts, feelings and ideas

Receptive Language • Difficulty understanding instructions and attending to new information • Reduced ability recalling facts • Difficulty comparing and contrasting

Language Disorder is a developmental disability that affects the way a person thinks about, understands, and uses language. Students with Language Disorder may have difficulty with receptive language (understanding) and/or expressive language (language use), and this may occur across spoken or written modalities.

Keywords: Language Disorder, understanding, receptive, expressive

salda.org.au PAGE 3

Problem-Solving

• Reduced ability to independently understand problems in the classroom (both oral and written) • Difficulty identifying and solving problems in social situations • Difficulty combining facts to form a complete picture or plan • Producing answers which do not match the question • Frequently acting without a plan • Difficulty identifying important details and key questions

Referencesd

Tomblin, J. B., Records, N. L., Buckwalter, P., Zhang, X., Smith, E., & O'Brien, M. (1997). Prevalence of specific language impairment in kindergarten children. Journal of speech, language, and hearing research: JSLHR, 40(6), 1245.

Norbury, C. F., Gooch, D., Wray, C., Baird, G., Charman, T., Simonoff, E., . . . Pickles, A. (2016). The impact of nonverbal ability on prevalence and clinical presentation of language disorder: evidence from a population study. Journal of Child Psychology and Psychiatry. doi:10.1111/jcpp.12573

Version 1.01

What should I do if I suspect a student has Language Disorder? Consultation with a speech pathologist is essential to determine the nature of the student’s

communication difficulties. Other professionals who may be involved include hearing specialists, psychologists, occupational therapists and paediatricians.

Want to learn more?

To learn more about Language Disorder and how to support children and young people for whom language is

their primary disorder, please contact Speech and Language Development Australia (SALDA). SALDA provides

holistic, innovative and effective therapy, education and support services and has a transdisciplinary team of

speech pathologists, occupational therapists, educators, psychologists and physiotherapists.

Contact: 1300 881 763 or [email protected]

Website: www.salda.org.au

Facebook: www.facebook.com/SpeechandLanguageDevelopmentAus

Megan to check

Handout ProjectThanks to funding from NSSNOP, our team created 150 handouts to be provided to schools. The format of the handouts ensure educators are provided with practical tools to use in their classroom and reference current research that underpins the content.

Our top ten recommended must-read handouts for educators and therapists are as follows:

1. Signs of Language Disorder

2. Colour coding numbers

3. Expressive and Receptive Language

4. Fine Motor Skills

5. Independence

6. Social Skills

7. Multisensory Learning

8. Pre-Teaching

9. Self-regulation

10. Supporting Students with Speech and Language Difficulties in the Classroom

Increasing our Impact in 2018With the increase in funding in 2017, the Department of Education and Training has demonstrated its ongoing support for our service.

Our goal remains to ensure every child achieves their goals, enhances their relationships, and can move forward with a life based on their own decisions and choices.

In 2018, we will expand our reach and continue to evolve our program offering to ensure the greatest outcomes for children and young people with Language Disorder.


ST PATRICK’S COLLEGE, SHORNCLIFFE, QLD St Patrick’s College is a Catholic School in the Edmund Rice tradition for young men in Years 5 to 12

School Background:

• St Patrick’s College was new to the Speech and Language Development Australia, School Support Services program in 2017.

• Initial contact was made by the Head of Curriculum – Exceptional Learners (HCEL) at St Patrick’s College, who inquired about the services provided by the SALDA SSS team. Four students ranging from Year 6 to Year 11 were screened in a single day.

Summary of Service:

• St Patrick’s College was visited for screening services in July, 2017. Feedback meetings with staff were also conducted at this time. The training and intervention block was conducted over four weeks.

• A total number of four students were supported through the Non Schools Organisation (NSO) funding during the visit.

• All students participated in a one-hour multidisciplinary screening with one of two speech language pathologists and an occupational therapist.

• A feedback meeting for each student was conducted with a combination of the HCEL and Learning Support staff for specific year levels, including teacher aides. During the meeting, results of the screening along with teacher, parent, and school concerns were discussed with key stakeholders with areas for support for the student, school staff and parents identified.

• Information was also sought from Learning Support staff, including existing reports, where available, with informal discussions regarding future student pathways (e.g. possible verification, selection of goals, other recommendations for private assessment) also taking place.

• Four comprehensive student reports were sent to the school following screening; two screening statements and two training and intervention plans for the four students seen under the NSO funding.

• A four-week period of intervention was conducted at the school for two students etc.

School Feedback

• Survey responses indicated staff at St Patrick’s College found the SALDA SSS service highly effective in supporting staff members’ knowledge and understanding of Language Disorder.

• Staff reported they particularly benefited from the training and intervention block, specifically referring to their increased knowledge of scaffolding instructions to support students’ skill development and how to reinforce skills to achieve positive outcomes for the students.

CASE Study


Research & Advocacy

In 2017, Speech & Language Development Australia increased our investment in the areas of research and advocacy. For the first time, organisations around the world collaborated on new and innovative ways to raise awareness of Language Disorder.

Relative to the impact of Language Disorder, there remains a significant gap between research and practice. Speech & Language Development Australia is best placed to assist in closing this gap. To respond to this need, Shaun Ziegenfusz was appointed to the new role of Manager, Research & Advocacy.

Shaun is a certified practicing speech pathologist with a Master of Special Education degree in addition to drawing from extensive experience working with children with Language Disorder. The SALDA research team are responsible for undertaking research into the efficacy of education and therapeutic programs for children with Language Disorder, as well as using current evidence to ensure innovative and optimal service delivery.


Dysarthria

Verbal dyspraxia

(CAS)

SyntaxMorphology

SmanticsWord finding

PragmaticsDiscourse

Verbal learning/ memory

Lack of familiarity

with ambient language

Fluency disorders

Voice disorders

Phonology

Language Disorder associated with

biomedical condition X

Orofacial structural

deficits

Articulation disorder

DEVELOPMENTAL LANGUAGE DISORDER

LANGUAGE DISORDER

SPEECHSOUND

DISORDER

SPEECH, LANGUAGE AND

COMMUNICATION NEEDS

Language Disorder or Developmental Language Disorder? Inconsistent criteria and terminology for children who present with persistent difficulties learning language has significantly impeded access to services, research and advocacy. The CATALISE consortium was formed in 2015, which was led by Professor Dorothy Bishop and included 57 international experts in the field. Two research articles were published by the consortium, which addressed criteria and terminology. The term Language Disorder was agreed upon with the use of Developmental Language Disorder (DLD) prior to adolescence. However, DLD is proving a relatable term by those affected and is being adopted in social media, literature and research. While SALDA continues to support children and young people with Language Disorder, DLD will increasingly become used in messaging over the coming years.


