Occupational Therapy and

Physiotherapy Services in

State Schools

Revised edition

1

APPENDIX 6

Contents Page

Purpose 3

1. Definitions 3

Occupational Therapy 3

Physiotherapy 3

Relationship between Occupational Therapy and Physiotherapy 3

2. Students 4

Identification and Prioritisation of Student Needs 4

3. Organisation of Departmental Services 5

Allocation 5

Components of the Occupational Therapy and/or Physiotherapy Services Provided 5

Determination of Workload 6

4. Industrial Issues 6

5. Ensuring Quality 6

Recruitment and Selection 7

Induction 7

Professional Training, Development and Support 7

Networks 7

Undergraduate Occupational Therapy and Physiotherapy Students 8

6. Management of Services 8

Line Management 8

Professional Supervision 8

7. Resources 9

Materials and Facilities 9

Administrative Support 9

8. Relationship between Department of Education and Training Occupational Therapy and 10

Physiotherapy Services and Other Providers

9. Responsibilities 10

10. Information sources 12

11. Contacts 12

© The State of Queensland (Department of Education and Training) 2015

Copyright protects this publication. Any inquiries should be directed to the Senior Legal Officer, Legal and Administrative Law Branch,

Department of Education and Training, PO Box 15033, City East, Q 4002

First published 1996 as 'Guidelines on the Role and Scope of Occupational Therapy and Physiotherapy Services'

First revised edition 1998, Second revised edition 2005, Third revised edition 2006, Fourth revised edition 2008, Fifth revised edition 2009,

Sixth revised edition 2011, Seventh revised edition 2012, Eighth revised edition 2014, Ninth revised edition 2015.

2

Purpose

The Department of Education and Training (DET) employs physiotherapists and occupational

therapists to support the educational achievement of students enrolled or registered in state

education facilities. The focus of the department's occupational therapy and physiotherapy services

is to enhance education programs and learning outcomes for students with physical, vision, hearing,

or speech-language impairment, intellectual disability and autism spectrum disorder.

This document provides direction for the role and scope of occupational therapy and physiotherapy

services in the department to ensure high quality organisation and service delivery.

1. Definitions

Occupational therapy

Occupational therapy services in the department aim to meet the specific needs of students with

disability that influence their occupational performance (i.e. what students need to do at school).

The purpose of DET occupational therapy services in state schools is to promote students' well-being,

participation and success in the daily occupations of school life, such as studying, playing and working.

Occupational therapists use specialised knowledge of the skills and abilities required for learning and

occupational performance at school (including movement and sensory, cognitive and psychosocial

skills), along with expertise in design of tasks, environments and equipment to deliver evidence­

informed strategies for occupational success. Services are delivered through collaboration and

embedding advice in curriculum activities and classroom routines to enhance learning engagement

and achievement.

Physiotherapy

Physiotherapy services in the department aim to meet the needs of students with disability who have

posture and movement disorders or delayed neuro-sensory motor development. Physiotherapy

services are delivered as part of the education program.

Physiotherapists use specialised knowledge of the body's movement abilities, senses, endurance and

fitness to promote student health, well-being, self-management and physical activity. This is

achieved through targeted assessment and the provision of recommendations for education

adjustments, equipment advice and/or environmental adaptations to enhance students' access,

participation and achievement of educational outcomes.

Relationship between occupational therapy and physiotherapy

Occupational therapy and physiotherapy are two distinct and different professions, with each

profession having specific expertise. Occupational therapy and physiotherapy services are

complementary but not interchangeable. Occupational therapists and physiotherapists work

collaboratively as part of the student's education team. While there are some commonalities in

philosophy and practices, occupational therapists and physiotherapists in the department undertake

specific and different roles (see Definitions).

3

2. Students

Departmental occupational therapy and/or physiotherapy services are focused on supporting

students' access and participation at school and facilitating achievement of educational goals.

Services may be available for:

a) students with a verified disability under the Education Adjustment Program

b) students with disability enrolled in special schools who are awaiting verification through the

Education Adjustment Program

c) students with disability enrolled in Prep who are awaiting verification through the Education

Adjustment Program

d) children who are registered for an early childhood development program or service.

Identification and prioritisation of student needs

Identification of students who may be eligible for occupational therapy and/or physiotherapy

services occurs in accordance with departmental policies and procedures related to students with

disability. This involves school, regional and statewide structures and processes. Schools have a role

in identifying individual students who may benefit from occupational therapy and/or physiotherapy

services and ensuring informed consent is obtained from the student, parent(s) and/or carer(s).

Regional and state processes assist with confirming eligibility, and providing organisation and

prioritisation of occupational therapy and physiotherapy services.

A statewide prioritisation process is available and includes the following factors which should be

considered in setting priorities for occupational therapy and/or physiotherapy:

(a) educational implications of the student's disability

(b) goals identified in the student's individualised planning process

(c) outcome of the occupational therapy and/or physiotherapy assessment

(d) health and safety of the student

(e) impact of critical stages on need for occupational therapy and/or physiotherapy services

(f) school concerns

(g) need for specialised equipment or environmental modification

(h) resources available (e.g. equipment, space, time available) and

(i) involvement of other agencies in providing occupational therapy and/or physiotherapy

services.

Schools have a role in the prioritisation of student needs through consultative school-based

structures and processes. For example, school-based student support committees and/or staff may

be involved in decisions about which students require referral for departmental occupational therapy

and physiotherapy services.

Prioritisation of services at the regional level occurs in conjunction with line managers, professional

supervisors, relevant regional officers and occupational therapists and physiotherapists.

4

3. Organisation of departmental services

Allocation

Occupational therapy and physiotherapy services within the department are funded from the State

budget and allocated to regions.

If schools choose to directly employ an occupational therapist or a physiotherapist on a temporary

basis using school-based funds, the relevant professional supervisor should be involved in

recruitment, selection and professional supervision to ensure a high quality workforce and education

outcomes through quality service delivery. Schools should also plan for resourcing and other factors

(e.g. professional development) that impact on the implementation of a quality occupational therapy

and/or physiotherapy service.

