Referral Services

Catholic Education Ballarat services can be accessed through Learning Diversity staff in our diocesean schools.

The Catholic Education Ballarat (CEB) Wellbeing Team collaborates closely with Learning Diversity Leaders, teams and staff in our schools, working together to assist in enhancing teacher capabilities to meet the diverse requirements of students by implementing curriculum adjustments and student programs.

Schools access Wellbeing Team services through the established referral process via schools’ Learning Diversity Leaders. Parent consent is required for the direct involvement of CEB Wellbeing staff with their child.

CEB Wellbeing Team includes the following Consultants:

• Student Wellbeing
• Speech Pathology
• Psychology
• Learning Diversity
• Visiting Teachers

The CEB Wellbeing Team plays a key role in supporting schools to design and implement inclusive approaches to track and monitor the progress of all students in order to accurately identify learning strengths and stretches and consider effective approaches and/or adjustments to support the ongoing and active engagement of every student. A component of this work is to complete diagnostic assessment when required.

CEB multi-disciplinary teams analyse school information and data such as vision, hearing, functional needs analysis, cognitive and language screeners and other school data sets. Consultation occurs between CEB wellbeing staff, school staff, students and parents to determine what further information and type of support is required. Information gained from school observations, discussions, universal and class data may be found to be sufficient and further assessments may not be required or indicated. This is also in alignment with our funding system for Students with Disability / NCCD which does not require formal diagnosis for students to access appropriate adjustments at school. This funding source allows for consideration of the most effective timing of diagnostic assessment.

There are many considerations explored when the CEB Wellbeing team conduct assessments. The most important consideration is the holistic wellbeing of the individual student. We consider any benefit that formal assessment will provide to the educational trajectory of the student in alignment with our commitment to “least intrusive practice” as follows:

1.  Advantages that such an assessment will provide. As the school is our client, assessments are undertaken primarily to inform and improve classroom and school yard practices. Consideration is given to whether the assessment is going to increase or alter the nature of the support currently offered to the student by the school.

2. Academic Performance Benchmarks and Screening Results. If the individual student is currently performing at a level commensurate with their peers across the curriculum, then an assessment is unlikely to alter the way in which the school supports the individual. An individual’s current academic performance is assessed using a range of data including targeted assessments, school reports and cognitive and language screeners undertaken by trained school staff.

3. Current physical and mental wellbeing of the individual. It is imperative that the current state of the student allows for a valid assessment of their true abilities. We evaluate whether any existing mental health issues, recent adverse experiences, or traumatic events could affect the assessment’s accuracy. Additionally, any impending changes to the student’s medication regimen or their physical health status are considered.

For further information please do not hesitate to contact our Team Manager Wellbeing – (03) 4344 4350