Professional Development for School Services Officers in South Australia. April 2005

Transcription

1 Professional Development for School Services Officers in South Australia April 2005

2 This report is available on the Ministerial Advisory Committee: Students with Disabilities Website at Produced by the Ministerial Advisory Committee: Students with Disabilities Adelaide SA 5000 April 2005 Written by Fiona Snodgrass and Christel Butcher Edited and designed by Luisa Pirone, Jo Shearer and Lyn Kohl

3 Foreword The Senate Report on the education of students with disabilities, which was published in 2002, provided the impetus for this study. The inquiry recommended that all teacher aides working with students with disabilities should be qualified through an accredited special education training program. In 2004, the then Minister for Education and Children s Services requested that the Ministerial Advisory Committee: Students with Disabilities investigate the changing role and corresponding professional development needs of School Services Officers (and their equivalents in other education sectors) who support children and students with disabilities. A task group was formed to oversee the project, which included representatives of government and nongovernment education sectors and organisations, preschool and school communities, university personnel, and members with vocational training expertise. I would like to express my thanks to all members for their participation. The diverse experience and expertise was important in developing the aims of the project, guiding and finalising the report. I would also like to thank the School Services Officers from all sectors who volunteered their time to participate in focus group discussions. They discussed their current and emerging work role, the knowledge and skills required for their work, the training they had undertaken, and their future training needs. They provided invaluable information and insight into the role and training requirements of School Services Officers who support children and students with disabilities in South Australia. Finally, I acknowledge the Secretariat staff for their effort and commitment. In particular, I would like to thank Fiona Snodgrass as principal Project Officer, Christel Butcher (Executive Officer), Luisa Pirone, Jo Shearer (Project Officers) and Lyn Kohl (Executive Secretary), who have all collaborated throughout the project and produced the final report. Claire Cotton Chairperson School Services Officers Task Group Ministerial Advisory Committee: Students with Disabilities

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5 Contents Foreword Executive Summary and Recommendations 1 1 Introduction Background Literature Review 7 2 Project Design Aim Methodology 9 3 Project Results Profile of Participants The Role of the School Services Officer Knowledge, Skills and Personal Abilities Required Further Information Sought by SSOs Training Undertaken by Participants How Training Assisted Further Training Required Access to Training Information Support to Access Training Perceived Barriers to Training Opportunities 19 4 Discussion Role of School Services Officer Vocational Training Needs Core Competencies Vocational Training Opportunities 32 Bibliography 35 Appendix 1 Task Group Membership 41 Appendix 2 Terms of Reference 43 Appendix 3 Survey/Focus Group Questions 45 Profile Survey 45 Focus Group 46 Appendix 4 Profile of Participants 47 Appendix 5 Range of Training Undertaken 51 Appendix 6 Participating Educational Sites 55

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7 Executive Summary and Recommendations Executive Summary and Recommendations School Services Officers 1 increasingly contribute to the important role of supporting the delivery of education to children and students with disabilities in preschools, mainstream schools and special educational settings. This was acknowledged in the Senate Report on the education of students with disabilities (Commonwealth of Australia, 2002). School Services Officers have long provided support for students 2 with disabilities in special educational settings and, as a result of substantial growth in inclusive practice, they are increasingly employed to provide similar support in mainstream settings. The increase in inclusion has also led to an expansion of the School Services Officer role in the area of curriculum, through instruction and supportive assistance under the direction and supervision of teachers. Simultaneously, opportunities for vocational training for these staff have evolved, and continue to be developed to meet the current and changing training needs of School Services Officers. In 2004, the Ministerial Advisory Committee: Students with Disabilities undertook a project related to the current role of School Services Officers supporting students with disabilities in South Australian preschools and schools. Ninety-four School Services Officers from seventy-two educational sites 3 participated in discussions regarding their role in supporting students with disabilities, their professional development requirements, the core competencies for the position, and available training opportunities. Focus group participants were selected from the three education sectors (State, Catholic, Independent), and grouped by school type (mainstream, special school/unit/class) and schooling level (preschool, primary, secondary). (Section 3.1 and Appendix 6) During focus group discussions, the majority of participants stated that their primary role was to support individual students or small groups of students to achieve tasks set by the teacher. The tasks discussed by School Services Officers were common to all school types across the three education sectors, and yet were diverse. Their responses have been grouped under five broad categories: learning and curriculum support, personal care and physical support, program support and implementation, teacher support, attendance at meetings and reporting duties. The data suggested the need for clearer definitions of roles and responsibilities, both at the systemic level and the site level, while maintaining site-based flexibility. (Section 3.2) The majority of focus group participants stated that the core knowledge required for their work was personal information about the individual students they supported. In the context of confidentiality and teacher supervision, School Services Officers sought family, medical and personal information from parents to gain an understanding of students individual needs. The requirement for knowledge tied to individual students was closely followed by the need for general disability awareness and information on specific disabilities, as well as understanding the impact of students disabilities on social, academic and personal needs. 1 In this report, the term School Services Officers encompasses comparable positions across the three education sectors in South Australia. In Catholic and Independent schools, these include Education Support Officers (ESOs) and in government preschools, these include Early Childhood Workers (ECWs) and Preschool Support Workers. Nationally, State education sectors use the terms teacher aides, teachers aides, teacher s aides or teaching assistants. In the United States (US), the terms education paraprofessionals or paraeducators are used, while in the United Kingdom (UK), the terms teaching assistants or classroom assistants apply. 2 In this report, the term students includes both children and students attending preschools and schools. 3 Educational sites include both preschools and schools. At times, the term school has been used generically to also include preschools. Professional Development for School Services Officers in South Australia 1