Components of the occupational therapy and/or physiotherapy services provided

Occupational therapists and physiotherapists undertake a wide range of activities to ensure a quality

service to students identified as requiring occupational therapy and/or physiotherapy services,

including:

(a) assessment of student needs

(b) support in the provision of adjustments including:

a. program planning, development, implementation and review,

b. curriculum planning with teachers

c. recommendations for instructional adjustments

(c) assessment, prescription and review of aids and equipment at schools and other locations to

support students' access to the education program

(d) consultation, collaboration and meetings with other members of the team

(e) writing reports, letters and other administrative activities

(f) involvement in the student's individualised planning process, including support at key

transitions in the student's education

(g) in-service training for others

(h) liaison with, and education for parents/carers

(i) professional training and development

(j) networking with other occupational therapists, physiotherapists, educators and agencies

(k) engaging in professional supervision and performance development

(I) involvement in community partnerships and liaison with external agencies and service

providers

(m) resource development

(n) research projects

(o) travel to provide services

(p) operational planning activities

(q) representing occupational therapy or physiotherapy in school-based committees and

(r) supervising occupational therapy and physiotherapy students from tertiary institutions and

work experience students.

A flexible and appropriate balance of direct service provision to students and schools, and activities

that support occupational therapy and/or physiotherapy services such as team meetings,

administrative tasks and liaison, should be incorporated into the organisation and planning of

services. Occupational therapists and physiotherapists are responsible for allocating adequate time

to perform this range of activities as all contribute to an efficient and effective occupational therapy

or physiotherapy service. Variations in the activities of occupational therapists and physiotherapists

5

will occur according to the needs of individual schools and students.

The range of activities undertaken by occupational therapists and physiotherapists does not include

rostered duties at base schools or general supervision of students in class, at sport or on school

camps or excursions.

Determination of workload

Workload refers to all activities required to provide an effective physiotherapy or occupational

therapy service. Determination of an appropriate workload should acknowledge the variety of tasks

required within the service provision process and the conditions of employment.

Workload of an individual occupational therapist or physiotherapist is dependent on factors such as:

(a) number of students

(b) number of facilities

(c) nature of the educational needs arising from the students' disability

(d) number of education teams across facilities, of which itinerant occupational therapists and

physiotherapists are required to be members

(e) requirements of the education teams e.g. level of knowledge and skill

(f) distance and travel time between facilities

(g) model and frequency of occupational therapy and/or physiotherapy service delivery and

(h) level of experience of the individual therapist.

Workload is determined by the occupational therapist and/or physiotherapist in conjunction with the

line manager and the relevant professional supervisor. Where the occupational therapist or

physiotherapist is working across facilities, negotiation regarding workload is the responsibility of the

line manager and relevant professional supervisor, in conjunction with relevant regional personnel.

Determination of workload is a complex process dependent on the issues identified above. There is

no ideal number of students to be serviced by an occupational therapist or physiotherapist. Provision

of an efficient and effective service is dependent on prioritising student needs, matching these with

the available resources and determining an appropriate model of service provision.

4. Industrial issues

Occupational therapists and physiotherapists are employed as public service personnel. They are

engaged under the Public Service Award - State and operate under different working conditions to

teachers. Occupational therapists and physiotherapists may be employed as part-time or full-time

employees, and may be employed on a permanent or specified term basis.

5. Ensuring quality

The appointment of suitably qualified personnel who demonstrate the key capabilities of

departmental occupational therapy or physiotherapy positions contributes to the capacity and

quality of occupational therapy and physiotherapy services. Provision of induction, ongoing

professional development, training, support and professional supervision is essential.

6

Recruitment and selection

Human Resources personnel are responsible for the coordination of recruitment and selection

processes for occupational therapists and physiotherapists. The line manager, relevant professional

supervisor and/or an occupational therapist or physiotherapist designated by the professional

supervisor should be involved in recruitment and selection of occupational therapists and

physiotherapists to ensure that personnel with appropriate qualification, expertise and

competencies are selected. Recruitment may occur through a regional or statewide process.

Induction

Induction of newly-appointed occupational therapists or physiotherapists should occur as soon as

possible after appointment and is the responsibility of the line managers in conjunction with the

relevant professional supervisor. Induction may involve local, regional and statewide personnel.

Formalised regional and/or school-based induction is the responsibility of the line manager.

Formalised, profession-specific induction is the responsibility of the designated professional

supervisor. In addition to consolidating specific physiotherapy or occupational therapy skills, newly­

appointed therapists need to learn about the education setting and working as a member of the

education team.

Professional training, development and support

Occupational therapists and physiotherapists have a professional responsibility to participate in

ongoing training and development activities to ensure knowledge, skills and professional

competence are up to date in accordance with Australian Health Practitioner Regulation Agency

requirements. This is supported by the department through the Developing Performance Framework

which assists occupational therapists and physiotherapists to plan and engage in relevant training

and development activities. These activities may be formal, such as participation in workshops and

seminars, or less formal, such as accessing peer support for knowledge sharing or mentoring.

It is the responsibility of the relevant professional supervisors to identify the need for, advocate for

and assist in developing strategies for occupational therapists and physiotherapists to access

profession-specific training, development and support.

It is the responsibility of the Senior Occupational Therapists and Senior Physiotherapists based in

schools to provide professional development and collegial support to occupational therapists and

physiotherapists. This responsibility is undertaken in collaboration with the relevant professional

supervisors.

It is the responsibility of the line manager to support occupational therapists' and physiotherapists'

participation in appropriate and ongoing professional training, development and support in line with

departmental policy.

Cross-regional or statewide training and development activities may be necessary since occupational

therapists and physiotherapists constitute small professional groups within the department.

Networks

Occupational therapists and physiotherapists may work in isolation from their professional peers.

Schools, regions and statewide structures should foster and maintain appropriate networks.

