Occupation: Health and allied health
Location: Melbourne - Northern suburbs
Reference: 1522763
Location Profile
Diamond Valley Special Developmental School is recognised as an innovative and inclusive specialist school committed to continuous, sustainable improvement. Operating across two campuses in Greensborough and Whittlesea, we proudly support approximately 144 students with a primary diagnosis of intellectual disability, many of whom also have additional needs such as physical disabilities or autism spectrum disorder.
At the heart of our school community are the values of Communication, Respect and Belonging. We are dedicated to enhancing life opportunities for every student and ensuring that each person's world becomes a better place. Our vision is to confidently nurture a vibrant learning community that provides an inclusive, supportive and enriching educational experience. We strive to foster a community in which we live, laugh and learn together.
Our school extends beyond our main campuses with several offsite classrooms located at Briar Hill Primary School and Greensborough Secondary College. Student groupings and programs are thoughtfully designed with careful consideration of age, capability and compatibility to best support learning and wellbeing.
Diamond Valley Special Developmental School is a place where every learner is valued, supported and empowered to thrive.
Selection Criteria
1. Qualifications and Professional EligibilityRecognised qualification in Speech Pathology from an accredited institution with eligibility for membership with Speech Pathology Australia. Demonstrated commitment to maintaining professional standards, ethical practice, and ongoing professional development in accordance with the requirements of the profession.
2. Specialist Knowledge and Clinical ExperienceDemonstrated specialist knowledge in Speech Pathology with clinical experience delivering a comprehensive speech pathology service. Sound knowledge of assessment and intervention for speech, language, and swallowing disorders. Experience working within an educational setting is desirable but not essential.
3. Assessment and Goal Development for Students with Intellectual DisabilityDemonstrated ability to conduct assessments, develop individualised goals, and implement effective communication strategies for students aged 3–18 years with an Intellectual Disability within an educational setting.
4. Augmentative and Alternative Communication (AAC)Specialist knowledge and experience in the design, implementation, and evaluation of augmentative and alternative communication (AAC) systems to support students with Intellectual Disability and complex communication needs.
5. Communication and Stakeholder EngagementHighly developed communication and interpersonal skills with the ability to liaise effectively with a range of stakeholders including families, carers, external therapists, teachers, and the wider school community.
6. Collaboration in Multidisciplinary TeamsDemonstrated ability to work collaboratively within multidisciplinary teaching teams to develop and implement programs that extend students' communication abilities and support their access to and participation in all areas of the curriculum.
Role
The paediatric speech pathologist will be responsible for the provision of communication and language therapy services in a special developmental school setting to aged 3 to 18 years students with a moderate‐severe intellectual disability. Students may also present with complex physical disabilities and/or health difficulties. The successful applicant will work alongside teachers and therapists in multidisciplinary context utilising evidence based therapeutic and educational frameworks. The successful applicant will undertake a range of duties including but not limited to assessment, identification and establishment of communication systems for non‐verbal students, assessment and development of mealtimes and a range of assessments for reporting purposes and secondary consultations. This position will suit a practitioner with an interest in Augmentative and Alternative Communication and feeding management. Position includes working in a dynamic, likeminded and collaborative team who share resources and relevant learning from professional development.
Responsibilities
Conduct assessment of students in areas such as communication, augmentative and alternative communication, speech, language, swallowing/mealtimes, social/behavioural needs.
To assess students and develop augmentative and alternative communication systems in collaboration with teachers, families and external therapists.
To assess and review students with dysphagia including the creation of mealtime profiles, training staff and assisting with mealtimes.
Document, record and accurately report on student goals, progress, needs and conversations/discussions with key stakeholders including external therapists.
Support students' communication and participation in classroom programmes.
Manage and maintain speech therapy resources.
To provide support and training to school‐wide community including teachers, support staff, leadership team and families/carers regarding students' communication systems.
Working alongside multidisciplinary team of physiotherapy, occupational therapy, speech therapy and therapy assistants.
Assist teachers in writing Individual Educational Plans.
Assessment and report writing for individual students for funding under the Disability Inclusion Profile.
Attend school‐based and relevant professional learning.
Who May Apply
Qualification in Speech Pathology and eligibility for membership of Speech Pathology Australia. Individuals with the aptitude, experience and/or qualifications to fulfil the specific requirements of the position.
Diversity and Inclusion
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms – culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via marrrung@education.vic.gov.au.
Applicants seeking part‐time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case‐by‐case basis and will be subject to the operational requirements of the school.
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards.
Applications close Saturday 2 May 2026 at 11.59pm
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