PARTNERSHIPS UNLOCKING BARRIERS TO LEARNING FOR CHILDREN WITH LANGUAGE DISORDER


Measuring Language Progress in Students with Developmental Language Disorder while Attending a Specialist School (Griffith University)Over the past 18 months, the demographic and multidisciplinary assessment data of 245 students who attended The Glenleighden School from 2005-2015 was extracted. The research team investigated whether students with Developmental Language Disorder demonstrate improvement in receptive and/or expressive language skills on the Clinical Evaluation of Language Fundamentals (CELF) following attendance at The Glenleighden School. The study focused on 64 students in the larger dataset who had assessment results when they started and at one other point in time while at school.

FINDINGS: Results showed significant improvement in the student’s receptive and expressive language during their enrolment at Glenleighden with some accelerated improvement. These results are promising and provide some initial evidence for the effectiveness of The Glenleighden School promoting language growth in their students.

These findings were presented at the Speech Pathology Australia National Conference in Sydney and the paper has been accepted for publication following peer-review in the Journal of Clinical Practice in Speech-Language Pathology’s special edition on Developmental Language Disorder in March 2018.

Evaluating Language Progress of Students with Developmental Language Disorder using Language Sample Analysis (Griffith University)This study aimed to measure the progress students made over the course of a year at The Glenleighden School. Baseline measures were taken at the start of 2016 across multiple developmental domains, as well as collating current standardised assessment results for 90 students. Language samples were taken at the beginning and end of the year for comparison. Successful grant applications through Speech Pathology Australia and Griffith University enabled all language samples to be transcribed and entered by a research assistant.

FINDINGS: Initial findings indicate students make progress in their oral language throughout the school year. Further analysis is currently being undertaken to explore the clinical significance of these findings.

In 2017, SALDA continued to foster a strong research partnership with Griffith University, including Dr Jessica Paynter (School of Applied Psychology), Dr Kate Simpson (School of Education and Professional Studies) and Dr Marleen Westerveld (School of Allied Health Sciences). The support and guidance of this team have enabled research to lay a strong foundation on which to grow in 2018 and beyond.

Thank you to Griffith University for your commitment to supporting children and young people with Language Disorder. Our partnership has seen the following research projects come to fruition in 2017 furthering our knowledge of the impacts of Language Disorder.


Investigating the Sensory Profiles and Motor Skills of Children with Language Disorder (Griffith University)There is currently research to support a relationship between language and motor development, as well as motor development and sensory processing, however there is limited research linking all three areas. Sensory behaviours in children with Language Disorder is also significantly under researched. In this study, the sensory, motor and language assessment data for 28 students were extracted from the larger retrospective study outlined above.

FINDINGS: Atypical sensory behaviours were found in children with Language Disorder, but not as significant as other populations (e.g. Autism Spectrum Disorder). Children with poorer language skills were also found to have poorer motor skills. These findings highlight the importance of multidisciplinary support for students with Language Disorder as pioneered by Speech & Language Development Australia, particularly highlighting the essential skills of occupational therapists in the team.

Staff Knowledge and Use of Evidence Based Practice (Griffith University)Staff across SALDA’s services participated in a questionnaire style study, which investigated evidence based practice in the work environment, knowledge and use of intervention practices and their own attitudes towards intervention. This study is important, because Language Disorder continues to be an underfunded area of research. In fact, there are three times more studies on dyslexia and ten times more studies on speech sound disorders, which impacts practitioner’s abilities to provide evidence informed treatment for Language Disorder. Over many years this has resulted in a wide range of interventions being utilised by staff.

FINDINGS: A high correlation between the interventions used and the staff member’s knowledge of these interventions was found. Further work is planned to review the evidence underpinning these interventions. It is positive to note staff felt there were resources, cultural expectations and supervisory expectations to utilise evidence based practice. Overall, staff at SALDA believe there is a great need to utilise research when working with children and young people with Language Disorder. These findings were presented at the Speech Pathology Australia National Conference in Sydney and a manuscript is being written for publication in a peer-reviewed journal in 2018.


SALDA continues to demonstrate an ongoing commitment to providing professional learning and training opportunities for parents, educators and allied health professionals. In 2017, staff presented to students studying speech pathology, education (primary/secondary) and teacher aides across multiple tertiary institutions, including the University of Queensland, Australian Catholic University, Queensland University of Technology and TAFE.

Training was also conducted with a variety of schools, early childhood settings and parent groups on topics relating to Language Disorder. Staff also presented at the Speech Pathology Australia National Conference, the Queensland Early Education and Care Conference and the Learning Difficulties Conference, on topics relating to understanding and supporting students with Language Disorder. This year has helped lay a foundation for future growth of professional learning in 2018.

GROWING AWARENESS OF LANGUAGE DISORDER IN AUSTRALIA


In 2017, we continued to spread the word about the 1 in 14 children with Language Disorder. Ongoing relationships with Cr Julian Simmons, Scott Emerson MP and the Hon. Jane Prentice MP, has enabled us to share our vision for Language Disorder with Local, State and Federal governments. There was no greater honour than showcasing The Glenleighden School to Prime Minister Malcolm Turnbull during his visit in May, which enabled SALDA to put Language Disorder on the national agenda and raise awareness of the mission of our organisation

Throughout the year we represented the interests of children and young people with Language Disorder, as well as their families, across various forums. These included the Early Childhood Intervention Australia’s Best Practice Project, the QLD Justice Project in conjunction with United Way and national consultation with Alastair McEwin (Disability Discrimination Commissioner). These forums provided opportunities to educate others on the importance of language development and the needs of children with Language Disorder. While many people had not heard of Language Disorders, continuing conversations with these groups will ultimately lead to increased awareness and partnerships that benefit those affected by Language Disorder.

LEADING THROUGH ADVOCACY


International Communication ProjectThe International Communication Project was founded by leading speech pathology associations around the world (including Speech Pathology Australia) and advocates for those with communication disabilities, as well as their families, caregivers and communication professionals. The International Communication Project highlights the importance of human communication and how communication disabilities significantly impact every aspect of life. SALDA has been a proud participating organisation since March 2017. During this time we have circulated resources about communication, signed petitions and promoted advocacy initiatives.

Language Disorder Awareness Week (4-10 June 2017)Language Disorder Awareness Week (LDAW) was developed by SALDA and launched in June. It aimed to:

• Raise awareness of speech and Language Disorders in Australia.

• Advocate for the needs of families affected by speech and Language Disorders.

• Push for national terminology and recognition for Language Disorder in Australia.

• Educate health professionals, educators and families on how best to identify and support people with speech and Language Disorders.

The campaign was launched online using Facebook and Twitter with more than 130,000 impressions made on social media during the week. LDAW helped build raise awareness of our organisation, as well as increase exposure and engagement with information about Language Disorder. The campaign helped raise much needed awareness for this hidden disability, whilst also moving SALDA towards being seen as a peak national body.

Developmental Language Disorder Awareness Day (22 September 2017)Raising Awareness for Developmental Language Disorder (RADLD) is a UK based group including researchers and clinicians. In 2017, they launched an international awareness day called Developmental Language Disorder Awareness Day to help increase awareness of the disability in the community. SALDA participated in the online based campaign and created connections with many likeminded individuals and organisations. Opportunities to collaborate and expand this event in 2018 are currently underway.