7

Occupational therapy and physiotherapy networks are essential to:

(a) enhance quality services

(b) provide professional support and

(c) provide opportunities for profession-specific training and development.

Undergraduate occupational therapy and physiotherapy students

The Department of Education and Training contributes to the training of occupational therapy and

physiotherapy students to foster the development of the additional skills required to work in

education settings. This contribution may include the supervision of occupational therapy and

physiotherapy students during clinical placements within education settings, involvement in the

undergraduate course and participation in research projects.

The supervising occupational therapists and physiotherapists or their delegates are responsible for

ongoing liaison with tertiary institutions, regarding occupational therapy and physiotherapy student

training.

6. Management of occupational therapy and physiotherapy services

Regional personnel should ensure the management of occupational therapy and physiotherapy

services by nominating line managers and establishing a process for the coordination of services

across regions. The process used to nominate line managers should include consultation with

relevant stakeholders.

Line management

The line manager is responsible for the local organisation of occupational therapy and physiotherapy

services and for ensuring access to appropriate resources. The line manager is generally the

administrator at the base location, liaising regularly with the occupational therapist or

physiotherapist. Where occupational therapists and physiotherapists work across a number of

facilities, the line manager collaborates with personnel in all facilities serviced, to ensure access to

adequate resources for service delivery.

The line manager works collaboratively with the professional supervisor. Contact should occur

regularly as well as when profession-specific issues arise.

Where an occupational therapist or physiotherapist provides services across regions, inter-regional

consultation should occur with the assistance of the line manager, relevant regional manager or

Principal Education Officer (Student Services) and the professional supervisor.

Line management of occupational therapy and physiotherapy professional supervisors is provided

within the region in which they are based.

Professional supervision

Profession-specific supervision and monitoring is a requirement of the department in accordance

with the Queensland Cabinet Decision no. 56998 3 July 1989 that permitted employment of

occupational therapists and physiotherapists in the department. Profession-specific supervision

ensures appropriate monitoring and quality control of departmental occupational therapy and

physiotherapy services.

8

The professional supervisors based in regions provide ongoing professional superv1s1on of

occupational therapists and physiotherapists employed by the department to work in schools.

Professional supervision includes profession-specific support to occupational therapists and

physiotherapists, quality assurance activities, identification of and assistance with training and

development needs, and contribution to performance appraisal and the developing performance

process. Professional supervision can assist an occupational therapist or a physiotherapist to identify

his or her own support needs in addition to identifying how that support may be provided.

As part of the professional supervision process, the supervisor should work collaboratively with the

line manager/other regional personnel and other departmental occupational therapy or

physiotherapy personnel designated to provide professional support.

7. Resources

Materials and facilities

Occupational therapy and/or physiotherapy services should be identified within the appropriate

resourcing processes at central, regional and school levels. These processes should identify and

prioritise how funds will be provided for:

(a) travel (remuneration should be in accordance with departmental policy)

(b) facility costs including office space and ICT resources and

(c) provision of specialist equipment to individual students as identified by the physiotherapist

or occupational therapist.

Specific-purpose grants are provided each year to support the provision of occupational therapy

and/or physiotherapy services in all locations serviced. These grants are allocated to regions and

schools and are provided to cover additional costs to those outlined above. These additional costs

may arise from the need to purchase profession-specific resources such as copyrighted assessment

forms, assessment materials, stock and requisites and to participate in training and development

activities.

To facilitate an effective and appropriate service, the line manager in collaboration with the

occupational therapist and/or physiotherapist, should provide access to funding for occupational

therapy and/or physiotherapy services.

Occupational therapists and physiotherapists require adequate facilities for therapy assessment and

program implementation in all locations serviced. Where required, access to office space, facilities

for storage of resources and filing of confidential information, ICT resources (telephone, photocopier,

scanner, computer, internet access) and consumable materials for the production of resources and

administration, should be negotiated with the administrator in each location.

Administrative support

Administrative support will be required at the base location and other facilities serviced by the

occupational therapist or physiotherapist. It is the responsibility of the line manager to negotiate

how this administrative support will be provided at the base school.

Principals or their delegates in facilities receiving occupational therapy or physiotherapy services

should establish processes to assist in the implementation of occupational therapy and/or

physiotherapy programs. These processes may include allocation of time for collaborative planning

9

among team members and flexible time-tabling of teacher aide or volunteer time.

B. Relationship between departmental occupational therapy and

physiotherapy services and other providers

Occupational therapy and physiotherapy services to children and young people in Queensland are

provided by a number of government agencies, non-government agencies and private practitioners.

To ensure collaborative and coordinated service delivery, school personnel involved with students

with disability should identify the range and scope of occupational therapy and/or physiotherapy

services provided by private providers and/or agencies and departments, other than the Department

of Education and Training. These external service providers may be involved in: • sole provision of occupational therapy and/or physiotherapy services to students or• provision of occupational therapy and/or physiotherapy services which complement

occupational therapy and/or physiotherapy services provided by the department.

Personnel at all levels are responsible for communication between departmental occupational

therapy and/or physiotherapy services and other service providers, in order to ensure an effective

and efficient service.

The Department of Education and Training is responsible for the professional supervision of

therapists providing school-purchased therapy services. The department is not responsible for the

professional supervision of occupational therapists and physiotherapists employed by other service

providers.

9. Responsibilities

School-based Occupational Therapists and Physiotherapists are responsible for:

(a) providing occupational therapy and/or physiotherapy services to the designated target group

(b) identifying, assessing and implementing occupational therapy and/or physiotherapyprograms for students in the designated target group

(c) providing a consultative and resource service to teachers, parents and/or carers and other

members of the education team

(d) assuming responsibility for the documentation of student data and service information which

aligns with departmental Information Management policy

(e) sharing occupational therapy and/or physiotherapy models, practices and resources with

other occupational therapists and/or physiotherapists within the department

(f) monitoring and reviewing occupational therapy and/or physiotherapy services across

designated education facilities in consultation with the relevant professional supervisor

(g) participating as a team member in the provision of occupational therapy and/orphysiotherapy services to achieve established goals and objectives

(h) contributing to and participating in professional development and supervision activities to

develop and maintain levels of relevant knowledge and skills(i) consulting with the line manager and professional supervisor regarding administration

procedures relating to the occupational therapy and/or physiotherapy service

(j) participating in specialised projects and research activities in consultation with the relevant

professional supervisor and

(k) supervising occupational therapy and/or physiotherapy student placements in consultation

with the relevant professional supervisor.