8 In addition, many focus group participants considered it important to have knowledge of their legal rights and responsibilities for the position, as well as site related information, such as school policies, practices and curriculum. Participants considered it important to receive this information prior to commencing employment. (Sections 3.3 & 3.4) Many focus group participants considered strong communication and interpersonal skills were essential for their role. The ability to communicate with students, teachers, parents 4 and specialists, as well as follow directions from teachers and other professionals was highlighted. There was strong consensus by participants that School Services Officers needed skills in behaviour management, with protective behaviour skills being considered beneficial for both staff and students. In addition, the majority of participants described personal abilities such as patience, flexibility, consistency, calmness, and a sense of humour as important when working with students with disabilities. (Section 3.3) In the Australian context, the Senate inquiry into the education of students with disabilities by the Employment, Workplace Relations and Education References Committee (Commonwealth of Australia, 2002) found that there was a skills shortage amongst teachers and specialist staff working in the special education field, which was compounded by a lack of training. A number of recommendations by the committee addressed the training and retraining of staff, particularly teachers and specialist staff, but also included teacher aides. The report documented that, most teacher aides have no specialist training in teaching for disabilities, and a great many may lack even basic training (Commonwealth of Australia, 2002, p. 7). To address this, Recommendation 1 (ibid, p. 8) states that: Within a reasonable period, all teacher aides working with students with disabilities should be qualified in special education from an accredited teacher aide training course, and that this should be a condition of additional Commonwealth funding for disability education. (Section 4.2) Many of this study s participants found it difficult to recount the number of courses they had undertaken, suggesting that in South Australia, professional development is readily available and had been pursued. Focus group participants reported that the majority of courses they had undertaken were in-service, and there was little evidence to suggest that pre-service training had been undertaken with a view to securing a position as a School Services Officer. This supports the anecdotal evidence provided by focus group participants, that often entry into this field resulted from volunteering at the school site. At present, a qualification is not a prerequisite for employment as a School Services Officer in any State or Territory of Australia. (Section 3.5) Most focus group participants preferred to access both accredited and non-accredited training opportunities, and all indicated the importance of professional development. Respondents stated that the training they had undertaken most often related to individual student need at the time. The most commonly accessed workshops related to training on disability awareness, speech and language, and health support. (Section 3.5) Participants stated that they were generally supported to access training at both site and sector levels. They explained that they accessed training on an ad hoc basis and sourced information on training in response to student need or in order to acquire qualifications. Information about training opportunities was received in various print formats and disseminated broadly. When participants were asked what they perceived as barriers to accessing training, responses varied. The predominant barriers appeared to be: the availability of relief staff, course costs, time constraints, and location for country participants. (Sections 3.6, 3.7, 3.8, 3.9 & 3.10) 4 The term parents includes caregivers and legal guardians. 2 Professional Development for School Services Officers in South Australia

