Brooke Marshall

• Role involved supporting families expressing concerns about their child’s development (0-8 years).
• Information and resources were provided to the family and key supports in the life of the child, to support their understanding of how they could better support their individual needs.
• Provided support to families via conducting developmental and functional assessments, making observations, information gathering via conversations with families, health professionals, teachers and educators.
• Comprehensive written applications were submitted to the National Disability Insurance Agency (NDIA) for NDIS (National Disability Insurance Scheme) funding.
• Empathy and advocacy were key elements of this role.
• Developed positive relationships with families and professionals from diverse backgrounds.

• Special Education: Early Intervention Teacher/Support Class Teacher in MC, IO, and AU classes.
• Preschool Teacher/Director, DoE Preschool (relieving).
• Casual Teaching: Preschool to Year 2.
• Established positive relationships with students and their families, ensuring consistent and timely communication at all times.
• Created safe, nurturing, and cohesive environments while catering to a range of learning styles, abilities, and interests.
• Developed engaging and interactive learning experiences aligned with the curriculum, encouraging students to participate in a range of activities, enhancing their individual growth and development.
• Facilitated learning environments that promote curiosity, exploration, and problem-solving, while building resilience and fostering an interest in learning.
• Explicitly modeled and taught behavioral expectations. Followed whole school behavioural policies and systems, focusing on Positive reinforcement.
• Created in conjunction with families: IEPs, BSP's, LP's, reports and specific special education documentation required to support and enhance learning outcomes.

Family Support Worker:

• Provided families with support and case management when their child was newly diagnosed with a disability.
• Facilitated access to funding, and made recommendations to purchase essential resources, therapy, or equipment.
• Organized disability-specific information sessions for families, attended a special needs playgroup to support children and families, planned and delivered family recreational and learning retreats, and established a father's support group.
• Conducted meetings, shared information with other professionals, and supported children's transition to early childhood settings and school.

Preschool Disability Support Officer:

• Reviewed developmental reports to determine if the Community-Based Preschool the child attended was eligible for funding to support their inclusion and active engagement within the service.
• Coordinated the sharing of information with educators when making an application to access funding through the PDSP (Preschool Disability Support Program). Information about the inclusion of children with disabilities was shared with educators to support the active engagement of all children within the preschool program.