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Senior Occupational Therapists and Senior Physiotherapists based in schools have responsibilities in addition to those outlined above, including:

(a) providing collegial support to occupational therapists and physiotherapists for theachievement of quality educational outcomes in schools

(b) providing professional development and training to occupational therapists andphysiotherapists including planning, conducting and evaluating professional developmentand training activities (regional and statewide activities may be included)

(c) participating in specialised initiatives, projects and research activities in consultation with therelevant professional supervisor and

(d) representing the department at a variety of forums and/or conferences on best practices andissues related to departmental occupational therapy or physiotherapy services, whererelevant.

line managers are responsible for: (a) the administration and monitoring of the occupational therapy and/or physiotherapy service(b) supporting occupational therapists and/or physiotherapists as members of the education

team to provide services to students with disability(c) following statewide procedures for the identification and prioritisation of student needs for

occupational therapy and/or physiotherapy services(d) supporting networks that involve occupational therapists and/or physiotherapists(e) facilitating access to relevant professional development for occupational therapists and/or

physiotherapists(f) providing access to funding for the occupational therapy and/or physiotherapy service(g) liaising with the relevant professional supervisor regarding professional issues for

occupational therapists and physiotherapists and(h) providing local induction for occupational therapists and physiotherapists.

Senior Advisors-Occupational Therapy/ Senior Occupational Therapy Officers and the Senior

Advisors -Physiotherapy/ Senior Physiotherapy Officers are responsible for: (a) professional supervision of occupational therapists and physiotherapists(b) planning the management of policies to ensure the provision of quality occupational therapy

and physiotherapy services to students with disability, in collaboration with relevant regionaland central office personnel

(c) coordinating and monitoring departmental occupational therapy and physiotherapy servicesin regions and statewide in collaboration with relevant regional and central office personnel

(d) liaising with line managers regarding occupational therapy and physiotherapy services(e) liaising with regional personnel to allocate occupational therapy and physiotherapy

resourcing within regions(f) contributing to the recruitment, selection and induction of occupational therapists and

physiotherapists(g) identifying the need for, advocating for, and assisting occupational therapists and

physiotherapists to access relevant professional training, development and support(h) promoting the role of occupational therapy and physiotherapy services in the provision of

quality education for students with disability(i) providing professional leadership and advocacy for occupational therapy and physiotherapy

services and

(j) providing advice on matters pertaining to occupational therapy and physiotherapy services,communicating with committees, other service providers, professional associations,educational and tertiary institutions and community representatives.

11

Regional management team members, including occupational therapy and physiotherapy

professional supervisors, are responsible for:

(a) establishing a process for the coordination and distribution of occupational therapy and/or

physiotherapy services in regions

(b) ensuring that a regional process is developed and followed for identification and prioritisation of

students who may be eligible for occupational therapy and/or physiotherapy services

(c) representing each region's requirement for occupational therapy and/or physiotherapy services

in the statewide allocation process

(d) establishing a process for determining base locations and line management for occupational

therapists and physiotherapists

(e) collaborating with the professional supervisors in the recruitment, selection and appointment of

appropriate occupational therapists and physiotherapists

(f) providing human resource advice and services to occupational therapists and physiotherapists

(g) establishing a process for the identification of, and negotiation with, occupational therapy and

physiotherapy service providers external to the department and

(h) supporting other professional supervisors in the department.

The Principal Advisor-Therapies has responsibility to provide an organisational structure and

strategic direction that assists the department and schools to meet their responsibilities for students

with disability, including the provision of occupational therapy and/or physiotherapy services, by:

(a) providing advice to central office branches and units, regions, schools and other service providers

regarding departmental occupational therapy and physiotherapy services including strategic and

operational human resources issues

(b) advocating, promoting and developing occupational therapy and physiotherapy services within

an inclusive education framework and influencing ongoing reform through innovative and

effective practice to achieve departmental priorities

(c) establishing performance and accountability frameworks, including indicators, measures and

reporting regimes related to occupational therapy and physiotherapy services and

(d) implementing, managing and monitoring the career progression and clinical advancement

scheme for therapists within State Schools Division.

10. Information sources

Queensland Cabinet Decision no. 56998

Role Descriptions: Occupational Therapist (P02/P03), Physiotherapist (P02/P03)

Senior Occupational Therapist (P04), Senior Physiotherapist (P04)

Senior Occupational Therapy Officer (P04), Senior Physiotherapy Officer (P04)

Senior Advisor - Occupational Therapy (POS), Senior Advisor - Physiotherapy (POS)

Principal Advisor-Therapies (P06)

Public Service Act 2008

11. Contacts

People requiring further information about occupational therapy services or physiotherapy services

in state schools are invited to contact the occupational therapy professional supervisor, the

physiotherapy professional supervisor, or the relevant regional manager at the department's

regional office.