Understanding the economic impacts of Language DisorderLanguage development is an important milestone in every child’s life and challenges in this area have significant implications for academic and employment outcomes. Despite children with Language Disorder representing 7% of the population, little is known about the healthcare costs and impact to the economy associated with these difficulties. Many children with Language Disorder see speech language pathologists, paediatricians, general practitioners, psychologists, and other health professionals for assessment, diagnoses and treatment. They may also access early intervention and community health services in addition to the usual educational services.

The costs related to Language Disorders are likely to be substantial and a number of recent research articles have raised the question, how much does it cost?

Initial findings indicate:

• Costs are significantly higher for children with Language Disorder.

• Language difficulties are associated with $1.2M to $12.1M in additional health care. Spending depends on the age of the child.

• Government funding costs up to $602 more for children with Language Disorder biannually than their typically developing peers.

• These costs continue throughout childhood into adolescence.

• Only half of families of children with Language Disorder access speech language pathology services by the age of 9.

It is important to note this does include costs incurred for early intervention services, the education sector or out-of- pocket expenses for families. The cost of Language Disorder to the Australian economy is likely to be substantially higher with further research needed in this area.

Whilst the National Disability Insurance Scheme (NDIS) aims to support people with disability to build skills and capability, it does not recognise the significant impact of Language Disorder on children and young people. Families are being denied equal access to government funding which in turn puts them under further financial strain. Moving into 2018, SALDA will continue to educate and advocate community leaders on the need to increase funding to ensure all children receive the support they need to thrive.

Fundraising


BRIDGE TO BRISBANEThis year we raised over $2500 at Bridge to Brisbane for kids with Language Disorder. This enabled us to purchase new play equipment and several kits of Lego Mindstorms for The Glenleighden School. What an amazing achievement!

A very big thank you to all of our fundraisers and supporters in 2017. We don't know what we'd do without you!

LUNCH FOR LANGUAGE This year Lunch for Language encouraged Australians to hold a gathering to talk about Language Disorder in their workplace, home, school or community. A number of great supporters took up the challenge including Hannah who raised over $500.

As someone with Language Disorder, Hannah wants the whole world to know about Language Disorder and how it impacts her every day. Well done to Hannah for getting the message out there! She is an amazing ambassador for our cause.


DONATE Make a Donation A tax-deductible donation will contribute to vital therapy, education and school support services for children with Language Disorder.

Give Regularly A little goes a long way when you give regularly. It also gives us the ability to commit to long-term projects to support children in need.

Workplace Giving An automated payroll deduction can be set up so it’s easier to give directly to SALDA. – making it a simple and tax-deductible way to donate. Organisations also have the opportunity to match donations from their employees doubling your donations impact.

Remember us in your Will Making a bequest to SALDA will help continue our vital work into the future. Bequests are essential in making the long-term commitment necessary to fund our services. Leave SALDA a gift in your will and become one of our lifetime partners.

There are many ways you can help support children and young people with Language Disorder

GET INVOLVED


FUNDRAISE

Host (or join) a Fundraising Event • Join our Run 4 Kids with Language Disorder team by running or walking

in local sporting events such as the Gold Coast Airport Marathon and Bridge to Brisbane.

• Host a Lunch for Language at work, home, school or in the community to raise funds and awareness.

• Be a Language Legend by coming up with your own challenge or event to raise funds. We’re open to all ideas!

Volunteer Our volunteers are everyday people who generously give their time, skills and passion to our cause. There are so many ways to volunteer your time and energy. For example, you may have specialist skills, be able to assist with support services or education programs or perhaps you’d like to help with administration. Corporate volunteer opportunities are also available.

Partner with Us If you’d like to be more involved with SALDA we welcome the opportunity to discuss our work and how you can be involved. A partnership, whether financial or in-kind, will greatly assist our work.

AdvocateHelp raise awareness of Language Disorder by supporting Language Disorder Awareness Week or Developmental Language Disorder Day. For more information about both events please visit our website salda.org.au

Online Communities We have an active and vibrant online community so Like Us on Facebook to spread the word! Ask a question, share your story, see what we’re up to and the difference we are making for all Australians affected by Language Disorders.

For more information on how you can enable better outcomes for children with Language Disorders, contact SALDA staff:

[email protected]

1300 881 763

www.salda.org.au

The Glenleighden School• Parents, Staff and Friends (PS&F)

• Classroom and school volunteers

• The Seldon Family

• Tori Massey

• Robyn Rawding

• Shahieda Drake

• Clare Morehen

• Brad Jackson

• Ben Wallace

• Mark Wallace

• Nathan Schumacher

• Fig Tree Pocket State School

• Ambrose Treacy Students

• Bunnings

• Ipswich Classic and Muscle Car Club

• University of Queensland – Business School

• Health Street Café and Piazza Doro

• Queensland Academies Creative Industries Campus

• Art West Community Gallery

• Woolworths

• Brisbane Wine Cellar Design & Construction

• Samuel Smith & Sons

• Andrews Quality Meats

• Councillor Julian Simmonds & Brisbane City Council

• Jane Prentice MP

• Scott Emerson MP

SSS • Non School Organisations (NSO)

• Non-State Special Needs Organisations Program (NSSOP)

• All Schools & School staff the team collaborated with in 2017.

Research Griffith University, in particular Dr Marleen Westerveld, Dr Jessica Paynter and Dr Kate Simpson for their ongoing research partnership

Volunteers • Lunch for Language Hosts

• Bridge to Brisbane Participants

Printing PartnerSALDA would like to thank Fuji Xerox Australia for generously donating their services to print our 2017 SALDA Annual Report.

THANK YOUWe take this opportunity to acknowledge the generous individuals and organisations who have supported SALDA this year financially, with gifts in kind and as volunteers. We thank you for helping children and young people with Language Disorder find their voice. We couldn’t do it without you!


GOVERNANCE

GOVERNANCE

CHAIR Mr Gareth Davies,

BHSc (HSaf&Env) Mr Davies is currently the father of a student attending The Glenleighden School and is committed to ensuring the stability, viability and strategic growth of the organisation.

Mr Davies is the Managing Director of SafeAssure and brings specific expertise to the Board in the areas of health & safety, community engagement and compliance management. Mr Davies has served on the Board since September 2013.

CHI.L.D – The Association for Childhood Language and Related Disorders (the Association) trading as Speech & Language Development Australia (SALDA) continues to adopt good governance principles, which adequately and flexibly support the organisation’s constantly changing environment. Imperatives of good governance such as flexibility, accountability, compliance and risk management are represented in the development of consistent and cohesive policies, processes and internal controls for all areas of responsibility throughout the organisation.

TREASURER Mr Michael Cutri,

BBus(Bkg&Fin), BBus(Acc), CA Mr Cutri provides audit services for BDO for whom he has worked since 1999. He has a hands-on audit role, including auditing for not-for-profits, as well as assisting with implementation of internal systems and processes.