9 Many of the focus group participants involved in this study had been working as School Services Officers for many years and considered the experience gained on the job as relevant as formal training. In particular, preschool support workers and special school staff discussed coaching by peers, peer support and work shadowing as integral to enhancing their work practices. Providing opportunities for educational support staff to visit other preschools or schools to observe best practice or alternative strategies is already occurring in all education sectors. (Section 4.2) Induction for School Services Officers was considered to be significant by both focus group participants and the three education sectors in South Australia; it is considered an important initiative and occurs at the site level. Ongoing professional development is made available at both sector and site levels; with schools being flexible to arrange training opportunities according to local needs. (Sections 4.2 & 4.4) In summary, the aim of this project was to determine the current role of School Services Officers supporting students with disabilities in South Australian preschools and schools, and the professional development required to perform successfully in that role. The information presented in the report reflects the experiences and perceptions of a sample of School Services Officers from a range of education sites. Based on study data, emerging trends in the field and responses from education sector representatives, the following recommendations have been formulated for consideration by the Minister. Professional Development for School Services Officers in South Australia 3

10 Recommendations It is recommended that the Minister for Education and Children s Services approve the forwarding of this report to the: Chief Executive of the Department of Education and Children s Services Executive Director of the Association of Independent Schools of South Australia Director of Catholic Education SA for their consideration of the following recommendations. Roles It is recommended that School Services Officers working with students with disabilities be provided with greater clarity regarding roles and responsibilities related to their work. Therefore, it is suggested that: School Services Officers working with students with disabilities have updated and regularly reviewed job and person specifications, which clearly define their role at both education sector and site level based on competency standards as described in industrial awards and enterprise agreements. Educational sites further develop strategies to encourage teamwork between all members of the school community, in particular, between teachers and School Services Officers within their clearly defined roles. Professional Development It is recommended that School Services Officers working with students with disabilities be provided with a range of opportunities for professional development to support their work. Therefore, it is suggested that all School Services Officers working with students with disabilities be provided with: Induction information and/or training before or on commencing work, as relevant to the education sector and/or site. (Refer to the following diagram, Training Pathways available for School Services Officers working with Students with Disabilities, for a list of suggested areas to be included in pre-service information.) Opportunities for vocational training through in-service. (Refer to the diagram for a list of suggested areas to be included in in-service information.) Information on career pathways within the field of education and support for students with disabilities. (See diagram) Training related to the educational support for students with disabilities in a variety of modes (e.g. mentoring/peer mentoring, site exchange, external courses, remote access to workshops, e-learning, video conferencing, videos, CDs, face-to-face tuition). 4 Professional Development for School Services Officers in South Australia

11 TRAINING PATHWAYS AVAILABLE FOR SCHOOL SERVICES OFFICERS WORKING WITH STUDENTS WITH DISABILITIES As at April 2005 Australian Government Legislation State Government Legislation Sector Policy & Practice Employment Conditions (J & P) PRE-SERVICE TRAINING Sector based Induction Role Site based Induction Site Role & Responsibilities Site Policy & Practice Site Management Site Team/s Student Information Parent Information Site/Sector Disability Service Provision External Disability Service Provision First Aid Mandatory Notification OHS&W (Manual Handling) Disability Awareness Learning Resources Behaviour Management VOCATIONAL TRAINING THROUGH IN-SERVICE Generic General Disability Tasks Specific Disabilities DECS Certificate III in Government Speech and Language Autism Spectrum Disorder Physical Disability Other Core units Elective units (Disability) DECS staff only Accredited State sector SSO training, including working with disability Child Care Community Service Other Traineeships Rehabilitation Technology Other DECS Certificate III in Government TAFE CAREER PATHWAYS Private Provider Professions University Teaching Special Education Teaching Disability Studies Speech Pathology Occupational Therapy Psychology Social Work Other

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13 1. Introduction 1 Introduction 1.1 Background 1.1 Background The Ministerial Advisory Committee: Students with Disabilities undertakes research projects to provide advice to the Minister for Education and Children s Services on the education of children and students with disabilities in South Australia. Committee members have noted from previous projects that increasingly, School Services Officers (SSOs) have been undertaking a major role in the provision of support for children and students with disabilities (Ministerial Advisory Committee: Students with Disabilities, 2002). This has also been acknowledged in the Senate Report on the education of students with disabilities, which was published in Recommendation 1 in this Report states that, within a reasonable period of time, all teacher aides working with students with disabilities should be qualified in special education from an accredited teacher aide training course (Commonwealth of Australia, 2002, p. 8). A Task Group was established to oversee this project (see Appendix 1 for membership). The Terms of Reference for the project related to the role of SSOs, their professional development, the core competencies required for the position, and available training opportunities (see Appendix 2 for Terms of Reference). 1.2 Literature Review 1.2 Literature Review The growth and evolving use of support personnel for students with disabilities has generated a significant amount of literature about the role of education paraprofessionals (SSOs in South Australia), particularly in mainstream settings. The focus of the main body of literature has been on practices that develop and promote paraeducator 5 effectiveness. In 1997, the US Department of Education commissioned Policy Studies Associates to prepare a report on the Roles for Education Paraprofessionals in Effective Schools (Leighton et al., 1997a). The report details five factors that can contribute to good paraeducator practice: clear definitions of paraprofessionals roles and responsibilities organisational support for paraprofessionals work appropriate job qualifications ongoing professional development and the development of effective career ladders. These factors have been discussed in articles predating this report and supported as well as enhanced in more recent reports, including that entitled, Developing a Shared Understanding: Paraeducator Supports for Students with Disabilities in General Education (Giangreco et al., 1999). 5 The term paraeducator is used by Giangreco et al. in American literature after 1999; the term otherwise used is education paraprofessional. The term teaching assistant is used in UK literature, and these terms are the equivalent of Schools Services Officers. Professional Development for School Services Officers in South Australia 7