12

©The State of Queensland (Department of Education and Training) 2009

First published 1996 as Guidelines for Speecl>--fanguage Therapy Services

Revised edition 1998 as SM10 • Speech-language Therapy Services in Stale Schools

1

& Queensland Government

Speech-Language Therapy Services

in State Schools

Revised Edition

2010

2 � Queensland Government

Contents

1. Introduction

1.1. Definitions

1.2. Focus of speech-language therapy services

2. Students

2.1. Eligible students

2.2. Students with special needs in communication

3. Principles underpinning speech-language therapy in education

3.1. Inclusive education

3.2. Speech-language therapy practice in education

3.3. Profession specific role

4. Ensuring quality speech-language therapy services

4.1. Resources

4.2. Budget

4.3. Range of work activities

4.4. Workload management

4.5. Workforce capacity

4.6. Service evaluation

5. Industrial issues

6. Responsibilities

6.1. Responsibilities of speech-language pathologists

6.2. Responsibilities of Senior Speech-Language Pathologists based in schools

6.3. Responsibilities of principals

6.4. Responsibilities of line managers

6.5. Responsibilities of regional senior speech-language pathologists

6.6. Responsibilities of Senior Advisors - Speech-Language Therapy

6.7. Responsibilities of Regional Directors

6.8. Responsibilities of advisers in speech-language therapy

6.9. Responsibilities of the Principal Advisor - Speech-Language Therapy

7. Information sources

3� Queensland Government

1. Introduction

The Department of Education and Training (DET, the department) provides speech-language

therapy services to students enrolled in State education institutions or children registered for Early

Childhood Development Programs and services through the employment of speech-language

pathologists. The department is committed to the provision of speech-language therapy services

for students with special needs in communication. These services are delivered as part of the

educational program and are directed towards educational outcomes.

This document provides guidelines for the provision of speech-language therapy services in state

education. It includes information about students who may access services, the management of

speech-language therapy services within the department, and roles and responsibilities of

departmental staff in relation to speech-language therapy services.

1.1 Definitions

Speech-language pathologists

Professionals who specialise in disorders of communication and oro-motor functioning. Speech­

language pathologists are also called speech therapists, speech-language therapists or speech

pathologists in contexts other than Queensland state schools. According to the Competency-based

Occupational Standards (CBOS) for Speech Pathologists (Speech Pathology Australia, 2001) the

speech pathology profession upholds the rights of individuals to possess effective communication

and oro-motor functioning.

http://www.speechpathologyaustralia.org.au/library/CBOS%20Entry%20Level%202001.pdf

Speech-language therapy services

Speech-language therapy (SL T) services can support individuals with difficulties in the

areas of language, speech, voice, fluency, oro-motor functioning, or complex

communication needs. The department is one of a range of providers delivering SL T

services for children in Queensland. Services may be provided by a range of government

and non-government agencies and private providers. This document only refers to those

services provided by the department.

4

e Queensland Government

Communication

The act of conveying meaning (e.g. information, experiences, ideas, knowledge and

feelings) from one person to another to create a shared understanding, using a wide range

of systems and methods. Communication most commonly refers to talking and listening,

but also includes signing, gesturing, using communication aids (such as speech generating

devices), reading and writing.

Oro-motor functioning

Movement of the muscles of the mouth for eating and drinking, and for producing speech

sounds for talking. This also includes saliva control and oro-facial muscle tone.

Special needs in communication (SNIC)

Difficulties in talking and/or understanding for learning and relating to others. For the

purposes of this document, the term special needs in communication will also encompass

special needs in oro-motor functioning.

1.2 Focus of speech-language therapy services

Speech-language pathologists in the department work as part of the educational team to maximise

students' access, participation and achievement of competencies in interpersonal communication,

literacy, numeracy and key learning areas. Speech-language therapy services support students'

educational outcomes by focusing on the essential foundation areas of language, speech, voice,

fluency and oro-motor functioning, where these impact on learning, particularly for those students

with special needs in communication.

Speech-language therapy services in state schools include assessment, diagnosis, intervention,

evaluation, consultation, liaison, advocacy, in-service training, community education and research.

Speech-language therapy services also incorporate management, supervision and support, and

quality assurance specific to the professional services; statewide support to regions to meet

specific professional development and resource development needs; and the development of

procedures and guidelines.

,& Queensland Government

2. Students

2.1 Eligible students

The students who may access speech-language therapy services in the department are those with

special needs in communication who are experiencing barriers to learning. These students require

assistance to develop competencies in the areas of interpersonal communication, learning and

literacy. Students with special needs in communication may have difficulties in any of the following:

• learning at school;

• understanding, requesting and expressing information;

• relating to teachers and peers;

• reading and writing;

• expressing needs, abilities and interests;

• participating in group activities;

• developing a positive self-concept; or

• using appropriate behaviour.

A student's special needs in communication may be apparent prior to schooling or may not be

identified until later in schooling when learning, literacy and social skills do not develop as

expected. Due to the central role of communication in learning, literacy and interpersonal

relationships, even relatively minor special needs in communication can have a significant impact

on student participation and curriculum achievements.

2.2 Students with special needs in communication

Students with special needs in communication include:

• those who experience difficulties in communication due to factors such as delayed

development, limited opportunity to communicate, a mismatch between the language,

dialect or communication style used at home and at school, and many other factors;

• those who experience disabilities in communication due to significant developmental

factors, the presence of impairment (speech-language, physical, hearing, vision,

intellectual or multiple areas, or autistic spectrum disorders), other significant special needs

(e.g. in areas of attention or memory), and many other factors; or

• those who experience disabilities in ore-motor functioning, including eating, drinking,

swallowing, saliva control and speaking.

6� Queensland Government

3. Principles underpinning speech-language therapy in education

3.1 Inclusive education

Speech-language therapy in education is based on inclusive education principles consistent with

the department's policy CRP-PR-009 Inclusive Education.

http://iwww.qed.qld.gov.au/strategic/eppr/curriculum/crppr009/

Inclusive education reflects the values, ethos and culture of a state education system committed to

enhancing equitable educational opportunities and improved outcomes for all students. It requires

that schools support all students, recognise diversity of individuals and groups, maximise

educational and social outcomes, and contribute to shaping a just, equitable and democratic global

society.

3.2 Speech-language therapy practice in education

Speech-language therapy practice in education is characterised by:

• promoting inclusion of students;

• practicing collaboratively;

• working in partnership with others;

• understanding the educational context;

• enabling students' learning;

• enabling participation of students across the curriculum and in the decision making

processes in schools; and

• supporting students to exercise the right to freedom of expression and opinion, including

the freedom to seek, receive and impart information and ideas.