Mr Cutri brings with him a passion for financial statements and financial management, as well as an interest in raising the profile of the organisation. Mr Cutri has served on the Board since September 2013.


SALDA BOARD MEMBERS

SECRETARYMs Susan Park

M.Sp.Path.,(UQ), B.Sp.Thy, (UQ),MSPA Ms Park is a Speech Pathologist, founding Director of Speech Language & Learning (Private Practice); co-founder of Language & Learning Steps (App Development); and of Language Literacy Learning (certified language training provider) who has a long history with Speech & Language Development Australia as a previous employee in speech pathology and management roles. She has over 40 years’ experience, including her research-based Masters of Speech Pathology, investigating treatment for childhood dyspraxia at Glenleighden. She is co-leader for Queensland Private Practice members of Speech Pathology Australia. Sue has a passion for supporting children with speech and Language Disorders and has served on the Board of Directors of since August 2015.

Mr Alex Rummery

BSc (HONS)(Econ&Acc), ACMA, CPA, ATI, MAICD Mr Rummery is a qualified accountant with over 20 years’ experience across various organisations in the UK, the Middle East and Australia. His experience encompasses both public and private sector entities and he specialises in business process and system improvements to enable businesses to leverage their full potential.

He is a member of the Chartered Institute of Management Accountants, CPA Australia, The Tax Institute and the Australian Institute of Company Directors and has additional qualifications in Treasury and Risk Management.


Professor Sheena Reilly

B.App.Sc. PhD. MSPA. Professor Reilly is Pro Vice Chancellor of the Health Group at Griffith University. She brings to the Board her strengths as a teacher, clinician and researcher, enabling her to play a key role in driving SALDA’s strategic direction to ensure we deliver on SALDA’s vision and mission. Formerly, Sheena was Director of the Menzies Health Institute Queensland (2015-2016) and at the Murdoch Children’s Research Institute in Victoria she was Associate Director of Clinical and Public Health (2010-2015) and led the Hearing, Language and Literacy group (1999-2015).

Professor Reilly is a Fellow of the Australian Academy of Health and Medical Sciences, the Australian Academy of Social Sciences, the UK Royal College of Speech and Language Therapists and of Speech Pathology Australia. She is an Honorary Research Fellow with the Australian Stuttering Research Centre, University of Sydney and Visiting Professor, Neurosciences Unit, Institute of Child Health (ICH), University of London.

Professor Reilly received her B.App.Sc (Speech & Hearing) from Curtin University and a PhD from the Faculty of Medicine, University of London. She worked as a postdoctoral researcher and clinician at the Institute of Child Health and Great Ormond Street Children's Hospital, London, before returning to Australia in 1999 and establishing a research program focused on childhood language and literacy problems.

Mr Brett Skyring

BAdmin, M.Env.C.H., G.D.U.R.P. With more than 30 years in business and team leadership across multiple industries, Brett has extensive skills in identifying capabilities of staff and project partners, new opportunities to learn and create mentor/ mentee opportunities, and continuously improve operational processes to reduce workloads, improve efficiencies and reduce costs.

Brett holds a Bachelor of Administration with a major in Human Resources and Training, a Masters of Environmental and Community Health, a Graduate Diploma Urban and Regional Planning, combined with qualifications as a Company Director (AICD).

Brett owns and operates a private project management and urban planning business and is currently working with the state government in delivery of the LandCentre Relocation Project (400+ staff relocating to three sites in Brisbane). Brett has specific interest and experience in innovative customer/ community engagement techniques, and new service delivery models.

SALDA BOARD MEMBERS


Andria Wyman-Clarke

Clarke BA (hons), MBA Andria Wyman-Clarke has been a Human Resources executive for over 25 years in various industries, including mining, automobile, retail, pharmaceutical, defense and aeronautics.

Recently she founded Job Toolbox, a Human Resources consultancy, which focusses on career development for individuals. She has strong experience in all aspects of Human Resources, including culture change, organisational design and mergers & acquisitions.

As a child, Andria had a speech impairment, which meant that no one could understand her so she has first-hand understanding of the impact of Language Disorder on a young child and the need for specialised therapy and schools. She is committed to the success of SALDA.

Mr. Peter Seldon

Assoc Dip Acc,Mr. Seldon is a Senior Vice President at Morgan Stanley Wealth Management and has worked in the financial services industry for over 25 years. His career has seen him work for some of the largest global banks and during that time he has worked in domestic and International equities, derivatives, foreign exchange and fixed interest.

Across his career Peter has also established the equity derivatives and options market making business for a mid-tier broking firm, was a swap and bond repo trader for a Global Investment Bank and has held the role of Head of Rate Derivative operations.

Peter is currently responsible for domestic bond trading for Morgan Stanley’s Wealth Management business. Peter has been an enthusiastic fundraiser and supporter for numerous children’s charities and brings those skills, as well as business acumen, to the Board.


AUDITED FINANCIAL REPORT

65LEARNING. GROWING. LEADING. 2017 Annual Report

The following persons were Officers of The Association for Childhood Language & Related Disorders (CHI.L.D.) trading as Speech & Language Development Australia (SALDA) during the whole of the financial year and up to the date of this report, unless otherwise stated:

Gareth Davies Chairman

Susan Park Secretary Appointed June 2016

OFFICERS

COMMITTEE MEMBERS


Susan Park Secretary Appointed June 2016

Michael Cutri Treasurer

Alex Rummery

Dr Denis Meadows Resigned Feb 2017

Marea Sharp Resigned March 2017

Dale Shuttleworth Resigned June 2017

Brett Skyring Appointed Aug 2017

Peter Seldon Appointed Aug 2017

Andria Wyman-Clarke Appointed Aug 2017

Prof. Sheena Reilly Appointed Oct 2017


Objectives The short-term objective for SALDA is to have self-sustaining services which deliver quality outcomes for children with Language Disorder and their families.

The long-term objective for SALDA is to be Australia’s leader in enabling better outcomes for children and young people with Language Disorder.

Strategy for achieving the objectives 1. Develop an information management system to

meet the research, reporting and communication needs of SALDA.

2. Develop a secure funding stream for SALDA and all its services to ensure stability and sustainability of services.

3. Develop a clear identity for SALDA for effective external communication to enhance our profile.

4. Develop specific evaluation projects to determine the effectiveness of the services provided and track outcomes.

5. Expand services in number and location to reach and effectively help more children by building on current services of SALDA for children with Language Disorder ensuring greater access and knowledge.

Principle activities During the financial year the principle continuing activities of SALDA were the provision of direct services through The Glenleighden School and School Support Service. Other activities included advocacy, provision of information, promotion of research activities, fundraising and capital development.

Performance MeasuresSALDA measures its performance in a number of ways, such as, but not limited to:

• the number of children accessing services

• the outcomes of service provision

• measurement of client satisfaction

• staff wellbeing

• the number of community members who access information from the organisation

• maintaining costs at or below budgeted levels

• maintaining costs for each part of our operations at or below the revenue generated from grants, donations and fees

• using any excess revenue to reduce the future cost of services or reinvest into the development of current services.