14 In the South Australian context, the Office of Review of the Department of Education, Training and Employment (DETE) 6 conducted an independent and external review of the work of School Services Officers (SSOs) with administration and finance responsibilities (Department of Education, Training and Employment, 2001). Although its focus concerned the work of administration and finance SSOs, the review was undertaken within the context of an overall vision for effective SSO practice in schools. A survey and a review of existing effective practice in State sector schools informed the ensuing recommendations. Twenty-one recommendations addressing effective practice, such as role clarification and changes to classification structure, improvement of school culture, service standards framework, training and professional development and career development, were formulated. The recommendations of this review support best practice, which are detailed in international literature on this topic (see Section 4). The important role that SSOs perform in the education of students with disabilities has long been recognised. The recent South Australian report acknowledged that strengthening the strategies at school, district and State levels for SSOs will ensure they can undertake their roles with increased confidence in their important contribution to the life of the school and community (DETE, 2001, p. 8). The factors presented in the US Department of Education report (Leighton et al., 1997a), coupled with the recommendations of the former South Australian Department of Education, Employment and Training s Office of Review report (2001), provide a sound context from which to analyse the findings of this study and formulate recommendations applicable to School Services Officers who support students with disabilities in South Australia. 6 At the time, the State education department was known as the Department of Education, Training and Employment (DETE) and has since been renamed the Department of Education and Children s Services (DECS). 8 Professional Development for School Services Officers in South Australia

15 2. Project Design 2 Project Design 2.1 Aim 2.1 Aim The aim of this project was to determine the current role of SSOs supporting students with disabilities in South Australian preschools and schools, and the professional development required to perform successfully in that role. 2.2 Methodology 2.2 Methodology A literature search was undertaken on current trends at both national and international levels. In addition, focus group interviews were convened to gain a broad understanding of the current role and related professional development needs of SSOs in South Australian preschools and schools. Task group members defined the population for the study as SSOs who support students with disabilities in South Australia. SSOs were selected from the three education sectors (State, Catholic, Independent), and grouped by school type (mainstream, special school/unit/class) and schooling level (preschool, primary, secondary). SSOs who participated in this study were selected purposefully and participation was voluntary. It should be noted that schools were offered reimbursement for release time to allow focus group participation by their staff. Education sector representatives, who were members of the task group, were responsible for selecting participants and coordinating focus groups. Ten focus group meetings were held over a period of ten weeks across terms 3 and 4 of the 2004 school year. Table 1 presents an overview of focus groups by school type, sector and region. Table 1: Focus groups School Type Sector Region All schools Cross-sector Country (Kadina) Cross-sector Country (Mt Gambier) Mainstream Catholic Metropolitan Independent State Metropolitan Metropolitan Special educational settings Catholic/Independent Metropolitan State State Metropolitan (North) Metropolitan (South) Preschools Cross-sector Metropolitan Cross-sector Metropolitan Professional Development for School Services Officers in South Australia 9

16 Ministerial Advisory Committee Secretariat staff, in liaison with task group education sector representatives, led each focus group meeting. At the beginning of each meeting, participants individually completed a survey, designed to collect information on the profile of the sample group. Meetings lasted for approximately one and a half hours, and discussions were recorded on tape. Focus group discussions took the form of a semi-structured interview, which was guided by a schedule of nine predetermined questions (see Appendix 3). These questions were designed to collect data on the: workplace tasks performed by SSOs who work with children and students with disabilities skills and knowledge required to undertake those tasks pre-service information, which would have been helpful prior to starting work with a student number of SSOs who have undertaken training and the type of training relevance of training undertaken for the role of SSO need for further training access to information about training opportunities types of support available to access training perceived barriers to access training. Additional data were later collected through consultation with education sector representatives, in response to the findings of this study, as well as through a review of written documentation held by the three education sectors related to the current and future provision of vocational training for SSOs in South Australia (see References). 10 Professional Development for School Services Officers in South Australia