3.3 Profession specific role

Speech-language pathologists have specialist knowledge in linguistics' and communication. The

involvement of the speech-language pathologist in spoken and written language programming can

enhance educational outcomes for all students, particularly those who have special needs in

communication. Working collaboratively with other school staff, the speech-language pathologist

can contribute to whole school intervention for improvement in literacy and numeracy.

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Speech-language pathologists, as members of the educational team, contribute to determining

needs and appropriately targeted interventions for students with special needs in communication.

This entails maintaining a therapeutic focus while contributing to student outcomes.

Speech-language pathologists diagnose disorders of speech and/or language, communication

disabilities and oro-motor disabilities in students, and provide speech-language therapy

intervention.

4. Ensuring quality speech-language therapy services

Quality speech-language therapy services that maximise educational outcomes for students are

dependent upon resources, processes and structures that support the professional standards,

efficiency and effectiveness of speech-language therapy services.

4.1 Resources

An appropriate speech-language therapy service requires adequate resources and facilities.

At the base location, speech-language pathologists should have:

• ready access to adequately maintained office space; facilities for storage of resources and

filing of confidential information; access to telephone (including outgoing calls to National

and mobile numbers), photocopier and fax; ready access to computer, departmental

intranet and internet; consumable materials for production of programs and administration;

and funding for profession-specific resources including assessment materials, equipment

and program resources.

In every school where services are provided, speech-language pathologists should negotiate:

• access to an appropriate, quiet room and telephone for the duration of their visit, some

storage space (e.g. a cupboard) and resource support for student programs as deemed

appropriate (e.g. photocopying, expendable materials).

Schools can maximise students' educational outcomes by establishing processes for collaborative

program planning by the speech-language pathologist, teachers and other education team

members including parents (e.g. arranging non-contact time for teachers to meet with speech­

language pathologists). Schools may support the implementation of speech-language therapy

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programs through the allocation of teacher aide or volunteer time, including sufficient time for

training of personnel.

4.2 Budget

Speech-language therapy services may be identified in one or several funding programs, for

example, funding linked to students with disabilities, the student support resourcing model, or other

initiatives.

The speech-language therapy service requires resourcing processes at central, regional and

school levels to identify, negotiate, and prioritise how funds will be provided for:

• travel costs;

• facilities costs (e.g. information technology, utilities and general maintenance);

• administrative costs (e.g. photocopying and administrative support);

• professional costs (e.g. training and development);

• educational materials for students (e.g. games, toys and books); and

• specialist materials and equipment (e.g. commercial assessment and programming

materials, communication software and devices).

The Regional Allocated Specialist Support Staff Resource Grant for speech-language pathologists

is paid each semester through Central Office to a designated location. These funds are to support

the provision of the speech-language therapy service, specifically for annual stock and requisites,

petty cash, equipment and materials for speech-language pathologists.

http://education.qld.qov.au/finance/qrants/fund/qarp/html/lst.html

Schools that provide a base location for itinerant staff also receive a School Based Itinerant Staff

Operational Grant to assist the school to meet operational costs including telephone, photocopying,

postage, access to technology, administrative assistance, utilities and professional development

and training. http://ed ucation .qld .gov. au/finance/grants/fund/garp/htm 1/itin .html

The department meets the costs of travel associated with the delivery of speech-language therapy

services through the payment of a travel allowance or by providing access to a government vehicle

or by other negotiated means.

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4.3 Range of work activities

Speech-language pathologists undertake a wide range of activities to ensure a quality service to

students with special needs in communication. The full range of activities should be incorporated

into the organisation of the speech-language therapy service. These activities include:

• direct services to students (e.g. diagnostic and review assessments of individual students,

therapy with students, teaching the use of augmentative and alternative communication

(AAC) systems);

• indirect services to students (e.g. therapy program planning, collaborating with teachers

and other personnel, training of others for program implementation, resource development,

parent interviews, involvement in the Education Adjustment Program or developing

individual support plans, prescription and review of communication devices, report writing);

• services to schools (e.g. training of staff to screen the communication abilities of students;

participation in curriculum planning, developing resources and funding submissions for

school resources; developing school-based programs); and

• service management and accountability (e.g. negotiating services with schools, travel,

strategic planning and networking, service data collection, involvement in professional

supervision, research projects, networking with other speech-language pathologists,

educators and agencies, supervision of speech-language pathology students from tertiary

institutions, and professional development training and development).

The range of activities undertaken by speech-language pathologists does not include rostered

bus/taxi or playground duties or general supervision of students in class, at sport or on school

camps or excursions. Speech-language pathologists have a duty of care for students while they

are receiving speech-language therapy services.

4.4 Workload management

Workload management is a complex process and is not simply about the number of students

serviced. Workload refers to the full range of activities required to provide an effective speech­

language therapy service. There is also a range of issues that may impact on the management of

an individual workload which includes but is not limited to:

• the speech-language pathologist's available time across all facilities;

• number of students with special needs in communication;

• range of communication needs amongst students;

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• the nature of the educational needs arising from the communication needs;

• other needs of students (e.g. other impairments);

• number of facilities assigned to the individual speech-language pathologist;

• range of educational facilities;

• distance and time for travel;

• model and frequency of service delivery used;

• time required for administration and resource preparation;

• time required for the maintenance of expertise through specialist training and development;

and

• level of expertise in working as a speech-language pathologist within an educational

context.

Negotiation of an appropriate workload should acknowledge the identified issues, the variety of

tasks required and the conditions of employment. Provision of an efficient and effective service

should be determined by the speech-language pathologist in conjunction with the line manager,

the relevant professional supervisor and the other members of the educational team.

The flexible use of out of school hours (including school vacations) assists the management of

workload demands and ensures a responsive service while maximising the time available during

school hours for interaction with students. This flexibility is managed through the application of the

accumulated days off arrangements for School Support Staff.