AUDITED FINANCIAL REPORT


TREASURER’S REPORTThe Financial Statements show the financial position as at 31st December 2017 and provides a consolidated statement across all operational activities of SALDA i.e. The Glenleighden School, Clinic’s, School Support Service and Research for the full year.

Summary Income for all areas for 2017 totaled $5,226,041. This result was a decrease of $214,780 on the previous year. A significant contributor to the revenue decrease was the closure of Clinic services, which reduced its income by 66% year on year. Expenditure across all areas was $6,063,429 an increase of $463,616 on the previous year.

Included in 2017 expenditure was an increased investment in additional staff of $526,887 for School Support Services and The Glenleighden School to improve service quality and expand our reach.

Although there was a deficit of $837,388 in the 2017 year (2016: Deficit of $158,992), strategic moves have been taken to focus the organisation's efforts in 2018 to deliver more sustainable service models.

Income Total income for 2017 was $5,226,041, a 4% ($214,780) decrease over last years $5,440,821. Commonwealth and State governments continue to support SALDA providing approximately 80% of total income. This is similar to 2016 results. A breakdown of income sources is as follows:

State

Clinic invoices

Other programs

School fees

Other income

Interest received

Commonwealth

State – Special purpose

Fundraising & donations

36% 23%

22%13%

3%

1% 1% 1%

27%

21%

22%10%

1% 1%1% 2%

INCOME2017

INCOME2016

15%


ExpenditureThe 2017 expenditure was $6,063,429, an increase of $463,616 over the 2016 expenditure of $5,599,813. The main increases in expenditure were; Salary and On-costs $526,887, which predominately relates to School Support Services and has been offset by grants.

In 2017, there was an ongoing focus on repairs and maintenance improvements. This was fully budgeted for and resulted in an increasing spend of $60,101. The Glenleighden School received the most benefit of this increase with the majority of the increase directly attributable to school improvements. A breakdown of expenditure by source is as follows:

Improving the efficiency, accuracy and cost effectiveness of core business activities has been a journey that commenced in 2015 and will continue into 2018.

The Glenleighden SchoolIncome for the school was $3,781,722 up 7% on the previous year due to additional government funding. 79% of the school’s total income, $2,993,956, was funded by the State and Federal Government. The remaining income is generated from school fees and other sources.

Clinic’sClinic services at Stones Corner, Townsville and The Glenleighden School recorded income of $181,388, a decrease of $353,015 on 2016. This was due to the strategic closure of Clinic services mid-year. Expenditure was $386,434, down 35% on the previous year due to the reduction in operation costs tied with providing the service.

Salaries

Professional Development

Marketing & Promotions

Workcover

Information & Communication Technology

Property Cost inc Depreciation

Leave Provision

Superannuation

Administration, Finance & Legal

7%

7%

68%

5%

0%

6%69%

5%

9%9%

1%1%1%

1%

3%

2% 1%

EXPENSES2017

EXPENSES2016

5%


School Support ServicesSchool Support Services, which is funded by the Department of Education and Training and SALDA, was expanded due to increased funding. Income was $1,292,019 with an increase of $111,378 on 2016 as a result of the Queensland Governments recognition of the quality of the program. In order to undertake the additional services, costs have understandably increased from 2016. Expenditure in 2017 was $1,329,295 representing an increase of 15% on the prior year.

SALDAIncome from SALDA was $94,460 in 2017. This was a decrease of $93,018 from 2016. Changes in staffing allowed for a smaller fundraising effort in 2017 raising $4,931 down 79% on the previous year. Donations were also down, totaling $24,835 and were once again a reflection on the organisations investment in other areas for 2017. Interest received was down -59% on 2016 in line with declining interest rates and cash position.

Budget The 2017 income of $5,226,041 is a 4% decrease against a budgeted income of $5,464,071. 2017 expenditure was $6,063,429 an increase of 2% against a budgeted expenditure of $5,924,812. The actual deficit was $837,388 compared to a budgeted deficit of $460,741, however it is important to note that the closing of Clinic services contributed $342,073 to the increased deficit as the Clinic was originally budgeted to be a breakeven result for the year. The results are as follows:

Statement of Financial PositionThe net asset position of SALDA is $1,750,428 down on the 2016 net asset position of $2,587,815 reflecting investments into facilities and expansion in service delivery. SALDA benefits immensely from its dedicated and multi-skilled staff, who draw from a broad range of professional experiences, that are applicable to the many duties and activities in which they are individually involved. It is a privilege to acknowledge their contribution, and thank them for their continued efforts throughout the year. The efforts of our staff are enhanced by the contribution made by volunteers who commit extensive hours to SALDA.

Actual 2017

Surplus/Deficit

Total expenses

Total income

(-$1m) $1m0 $2m $3m $4m $5m $6m $7m

Budget 20172017 RESULTS AND 2017 BUDGET

Note2017

$2016

$

INCOME

Grants

State 2 1,125,909 1,193,905

Commonwealth 2 1,868,048 1,482,753

Special Purpose 2 1,216,822 1,150,254

4,210,779 3,826,912

Fees

School Tuition 699,318 805,687

Let's Talk 181,388 534,403

Other Programmes 40,096 86,341

920,802 1,426,431

Other

Donations Received 24,835 59,666

Fundraising 4,931 23,707

Interest Received 17,928 44,510

Membership Fees 945 1,040

Other Income 45,822 58,555

94,460 187,478

TOTAL INCOME 5,226,041 5,440,821

EXPENSES

Salaries and On-Costs

Salaries 4,012,638 3,681,158

Superannuation 413,599 343,933

Leave Provision 416,137 291,703

Workcover 35,072 33,765

4,877,446 4,350,559

Administration 180,861 143,681

Cleaning and Maintenance 178,670 188,251

Depreciation 145,936 154,000

Equipment Purchases 4,341 10,063

Finance and Legal Costs 106,370 119,212

Audit Fees 18,820 12,780

Information and Communication Technology 112,617 135,708

Marketing and Promotions 26,472 51,525

Professional Development 38,462 36,421

Programme Expenses 97,061 196,481

Property Costs 201,148 141,046

Travel 75,225 60,086

TOTAL EXPENSES 6,063,429 5,599,813

SURPLUS / (DEFICIT) FOR THE YEAR 10 (837,388) (158,992)

Less loss from Discontinued operations (The Clinic) 17 342,073 -

Loss from continuing operations (495,315) (158,992)

The accompanying notes form part of this financial report

STATEMENT OF INCOME AND EXPENDITUREFor The Year Ended December 31, 2017


Note2017

$2016

$

CURRENT ASSETS

Cash and cash equivalents 3 430,866 1,119,208

Trade and other receivables 4 95,347 174,435

TOTAL CURRENT ASSETS 526,213 1,293,643

NON-CURRENT ASSETS

Property, plant and equipment 5 1,900,571 1,952,827

CHI.L.D. Community Trust 6 17,896 17,597

TOTAL NON-CURRENT ASSETS 1,918,467 1,970,424

TOTAL ASSETS 2,444,680 3,264,067

CURRENT LIABILITIES

Trade and other payables 7 259,293 113,881

Provisions 8 372,859 439,777

Other 9 - 22,255

TOTAL CURRENT LIABILITIES 632,152 575,913

NON-CURRENT LIABILITIES

Provisions 8 62,100 100,339

TOTAL NON-CURRENT LIABILITIES 62,100 100,339

TOTAL LIABILITIES 694,252 676,252

NET ASSETS 1,750,428 2,587,815

EQUITY

Retained (losses)/profits 10 (1,185,063) (347,675)