17 3. Project Results 3 Project Results 3.1 Profile of Participants 3.1 Profile of Participants A total of ninety-four respondents from seventy-two different sites participated in the focus group meetings. The number of participants per focus group ranged from three to seventeen. Tables 1 to 3 in Appendix 4 provide an overview of participants by sector, school setting and region. The majority of participants were employed at State sites (n=44); proportionally Catholic (n=16) and Independent sites (n=12) were well represented (see Appendix 4, Table 4). Of the ninety-four focus group participants, thirty-eight worked full time with students with disabilities and fifty-six worked part time (see Table 2 below). Nineteen of the respondents working full time (50%) were from special settings, and eight (21%) were from an early childhood setting. Table 2: Participants working full time with students with disabilities (SWDs) by focus group Focus Group Total number of respondents Number of respondents who work full time with SWDs Percentage of respondents who work full time with SWDs Country Cross-sector (Kadina) Country Cross-sector (Mt Gambier) Mainstream Catholic Mainstream Independent Mainstream State Special educational settings Catholic and Independent Special educational settings State North (preschool, primary, secondary) Special educational settings State South (preschool, primary, secondary) Preschools Cross-sector (groups 1 & 2) Total When interpreting the data collected at the focus group meetings, it was important to recognise that the information provided represents the participants perception of their work role within their school community; the knowledge, skills and personal abilities required to undertake this work, and relevant training requirements. 3.2 The Role of the School Services Officer 3.2 The Role of the School Services Officer To gain insight into the role of SSOs, focus group participants were asked to describe the tasks they performed and the frequency with which they were undertaken. Participants described a range of tasks related to the provision of general classroom support. In order to facilitate analysis, tasks were grouped under five broad categories: Professional Development for School Services Officers in South Australia 11

18 learning and curriculum support personal care and physical support program support and implementation teacher support attendance at meetings and reporting duties. Learning and Curriculum Support For all participants, the majority of tasks performed related to supporting learning for students with a range of disabilities. This consisted primarily of providing individual instruction for a student in the classroom. In addition, participants reported working with small groups of students, and providing support for any student in the classroom as required. A small number of respondents reported withdrawing individual students or small groups from the classroom for more targeted instruction: I withdraw children to reinforce concepts, and give lesson support mainly out of the classroom one-on-one or in small groups. (Mainstream SSO) Under the guidance of a teacher, program modification or the modification of tasks to suit the needs of the individual student, was one of the most frequently mentioned learning supports undertaken by SSOs: I modify what the teacher has set. (Special School SSO) I modify the program to help learners keep up with the rest of the class. (Mainstream SSO) All participants reported that they assisted with a range of learning activities, particularly related to literacy, numeracy and physical development. Personal Care and Physical Support SSOs reported that personal care support formed a major part of their role, particularly for those working in special educational settings. Personal care tasks included assistance with personal hygiene, toileting, mealtime management, administration of medication, and health support. In addition, many of these SSOs were responsible for physical tasks such as lifting, transferring and positioning students, as well as transporting students in wheelchairs. Further support involved adapting the environment and assisting with aids and equipment. Program Support and Implementation Participants reported that SSOs duties included the support and implementation of programs developed by speech pathologists and other professionals. In general, these professionals provide modelling for teachers and SSOs to assist them to implement individualised programs, which support students access to the curriculum. Most commonly, the support provided related to literacy, communication and speech pathology programs tailored to the individual: I implement programs set by consultant specialists for individual children. (Preschool Support Worker) Additionally, life skills and social programs were supported in special educational settings. SSOs working in these settings indicated that they provided assistance in the implementation of a range of programs targeted at the individual, from curriculum support through to community based programs and transition into the mainstream classroom. In fact, SSOs across all settings stated that their responsibilities included assisting students with transition from preschool to school, and/or special class to mainstream classroom. 12 Professional Development for School Services Officers in South Australia