4.5 Workforce capacity

The appointment of suitably qualified personnel and the ongoing provision of support and

professional development contribute to workforce capacity to provide a quality speech-language

therapy service. The department's Developing Performance Framework (2007) provides a

comprehensive model for planning and providing such training, development and support.

http://education.qld.gov.au/staff/developmenUperformance/

This includes:

• induction for newly appointed speech-language pathologists, who in addition to

consolidating specific speech-language therapy skills, need to learn about the educational

setting and working as a member of the educational team;

• support for newly graduated employees who need to 'reframe' their practice to an

educational context;

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• professional supervision provided by the regional senior speech-language pathologists,

which may include quality assurance activities, and identification of and assistance with

training and development needs;

• professional training, development and support opportunities to maintain professional

competence and improve and update knowledge and skills;

• participation in profession-specific and broad educational networks within local areas and

across the State; and

• ongoing liaison with tertiary institutions, with regard to speech-language pathology student

training.

4.6 Service evaluation

The department's speech-language therapy services in state schools are evaluated through:

• activities within and across schools conducted by speech-language pathologists;

• professional supervision of speech-language pathologists;

• ongoing monitoring of speech-language pathologists' training and development;

• specific quality assurance practices based on identified needs;

• involvement and reporting within the annual operational plans of schools; and

• statewide reporting on the speech-language therapy service.

Indicators of a quality speech-language therapy service in the department include:

• ongoing support for quality assurance practices including research that develop, review

and evaluate the components of speech-language therapy service provision;

• measured improvement in outcomes for students with special needs in communication;

• curriculum that is responsive to the educational needs of students with special needs in

communication through the involvement of speech-language pathologists in school

planning;

• service planning, implementation and management that meet professional standards and

ensure the efficiency and effectiveness of speech-language therapy services;

• effective provision and use of human and material resources for efficient and appropriate

speech-language therapy services to students;

• departmental personnel, parents/carers and others are skilled and informed about speech­

language therapy services; and

• appropriate professional supervision, development and training provided to speech­

language pathologists.

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5. Industrial issues

Speech-language pathologists are employed by the department as public servants. They are

employed under the Public Service Award - State (2003). Speech-language pathologists may be

employed as part-time or full-time employees, and may be employed on a permanent or specified

term basis.

http://team.oneportal.deta.qld.gov.au/sites/wre/Awards/Public%20Service%20Award%20-

%20State.pdf

Most speech-language pathologists are itinerant school-based public servants providing services

to a number of schools within an area. Travel time from the speech-language pathologist's base to

other schools occurs during work hours.

6. Responsibilities

A quality speech-language therapy service appropriate to students' needs is the shared

responsibility of speech-language pathologists, schools, regions, Central Office, and other service

providers. Collaborative relationships with families, communities and other government agencies

are essential.

6.1 Responsibilities of speech-language pathologists

Speech-language pathologists:

• provide quality speech-language therapy services to designated schools;

• deliver best practice assessment, program planning, intervention and monitoring

strategies;

• participate as a team member supporting students with special needs in communication to

maximise their educational participation, achievement and outcomes;

• utilise and support established regional processes that align with statewide procedures for

the identification of student needs and the provision of speech-language therapy services

as outlined in Priorities in Speech-Language Therapy Services in State Schools (2002);

• collaborate with speech-language pathologists from all agencies involved with a student to

achieve optimal educational outcomes; assist other members of the team, including

teachers and teacher aides, to develop knowledge and skills to support students with

special needs in communication;

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• consult with line managers, regional senior speech-language pathologists and relevant

school and region staff regarding provision of flexible and responsive speech-language

therapy services;

• allocate adequate time and resources to ongoing development of professional knowledge

and skills in contemporary school-based speech-language therapy practice;

• promote proficient language, speech, voice, fluency and oro-motor functioning as key

student outcome areas underlying essential learnings for all students;

• liaise with other providers of speech-language therapy services including other

government departments, non-government organisations and private practitioners; and

• execute duties in accordance with the department's position description of speech­

language pathologist or senior speech-language pathologist, and the Code of Conduct.

6.2 Responsibilities of Senior Speech-Language Pathologists based in schools

In addition to the responsibilities outlined above, the Senior Speech-Language Pathologists based

in schools:

• provide collegial support to speech-language pathologists; and

• provide professional development to speech-language pathologists.

6.3 Responsibilities of principals in relation to the provision of speech-language

therapy services

Principals (or delegate):

• support established regional processes for the identification of student needs and the

provision of speech-language therapy services as outlined in Priorities in Speech­

Language Therapy Services in State Schools (2002);

• provide access to adequate resources at the school to support efficient and effective

speech-language therapy service provision;

• support speech-language pathologists' involvement in relevant school processes,

including the coordination of services to students with special needs in communication;

and

• collaborate with regional senior speech-language pathologists when utilising school funds

for contracting additional non-departmental speech-language therapy services in schools,

to ensure a quality and coordinated service.

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6.4 Responsibilities of line managers of speech-language pathologists

Line managers:

• administer, organise, monitor and support speech-language pathologists and local

speech-language therapy services;

manage the accumulated days off arrangements for enhanced service delivery;

• provide funding, resources and administrative assistance to support speech-language

therapy services;

• collaborate with personnel in all facilities serviced by speech-language pathologists to

ensure access to adequate resources across sites to support service provision;

• provide speech-language pathologists with timely access to relevant school, regional and

systemic information;

• enable access to relevant induction, training, professional development and networking

activities; and

• collaborate regularly with the regional senior speech-language pathologist regarding

professional issues for speech-language pathologists, such as recruitment and selection,

supervision, professional development, workload management and professional resources.