Capital reserves 16 2,935,490 2,935,490

TOTAL MEMBERS' FUNDS 1,750,427 2,587,815


STATEMENT OF FINANCIAL POSITIONFor The Year Ended December 31, 2017


Note2017

$2016

$

Retained (losses)/profits

Opening Balance 1 January (347,675) (188,683)

Surplus/(Deficit) for the year (837,388) (158,992)

Balance at 31 December (1,185,063) (347,675)

Capital reserves

Brought forward as at 1 January 2,935,490 2,935,490

Capital grants received in the year - -

Carried Forward as at 31 December 2,935,490 2,935,490


STATEMENT OF CHANGES IN EQUITYFor The Year Ended December 31, 2017


Note2017

$2016

$

CASH FLOW FROM OPERATING ACTIVITIES

Operating grants received 4,641,628 3,832,212

Interest received 17,928 43,695

Other income 129,625 383,309

Receipts from customers 1,041,149 1,374,787

Payments to employees and suppliers (6,424,992) (6,114,336)

Net cash provided by/(used in) operating activities 12 (594,662) (480,333)

CASH FLOW FROM INVESTING ACTIVITIES

Payments for office equipment (93,680) (124,976)

Payments for building and ground improvements - (15,116)

Payment for vehicles - (33,393)

Net cash from investing activities (93,680) (173,485)

Net Increase/(Decrease) in cash (688,342) (653,818)

Cash at Beginning of Year 1,119,208 1,773,026

Cash at End of Year 430,866 1,119,208


STATEMENT OF CASH FLOWSFor The Year Ended December 31, 2017


NOTE 1: STATEMENT OF SIGNIFICANT ACCOUNTING POLICIES

This financial report is a special purpose financial report prepared in order to satisfy the financial reporting requirements of the Australian Charities and Not-for-profits Commission Act 2012 (ACNC Act 2012) and the Australian Charities and Not-for-profit Commission Regulation 2013. CHI.L.D – The Association for Childhood Language and Related Disorders (the Association) trading as Speech & Language Development Australia (SALDA) have determined that the Association is not a reporting entity because there are no users who are dependent on its general purpose financial statements. For the purpose of preparing the financial statements, the Association is a not-for-profit entity.

The financial report covers the Association as an individual entity. The Association is declared to be a body corporate by issue of Letters Patent in November 1980 in pursuance of the Religious & Charitable Institutions Act 1861-1967 and is registered as a charity in Queensland in pursuance of the provisions of the Collections Act 1966-1975.

The report has been prepared in accordance with the mandatory requirements of the ACNC Act 2012 and the Australian Charities and Not-for-profit Commission Regulation 2013. Material accounting policies adopted in the preparation of this financial report are presented below and throughout the notes to the financial report. They have been consistently applied unless otherwise stated.

The financial report, except for the cash flow, has been prepared on an accruals basis and is accordance with conventional historic cost principles and does not take into account changing money values or the current values of non-current assets unless otherwise stated.

The amounts presented in the financial report have been rounded to the nearest dollar.

Income Tax

The Association is exempt from Income Tax in terms of Section 50-5 of the Income Tax Assessment Act 1997 as amended.

Goods and Service Tax

Revenues, expenses and assets are recognised net of the amount of GST, except where the amount of GST incurred is not recoverable from the Australian Taxation Office. In these circumstances the GST is recognised as part of the cost of the acquisition of the asset or as part of an item of the expense. Receivables and payables in the Balance Sheet are shown inclusive of GST.

Cash flows are included in the Cash Flow Statement on a gross basis and the GST component of cash flows arising from investing and financing activities, which is recoverable from, or payable to, the taxation authority are classified as operating cash flows.

NOTES TO THE FINANCIAL STATEMENTFor The Year Ended December 31, 2017


Note2017

$2016

$

NOTE 2: GRANTS

State Grants

Recurrent 401,875 410,143

Students with Disabilities 700,856 781,302

Special Grants 22,925 -

Textbooks & Resources 253 2,460

1,125,909 1,193,905

Commonwealth Grants

Recurrent 1,860,648 1,480,953

Special Grants 7,400 1,800

1,868,048 1,482,753

Special Purpose Grants

Project Grants 294,805 280,664

NSO inc Equipment 922,018 869,590

1,216,823 1,150,254

NOTE 3: CASH AND CASH EQUIVALENTS

Cash on hand 975 14,305

Cash at bank 18,717 43,914

Cash on deposit (Short term) 411,174 1,060,989

430,866 1,119,208

Cash and Cash Equivalents

Cash and cash equivalents includes cash on hand, deposits held at call with banks, and other short-term highly liquid investments with original maturities of three months or less.

Investments

The Association has term deposits and interest on these deposits is re-invested and the interest income included in surpluses.

NOTE 4: TRADE AND OTHER RECEIVABLES

Trade debtors 30,597 48,838

Doubtful debts provision (16,057) (16,795)

14,540 32,043

Other Debtors 80,806 142,392

95,347 174,435

Receivables

Receivables which generally have 30-90 day terms, are recognised and carried at original invoice amount less an allowance for any uncollectible debts. An estimate for doubtful debts is made when there is objective evidence that collection of the full amount is no longer probable. Bad debts are written off when identified.




Note2017

$2016

$

NOTE 5: PROPERTY, PLANT & EQUIPMENT

Building at valuation 2,788,834 2,788,834

Less: Accumulated depreciation (1,422,255) (1,357,647)

Total written down value of buildings 1,366,579 1,431,187

Buildings - work in progress

Playground equipment at cost 457,526 457,526

Less: Accumulated depreciation (179,324) (169,764)

Total written down value of playground equipment 278,202 287,762

Furniture and equipment at cost 273,093 260,753


Total written down value of furniture and equipment 74,084 78,199

ICT equipment at cost 489,205 407,864


Total written down value of ICT equipment 151,653 122,287

Motor vehicles at cost 84,700 84,700


Total written down value of motor vehicles 30,053 33,392

TOTAL PROPERTY, PLANT AND EQUIPMENT 1,900,571 1,952,827

Property, Plant and Equipment

Each class of leasehold improvements, property, plant and equipment is carried at cost or fair value less, where applicable, any accumulated depreciation.

The depreciable amount of all property, plant and equipment is depreciated over the useful lives of the assets to the Association commencing from the time the asset is held for use.Leasehold improvements are amortised over the shorter of either the unexpired period of the lease or the estimated useful lives of the improvements.Building is erected on Crown Lease land. The lease is for a period of 30 years commencing from 1 July 2011.