19 Teacher Support Most participants reported that providing support to the teacher in the classroom was a common task. SSOs assisted the teacher in a number of ways, including: learning and curriculum support program support and implementation researching and organising learning activities behaviour management other tasks as directed by the teacher. It was evident that SSOs understood the teacher is responsible for student learning and that they worked under the guidance of the teacher, given statements such as undertaking the tasks that the teacher wants accomplished, reporting to teachers, responding to teacher direction, and following very specific directions. Attendance at Meetings and Reporting Duties The majority of focus group participants reported that their role included participation in staff meetings, school based meetings with parents, as well as meetings with the school s Special Education coordinator, other SSOs supporting students with disabilities and external support personnel, to discuss students needs. It was noted that Early Childhood Workers reported that they liaised regularly with specialist consultants and parents regarding children s needs. Participation in meetings included attendance at Negotiated Education Plan (NEP) meetings (or their equivalent in the Independent and Catholic sectors). Some Aboriginal students with disabilities are supported by Aboriginal teacher assistants or Aboriginal Education Workers, who perform an important role in providing continuity of care to Aboriginal students and assisting Aboriginal parents to participate in the NEP process (Ministerial Advisory Committee: Students with Disabilities, 2003, p. 43). Participants further indicated that they provided verbal and written reports to teachers about students progress to inform the NEP process. 3.3 Knowledge, Skills and Personal Abilities Required 3.3 Knowledge, Skills and Personal Abilities Required All participants were asked to identify and discuss the knowledge, skills and personal abilities they believed were essential for the role of School Services Officer working with students with disabilities. Participants were able to nominate easily the knowledge and personal abilities required for the role, but unable to identify readily the appropriate skills required. Knowledge The majority of focus group participants stated that the core knowledge required for their work was information about the individual students they supported. In the context of confidentiality and teacher supervision, SSOs sought family, medical and personal information from parents to gain an understanding of students individual needs. The requirement for knowledge tied to individual students was closely followed by the need for general disability awareness and information on specific disabilities, as well as understanding the impact of a particular student s disability on social, academic and personal needs. Knowledge of individual students and knowledge of disability are intrinsically linked for this group. Many SSOs stated that this information was sought not only to understand students needs but also to acknowledge their abilities, capabilities, and successes to date. Professional Development for School Services Officers in South Australia 13

20 This focus on knowing the needs of individual students was reiterated in the survey results. In the profile survey, participants were asked to indicate which of six sources of information they had received from their site prior to working with students with disabilities (see Appendix 3). The survey responses concurred with the focus group findings that the most common source of information provided to SSOs was that of students individual needs (see figure below). Figure 1: Information given to SSOs prior to working with students with disabilities, by percentage of responses (n=270) Information Provided to SSOs Key legislation 3 Personal safety and care practices 15 Implementation of individual programs Role and responsibilities School policies and practices 20 Child s individual needs Percentage of Responses Many focus group participants considered it important to have knowledge of SSOs legal rights and responsibilities. Some participants advised that their schools had provided them with information on relevant policies. Issues concerning duty of care were raised repeatedly and were of particular concern in special educational settings. It should be noted that although duty of care is not an industrial responsibility of SSOs, focus group participants expressed awareness of the ethical responsibility of all adults working in schools. Skills Many focus group participants considered strong communication and interpersonal skills as essential for their role, and identified good listening skills as particularly important. The ability to communicate with students, teachers, parents and specialists, and to follow directions from teachers and other professionals was highlighted: Strong communication and language skills are essential for working successfully with the children. (Early Childhood Worker) It would appear that all participants recognise that relationship building and development of partnerships, based on strong communication and interpersonal skills, underpin their work with students with disabilities. There was strong consensus by participants, particularly by staff working in special educational settings and preschools, that SSOs needed behaviour management skills. In addition, protective behaviour skills were considered to be of benefit for both staff and students, with some respondents stating that more training was required in both areas. 14 Professional Development for School Services Officers in South Australia