6.5 Responsibilities of regional senior speech-language pathologists

Regional senior speech-language pathologists may be either a Senior Advisor - Speech­

Language Therapy or a Speech-Language Pathologist-in-Charge. Regional senior speech­

language pathologists:

• provide leadership, advocacy, and professional supervision and support to speech­

language pathologists;

• collaborate with relevant staff to coordinate and monitor implementation of speech­

language therapy services, and relevant policies and procedures at school, regional and

statewide levels;

• establish and support strategies that promote quality speech-language therapy services,

including induction, professional development and training, networking and information

sharing for speech-language pathologists;

• consult with relevant school and regional staff to manage the attraction, recruitment and

selection, and retention of speech-language pathologists with the required competencies;

• promote evidence-based practice, quality assurance and research relevant to speech­

language therapy services in schools;

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• advocate for, and promote, system-wide speech-language therapy services, procedures

and resources to support students with special needs in communication;

• liaise with government and non-government service providers, professional associations,

educational and tertiary institutions, and other community stakeholders to develop

relationships that support quality speech-language therapy services to students in state

schools;

• collaborate with other regional senior speech-language pathologists and the Principal

Advisor - Speech-Language Therapy in the provision of strategic expert advice on issues

relating to the provision, delivery and enhancement of speech-language therapy services

within state schools;

• contribute to regional committees to determine needs-based resourcing; and

• collaborate with regional personnel to distribute speech-language therapy services to

schools across the region.

6.6 Responsibilities of Senior Advisors - Speech-Language Therapy

In addition to the responsibilities outlined above, the Senior Advisers - Speech-Language Therapy:

• contribute by active involvement in designated regional teams and committees, to the

identification and determination of the strategic direction, program priorities and needs

based resourcing of speech-language therapy services in the region.

6.7 Responsibilities of Regional Directors

Regional Directors (or delegate):

• ensure the provision of efficient, effective and accountable speech-language therapy

services in the region through collaboration with relevant regional staff, the regional senior

speech-language pathologist, and the Principal Advisor - Speech-Language Therapy;

• ensure appropriate base locations and line management for speech-language therapy

services through collaboration with the regional senior speech-language pathologist and

relevant school and regional staff;

• manage access to and coordination of funding for travel, resources and facilities for

speech-language therapy services across the region;

• provide line management, direction and support to the regional senior speech-language

pathologists, including timely access to regional and systemic information, and access to

regional networks and professional development opportunities; and

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• facilitate recruitment and induction of the regional senior speech-language pathologists in

consultation with the Principal Advisor - Speech-Language Therapy.

6.8 Responsibilities of advisers in speech-language therapy

Speech-Language Therapy Advisers or Senior Speech-Language Pathologists in the Disability

Services Support Unit, Student Services Branch:

• provide professional support for speech-language pathologists, in collaboration with

regional senior speech-language pathologists;

• plan, deliver and evaluate professional training and development services for speech­

language pathologists and regional senior speech-language pathologists; and

• contribute to research, development, maintenance, review and implementation of specialist

speech-language therapy resources and publications to support quality speech-language

therapy services across the department.

6.9 Responsibilities of the Principal Advisor - Speech-Language Therapy

Principal Advisor - Speech-Language Therapy, Disability Services Support Unit, Student Services

Branch:

• provides strategic leadership for speech-language therapy services statewide;

• provides expert advice to key stakeholders on all issues relating to speech-language

therapy services;

• initiates, leads and manages teams and projects designed to focus speech-language

therapy resources on achieving the departmental inclusive education priorities;

• advocates for, promotes and develops system-wide speech-language therapy services,

processes and resources to support students with special needs in communication;

• coordinates the identification of emerging issues in the provision of speech-language

therapy services within Education Queensland;

• establishes performance and accountability frameworks, including indicators, measures

and reporting regimes related to speech-language therapy services;

• represents the department in a variety of forums and liaises with relevant agencies and

stakeholders on issues relating to inclusive education and speech-language therapy

services;

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• provides professional leadership and support to the regional senior speech-language

pathologists to facilitate effective implementation of policies and procedures regarding

speech-language therapy services;

• provides professional supervision and support to speech-language pathologists based

within the Disability Services Support Unit;

• contributes to the development of statewide policies and standards relating to the

employment of speech-language pathologists in the department, in collaboration with

personnel from Human Resources Branch in Central Office; and

• monitors and reviews the implementation of these guidelines, outlined in this document,

throughout the department.

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7. Information sources

American Speech-Language-Hearing Association 2002, 'A workload analysis approach for

establishing speech-language caseload standards in the school: Position statement', ASHA Desk

Reference (Vol 3), Rockville, USA.

Department of Education, Training and the Arts 2007, Developing Performance Framework, The

State of Queensland (Department of Education) (online).

http://education.qld.gov.au/staff/development/performance/ [accessed June 2008].

Department of Education, Training and the Arts 2008, Regional Allocated Specialist Support Staff

Resource Grants (online). http://education.qld.gov.au/finance/grants/fund/garp/html/lst.html

Department of Education 1998, School Based Itinerant Staff Operational Grant (online).

http://education.qld.gov.au/finance/grants/fund/garp/html/itin.html

Education Queensland 2005, Inclusive Education Statement (online).

http://education.qld.gov.au/studentservices/learning/docs/inclusedstatement2005.pdf

Education Queensland 2002, Priorities in Speech-Language Therapy Services in State Schools,

The State of Queensland (Department of Education).

Position Descriptions: Speech-Language Pathologist (P02-P03); Senior Speech-Language

Pathologist (P04); Speech-Language Pathologist-in-Charge; Senior Advisor - Speech-Language

Therapy; Speech-Language Therapy Adviser; Principal Advisor - Speech-Language Therapy.

Public Service Act 2008.

Public Service Regulation 2008.

Speech Pathology Australia 2001, Competency-Based Occupational Standards for Speech

Pathologists, The Speech Pathology Association of Australia Ltd, Melbourne (online).

http://www.speechpathologyaustralia.org.au/library/CBOS%20Entry%20Level%202001.pdf

Speech Pathology Australia 2004, Speech Pathology Services in Schools, The Speech Pathology

Association of Australia Ltd, Melbourne (online).

http://www.speechpathologyaustralia.org.au/library/PositionPaperServiceslnSchools.pdf

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