Leasehold improvements are amortised over the shorter of either the unexpired period of the lease or the estimated useful lives of the improvements.



Note2017

$2016

$

NOTE 6: CHI.L.D COMMUNITY TRUSTChild Community Trust 17,896 17,597

17,896 17,597

Opening Balance 17,896 17,597

Distribution - -

Closing Balance 17,896 17,597

The Association paid an Establishment Fee in 2002 to the Public Trustee to establish the CHI.L.D. Community Trust Sub-Fund. The fee of $10,000 was invested in perpetuity together with any future bequests which may be bequeathed to the Trust. Initial annual distributions from the Trust were re-invested into the Trust with the Trust balance as at 30 June 2017 being $17,896. Each year we receive a distribution donation income from the Trust. The capital balance of the Trust is part of the assets of the QCF, the QCF no longer report the balance of the Trust to beneficiaries, only distributions of the of the Trust.

NOTE 7: TRADE AND OTHER PAYABLES

Current:

Trade Creditors 18,216 52,317

GST payable 50,049 -

PAYG payable 81,326 61,564

Superannuation payable 360 -

Prepaid grant 105,902 -

Accrued expenses 3,442 -

259,294 113,881

NOTE 8: PROVISIONS

Current

Provision for audit 15,206 12,945

Provision for annual leave 140,801 213,349

Provision for long service leave 216,852 213,483

372,859 439,777

Non-current

Provision for long service leave 62,100 100,339

62,100 100,339

Employee Benefits

Provision is made for the Association’s liability for employee benefits arising from services rendered by employees to the end of the reporting period. Employee benefits have been measured at the amounts expected to be paid when the liability is settled.Benefits have been measured at the amounts expected to be paid when the liability is settled.

Provisions

Provisions are recognised when the Association has a legal or constructive obligation, as a result of past events, for which it is probable that an outflow of economic benefits will result and that outflow can be reliably measured. Provisions are measured at the best estimate of the amounts required to settle the obligation at the end of the reporting period.


Note2017

$2016

$

NOTE 9: OTHER

Bursary fund [*] - 22,250

PS & F Funds [**] - 5

- 22,255

[*] Money received and held for special purposes not recognised as income of Association.

[**] The above represent funds that are held in the name of CHI.L.D./SALDA on behalf of other parties. These are funds of external parties recorded in the accounts as at 31 December 2017.

NOTE 10: RETAINED LOSSES

Brought forward (347,675) (188,683)

Surplus/(Deficit) for the year (837,388) (158,992)

(1,185,063) (347,675)

NOTE 11: OPERATING LEASE COMMITMENTS

Rental of Office at Wooloongabba/ Stones Corner

Payable - minimum lease of payments

- Less than 12 months - 92,500

- Between 12 months and 5 years - 25,020

- 117,520

Rental of Photocopiers

Payable - minimum lease of payments

- Less than 12 months 6,612 -

- Between 12 months and 5 years 13,224 -

19,836 -

Leases

Leases of property, plant and equipment, where substantially all the risks and benefits incidental to the ownership of the asset, but not the legal ownership, are transferred to the Association, are classified as finance leases.

Finance leases are capitalised by recording an asset and a liability at the lower of the amounts equal to fair value of the leased property or the present value of the minimum lease payments, including any guaranteed residual values. Lease payments are allocated between the reduction of the lease liability and the lease interest expense for that period.

Leased assets are depreciated on a straight-line basis over the shorter of their estimated useful lives or the lease term.

Lease payments for operating leases, where substantially all the risks and benefits remain with the lessor, are charged as expenses in the period in which they are incurred.



Note2017

$2016

$

NOTE 12: CASH FLOW INFORMATION

Reconciliation of Cash Flow from Operations with (Loss)/Profit from Ordinary Activities after Income Tax

Profit from ordinary activities after income tax (837,388) (158,992)

Adjustments for capital grants recognised

Add/(less) non-cash items:

Bad debt write-offs 13,653 -

Depreciation 145,936 154,000

Net cash provided by operating activities before change

in assets and liabilities (677,799) (4,992)

Changes in assets and liabilties, net of the effects of purchase and disposal of subsidiaries

Decrease/(Increase) in debtors 78,789 39,306

(Decrease)/Increase in creditors 109,505 (267,097)

(Decrease)/Increase in provisions (105,157) (247,550)

Net Cash provided by/(used) in operating activities (594,662) (480,333)

NOTE 13: CONTINGENT LIABILITIES

Building the Education Revolution Funding

The Association received a total of $868,794 during 2011 and 2010 to erect The Glenleighden School's Multipurpose building in 2010. In accordance with the conditions of this grant the following contingent liability is noted. This liability will only be realised should the school no longer utilise the building and/or site.

The full grant $868,794 (2016: $868,794) is payable during the first 7 years of its life and then reduces at a rate of 14.29% each year until 2024.

State Capital Assistance Grant 2011 (BGA 1 and BGA 2)

The Association received a total of $390,000 during 2013 and 2014 to convert the Boarding House to a usable building and modify the administration building. In accordance with the conditions of this grant the following contingent liability is noted. This liability will only be realised should the school no longer utilise the building and/or site.

The full grant of $390,000 (2013: $270,000 and 2014: $120,000) is payable over 20 years at a rate of 5% per year.

NOTE 14: EVENTS OCCURING AFTER THE BALANCE DATE

The Management Committee are not aware of any other events occurring subsequent to balance date that are likely to have a material effect on the results of the Association as disclosed in the financial statements.



NOTE 15: RELATED PARTIES

The names of individuals who were Board Members and who have held office for the financial year are:


Susan Park, Secretary Appointed June 2017

Michael Cutri, Treasurer

Alex Rummery

Denis Meadows Resigned February 2017

Marea Sharp Resigned March 2017

Dale Shuttleworth Resigned June 2017

Peter Seldon Appointed Aug 2017

Brett Skyring Appointed Aug 2017

Andria Wyman Clarke Appointed Aug 2017

Sheena Reilly Appointed Oct 2017

The Members of the Board, did not receive remuneration during the year other than reimbursement of expenses.

Note2017

$2016

$

NOTE 16: CAPITAL RESERVES

Brought forward as at 1 January 2,935,490 2,935,490

Capital grants received in the year - -

Carried Forward as at 31 December 2,935,490 2,935,490

Capital Reserve

In accordance with the Commonwealth Government guidelines for Non-Government Schools, Building Grants from the Commonwealth Governments and donations from other sources for Capital Projects are first recognised as income then transferred to the capital reserve account.

NOTE 17: LOSS FROM DISCONTINUED OPERATIONS

On the 31 July 2017, SALDA announced its intention to exit the Clinical services business and concentrate on SALDA's educational activities being The Glenleighden School and School Support Services.

The net loss of the Clinic including redundacy was $342,073 for 2017.