21 In addition, focus group participants stated that skills and knowledge concerning personal support were considered essential in special schools. In particular, these related to health and disability support, which covered a spectrum ranging from general health and safety information to knowledge of health support planning and procedures: I need knowledge and practical experience of the planning and procedures for health support such as continence care, transfer and positioning, mealtime management and Oral and Drinking and Care Plan. (Special school SSO) Personal Abilities The majority of participants described personal abilities such as patience, flexibility, consistency, calmness, and a sense of humour as important when working with students with disabilities. One participant stated that an SSO needs to have a bag of tricks, thus emphasising the need to be personally resourceful. Other important personal abilities discussed by participants were the need to be physically and mentally strong. 3.4 Further Information Sought by SSOs 3.4 Further Information Sought by SSOs Focus group participants were asked to discuss what further information would be helpful to receive prior to working with students with disabilities. The aim was to identify gaps in information, which could be addressed through training and induction. Participants interpreted this question as only referring to information required prior to working with individual students for the first time, and did not relate it to information on the role of SSO on commencing employment. After clarification, some discussion did ensue regarding information required at the time of employment. However, for the majority of participants, access to specific information on individual students before commencing work, was regarded as essential to successfully fulfil their role: Family history and answers to questions such as which school the student previously attended, why they moved and what happened previously were sought. (Mainstream SSO) This discussion mirrors the findings presented in Section 3.3, i.e. that most of the additional information sought by SSOs was related to the needs and abilities of individual students. The issue of time and its impact on receiving information about students was raised by many focus group participants. These participants stated that they required adequate time to assimilate all the information relevant to individual students provided by teachers, before students commenced school. They also stated that they needed time to observe individual students and become familiar with students behaviour through transition visits. This was a concern expressed by temporary staff, as they often do not meet the student until the first day of school or later. Focus group participants explained that they sought information related to students and the expectations held by teachers and parents for their learning. Twenty-nine per cent of the participants indicated that their site provided them with information before they started work with students (see Figure 1, p. 14). Focus group participants stated they would like teachers to provide them not only with information regarding the level of ability of the individual student, but also their responsibilities in relation to the student. Information sought by SSOs from parents included expectations for their child, the child s individual needs, personal care needs and areas of strength. In addition, many participants considered it necessary for teachers and SSOs to meet with professionals to discuss and observe how programs were to be implemented for individual students: It is useful to have information regarding a child s learning difficulties and liaise with professionals for the correct procedures. (Special School SSO) Professional Development for School Services Officers in South Australia 15

22 Many focus group participants considered information provided to them by teachers related to student transition and/or their involvement in transition visits as critical to gain an understanding of the needs of students before they attended a new classroom. The majority of participants wished to be involved in students transition to facilitate a successful start in the new learning environment: I would like information about the child and the opportunity to meet the child before they commence kindergarten. (Early Childhood Worker) I need time with a child s former worker to allow for a smooth transition for the child. (Early Childhood Worker) In addition to student related information, focus group participants explained that receiving site related information, such as school policies, practices and curriculum, was important prior to commencing employment. According to the profile survey, knowledge of school policies and practices was the second most frequent source of information provided to support staff (see Figure 1, p.14). In the profile survey, fifty-four per cent of participants responded they had received induction information (see Appendix 4, Table 5). However, it would appear from focus group discussions that even with induction information, in many instances there were more challenges in the position than people anticipated. Participants, particularly those working in special schools and preschools, stated that they considered peer support and work shadowing as an important way to gain knowledge of and become familiar with the role. 3.5 Training Undertaken by Participants 3.5 Training Undertaken by Participants Of the ninety-four respondents, many stated that they were participating in training either provided by the site and/or self-initiated. Only two participants reported they had not received training (see Appendix 4, Table 6). Many found it difficult to recount the number of courses they had undertaken, suggesting that professional development was readily available and had been pursued. Many participants also stated that they were committed to their work and had a personal incentive to undertake training; they had participated in training at their own cost to gather further knowledge to support students. Focus group participants reported that the majority of courses had been undertaken as in-service. This is supported by the profile survey findings, which show eighty-eight participants (94%) had undertaken in-service, compared with thirty-five participants (37%) having accessed pre-service training (see Appendix 4, Table 6). Pre-service training had mostly been undertaken in a former career, such as nursing. There was little evidence to suggest that pre-service training had been undertaken with a view to secure a position as an SSO. This supports the anecdotal evidence provided by focus group participants, that often entry into this field was through volunteering on the school site. Participants reported that they had undertaken a wide variety of workshops; the most commonly accessed related to training on disability awareness, speech and language, and health support (see Appendix 5, Table 2). This concurs with the findings in Section 3.3, on the knowledge and skills required for SSOs, as described by participants in the focus group discussions. Curriculum workshops, particularly with an emphasis on special education, were also frequently sought (see Appendix 5, Table 2). Prior to the commencement of the project, task group members had discussed whether First Aid and Mandatory Notification training were compulsory. It was ascertained they are not a prerequisite for employment as an SSO. However, results of the study indicate that SSOs are encouraged to undertake this training once employed. The profile survey confirmed that the majority of participants had undertaken First Aid (97%) and Mandatory Notification (96%) training (see Appendix 4, Table 7). 16 Professional Development for School Services Officers in South Australia

23 Many participants had engaged in a range of training courses; sixteen participants (17%) were undertaking or had completed vocational training or university studies. Participants: were studying or had completed disability related vocational qualifications through TAFE SA (Technical and Further Education South Australia) or DECS (Department of Education and Children s Services) (n=9) were studying for or had completed university qualifications in either teaching or disability studies (n=5) had both vocational and university qualifications (n=2). All participants from the Independent sector (n=14) stated they had completed two units of the DECS Certificate III in Government (School Support Services), Disability Stream. It should be noted that this training, as part of the ongoing professional development program for SSOs, was a one-off arrangement negotiated between the Association of Independent Schools of SA (AISSA) and the Department of Education and Children s Services (DECS). The DECS Certificate III in Government (School Support Services), Disability Stream is normally only available to DECS employees. Focus group participants discussed the level of relevance of the Certificate III in Government (School Support Services), Disability Stream. Some believed the course validated their work and others stated they had gained enough knowledge and skills from experience. Participants in the preschool sector stated that they considered practical experience to be important and had received on the job training in the form of peer mentoring: New people have a lot of reliance on experienced staff for guidance. (Early Childhood Worker) SSOs working in other settings stated that they received peer support through hub groups and other networks. The networking aspect of attending training sessions was mentioned as particularly helpful. The majority of focus group participants (n=62, 66%) preferred to access both accredited and nonaccredited training opportunities (see Appendix 4, Table 8). All participants indicated the importance of professional development; seventy-seven respondents (82%) described it as very important (see Appendix 4, Table 9). 3.6 How Training Assisted 3.6 How Training Assisted All focus group participants discussed the training they had undertaken and agreed it was useful. The majority of participants stated that training is seen as a validating or supplementing experience. Many commented that it assisted with new ideas and provided important skills to respond to the needs of individual children: I access training to correctly be able to assist the children to the best of my ability. (Mainstream SSO) Respondents stated that most training undertaken related to individual student need at a particular time, e.g. as new students come into the school: Students come and go so training needs to change. (Mainstream SSO) Of the specific training undertaken, participants explained that equipment and technology related training was essential to keep pace with rapid advances in technology. Participants, in particular those from special schools, reported that training related to specific disabilities and assistive technology was valued from disability service providers such as Autism SA, Novita Children s Services, Cora Barclay Centre, Down Syndrome Society, and Townsend House (see Appendix 5, Table 3). Professional Development for School Services Officers in South Australia 17

24 Many focus group participants from the country commented that there seemed to be limited choice for local training, that only a small amount of time was allocated for training at the site level, and that relevant training might not be available when needed. 3.7 Further Training Required 3.7 Further Training Required When focus group participants were asked about further training they required to fulfil their role, their responses replicated the findings on the skills and knowledge they required for the SSO position (see Section 3.3). They were of the opinion that training should be specific and responsive to individual student needs as they enter school or change classes. As one participant stated: As an SSO you need information and training on children before they start school so you can be prepared. (Mainstream SSO) The majority of participants stated that being prepared for the student s arrival and having adequate resources for the student was necessary to meet individual needs. The following areas of specific training needs (not in order of priority) were reiterated: behaviour management disability information (especially on Autism and Asperger syndrome) ongoing training as refresher or update courses a range of communication training personal safety, protective behaviours and stress management rights and responsibilities. 3.8 Access to Training Information 3.8 Access to Training Information Seventy-five focus group participants (80%) stated that they had access to training information (see Appendix 4, Table 10). Most stated that they received information in various print formats, which had been sent to their site and disseminated broadly. Staff and professional development meetings were other avenues for distribution and discussion of training opportunities. Publications such as DECS Xpress, newsletters, bulletins and industry journals were mentioned as important sources of training information. This information was mostly received from disability service providers, the unions, the Workers' Educational Association of SA (WEA), and other training providers. Further information about training opportunities was provided verbally through line managers, peers, education sector support personnel and disability professionals. Each education sector provided information and facilitated training, including that provided through the: DECS Organisation and Professional Development Services, DECS Learning Improvement & Support Services, Catholic Education SA training days, and Association of Independent Schools of SA SSO days. Participants stated that they accessed relevant training when made available, and/or they sourced information on training in response to a need they had identified, or in order to acquire qualifications. The Internet and DECS SSOnet, for those staff working in the State sector, were common sources of information. Temporary staff and staff who worked at multiple sites, especially in preschools, stated that they often missed out on training information because they had breaks in their employment, or were often not perceived as belonging to any one site. 18 Professional Development for School Services Officers in South Australia