The Executive Committee has determined that CHI.L.D – The Association for Childhood Language and Related Disorders (the Association) trading as Speech & Language Development Australia (SALDA) is not a reporting entity and that this special purpose financial report should be prepared in accordance with the accounting policies outlined in Note 1 to the financial statements.

In the opinion of the Members of the Executive Committee:

(a) The financial statements, comprising the Income and Expenditure Statement, Statement of Financial Position, Statement of Cash Flows, and accompanying notes, are in accordance with the Australian Charities and Not-for-profits Commission Act 2012 and:

i. comply with Australian Accounting Standards as described in Note 1 to the financial statements and the Australian Charities and Not-for-profits Commission Regulation 2013 (ACNC Regulation 2013); and

ii. give a true and fair view of the Association’s financial position as at 31 December 2017 and of its performance for the year ended on that date in accordance with the accounting policies described in Note 1 to the financial statements.

(b) There are reasonable grounds to believe that the Association will be able to pay all of its debts, as and when they become due and payable.

This statement is made in accordance with a resolution of the Members of the Executive Committee and is signed in accordance with subsection 60.15(2) of the Australian Charities and Not-for-profit Commission Regulation 2013 on their behalf:

Chairperson

Gareth Davies

Dated this 28th Day of February 2018

Member

Michael Cutri

STATEMENT BY MEMBERS OF THE EXECUTIVE COMMITTEE


INDEPENDENT AUDIT REPORT

To the members of CHI.L.D. - The Association for Childhood Language and Related Disorders trading as Speech & Language Development Australia (SALDA)

We have audited the financial report of CHI.L.D – The Association for Childhood Language and Related Disorders (the Association) trading as SALDA, which comprises the statement of financial position as at 31 December 2017, the statement of income and expenditure, statement of changes in equity and statement of cash flows for the year then ended, and notes to the financial statements, including a summary of significant accounting policies, and the statement by members of the Executive Committee.

Basis for Qualified Opinion

It is not practicable for the Association to establish accounting control over the cash receipt of certain income prior to banking. Accordingly, it is not possible for our examination to include audit procedures to extend beyond the amounts of such income recorded in the accounting records of the Association.

Qualified Audit Opinion

In our opinion, except for the possible effects of the matter described in the Basis of Qualified Opinion paragraph, the financial report of CHI.L.D – The Association for Childhood Language and Related Disorders trading as SALDA has been prepared in accordance with Division 60 of the Australian Charities and Not-for-Profits Commission Act 2012, including:

(a) giving a true and fair view of the Association’s financial position as at 31 December 2017 and of its financial performance for the year then ended; and

(b) complying with Australian Accounting Standards to the extent described in Note 1, and

Division 60 the Australian Charities and Not-for-profits Commission Regulation 2013.

Basis for opinion

We conducted our audit in accordance with Australian Auditing Standards. Our responsibilities under those standards are further described in the Auditor’s Responsibilities for the Audit of the Financial Report section of our report. We are independent of the Association in accordance with the Australian Charities and Not-for-profits Commission Act 2012 (ACNC Act) and the ethical requirements of the Accounting Professional and Ethical Standards Board’s APES 110 Code of Ethics for Professional Accountants (the Code) that are relevant to our audit of the financial report in Australia. We have also fulfilled our other ethical responsibilities in accordance with the Code.

We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis for our opinion.

Emphasis of Matter - Basis of Accounting

We draw attention to Note 1 to the financial report, which describes the basis of accounting. The financial report has been prepared for the purpose of fulfilling the Association’s financial reporting responsibilities under the ACNC Act. As a result, the financial report may not be suitable for another purpose. Our opinion is not modified in respect of this matter.

Responsibility of the Executive Committee for the Financial Report

The Executive Committee of the Association are responsible for the preparation of the financial report that gives a true and fair view and have determined that the basis of preparation described in Note 1 to the financial report is appropriate to meet the requirements of the ACNC Act and the needs of the members. The Executive Committee’s responsibility also includes such internal control as the Executive Committee determine is necessary to enable the preparation of a financial report that gives a true and fair view and is free from material misstatement, whether due to fraud or error.


In preparing the financial report, the Executive Committee are responsible for assessing the Association’s ability to continue as a going concern, disclosing, as applicable, matters relating to going concern and using the going concern basis of accounting unless the Executive Committee either intend to liquidate the Association or to cease operations, or have no realistic alternative but to do so.

Auditor’s Responsibilities for the Audit of the Financial Report

Our objectives are to obtain reasonable assurance about whether the financial report as a whole is free from material misstatement, whether due to fraud or error, and to issue an auditor’s report that includes our opinion. Reasonable assurance is a high level of assurance, but is not a guarantee that an audit conducted in accordance with the Australian Auditing Standards will always detect a material misstatement when it exists. Misstatements can arise from fraud or error and are considered material if, individually or in the aggregate, they could reasonably be expected to influence the economic decisions of users taken on the basis of the financial report.

As part of an audit in accordance with Australian Auditing Standards, we exercise professional judgement and maintain professional scepticism throughout the audit. We also:

• Identify and assess the risks of material misstatement of the financial report, whether due to fraud or error, design and perform audit procedures responsive to those risks, and obtain audit evidence that is sufficient and appropriate to provide a basis for our opinion. The risk of not detecting a material misstatement resulting from fraud is higher than for one resulting from error, as fraud may involve collusion, forgery, intentional omissions, misrepresentations, or the override of internal control.

• Obtain an understanding of internal control relevant to the audit in order to design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of the Association’s internal control.

• Evaluate the appropriateness of accounting policies used and the reasonableness of accounting estimates and related disclosures made by Executive Committee.

• Conclude on the appropriateness of Executive Committee’s use of the going concern basis of accounting and, based on the audit evidence obtained, whether a material uncertainty exists related to events or conditions that may cast significant doubt on the Association’s ability to continue as a going concern. If we conclude that a material uncertainty exists, we are required to draw attention in our auditor’s report to the related disclosures in the financial report or, if such disclosures are inadequate, to modify our opinion. Our conclusions are based on the audit evidence obtained up to the date of our auditor’s report. However, future events or conditions may cause the Association to cease to continue as a going concern.

• Evaluate the overall presentation, structure and content of the financial report, including the disclosures, and whether the financial report represents the underlying transactions and events in a manner that achieves fair presentation.

We communicate with those charged with governance regarding, among other matters, the planned scope and timing of the audit and significant audit findings, including any significant deficiencies in internal control that we identify during our audit.

PKF HACKETTS AUDIT

Cameron Bradley Partner

Date: 28 February 2018


SA

LDA – SP

EECH

& L

AN

GU

AG

E DE

VELO

PM

ENT A

USTR

ALIA

AN

NU

AL R

EPO

RT 2017

BRISBANE

33 Cubberla Street Fig Tree Pocket QLD 4069

TOWNSVILLE

Park Haven Medical Centre Level 1, Suite 1.06 5-7 Bayswater Road Hyde Park QLD 4812

ABN: 80 797 929 089

1300 881 763

[email protected]

www.salda.org.au

learning growing leading · our values we are child focussed, providing a safe and supportive...

Documents