Dharshinie Vimalanathan
Adelaide,SA
Summary
Qualified and passionate special education teacher with a Master of Teaching (Middle/Secondary – Special Education) and academic majors in Psychology and a minor in Science (Middle Years). Experienced in delivering differentiated, student-centered lessons aligned with the SA Curriculum F–10, and supporting learners with autism, ADHD, behavioral challenges, and low literacy/numeracy.
Skilled in developing ILPs, applying NCCD adjustments, and using evidence-based strategies (ABA, PBS, CBT). Knowledgeable in trauma-informed practice and inclusive pedagogy. Former Training Manager at Jigsaw Australia, supporting young adults with disabilities in workplace readiness and employment transitions. Strong collaborator, committed to fostering growth and meaningful engagement for all learners.
Committed to building positive relationships with students, and fostering growth through structured support, coaching, and high expectations.
Overview
11
11
years of professional experience
1
1
Certification
Work History
Freelance Tutor (Special Ed)
SPELD SA
Adelaide, SA
03.2025 - Current
- Implemented evidence-based literacy and numeracy instruction targeting students with learning difficulties, such as dyslexia, ADHD, and ASD, using face-to-face and online formats for adults and young learners.
- Applied structured synthetic phonics programs, such as Sounds-Write, to improve reading and writing proficiency.
- Working with Individual Learning Plans (ILPs) in partnership with educators and families to enhance student progress.
- Provided homework help and test preparation strategies to improve study habits and test-taking skills.
- Operate as an independent contractor, managing scheduling, invoicing, and client communications, while adhering to SPELD SA's policies and guidelines.
- Benefited from membership perks, including access to in-house workshops, discounts on educational resources, and professional indemnity, and public liability insurance coverage.
- Engaged with a community of educators through SPELD SA's closed Facebook group, and attended networking events to share insights and strategies.
- Operated as an independent contractor, managing scheduling, invoicing, and client communications, while adhering to SPELD SA's policies and guidelines.
- Monitored and recorded students' progress, providing detailed reports to parents and any stakeholders required, with parents' permission.
- Provided feedback on written assignments to improve writing skills and academic performance.
- Assist students in developing effective study habits and strategies for success in school.
- Counsel struggling learners on how best to approach difficult subjects or tasks.
- Integrated technology into lessons when appropriate.
- Helped students develop critical thinking skills by engaging them in interactive dialogue about challenging concepts.
Learning Strategies Teacher (Literacy and Numeracy
St Peters Girls School
Stonyfell , SA
01.2024 - 01.2025
- Supported neurodiverse and high-needs learners (including students with ASD, ADHD, Down syndrome, and specific learning and behavior difficulties) across middle and senior years.
- Delivered tailored interventions using direct instruction, differentiated programs, and targeted progress monitoring in literacy, numeracy, language, and social-emotional learning.
- Taught literacy and numeracy across Years 7–10 in one-on-one, small group, and team-teaching formats, supporting both curriculum access and skill development.
- Partnered closely with classroom teachers to co-design inclusive lesson plans, personalized learning adjustments, and flexible assessment methods.
- Offered strategic advice and mentoring to teachers on inclusive pedagogy and practical classroom strategies, with a focus on collaboration and student agency.
- Worked closely with families to ensure a consistent and supportive approach to student learning, both at school and at home.
- Contributed to school-based professional learning for teachers and education support officers (ESOs), sharing best practices in inclusive education.
- Maintained key documentation, including ILPs, NCCD records, and diagnostic/standardized testing, in alignment with school and sector expectations (i.e. PAT testing and NAPLAN)
- Actively participated in well-being teams and case meetings to advocate for holistic, student-centered planning and progress.
- Monitored student behavior in classrooms, hallways, cafeteria, playgrounds.
- Instructed students in academic subjects such as math, science, language arts, social studies, and history.
- Assessed student performance through tests, quizzes and other assessments.
- Enforced school rules and regulations in order to maintain an appropriate learning environment for all students.
- Participated in professional development workshops related to teaching methods or curriculum changes.
- Implemented behavior management strategies to maintain classroom discipline.
Training Manager
Jigsaw Australia
Adelaide , SA
10.2022 - 01.2024
- Led the successful delivery of the Jigsaw Academy training and employment program for individuals with disabilities within a dedicated hub, ensuring alignment with organizational goals and trainee outcomes.
- Managed a team of Trainer Leads and Casual Trainers, providing coaching, performance oversight, and strategic guidance to ensure high-quality training delivery.
- Oversaw onboarding, induction, and development of casual training staff, building a qualified and effective trainer pool.
- Ensured all trainers had access to the necessary resources, tools, and strategies to deliver engaging, competency-based training.
- Identified and addressed underperformance through structured support and performance management processes.
- Collaborated with external specialists (e.g., teachers, therapists, ASD professionals) to develop tailored support strategies for trainees with diverse needs.
- Delivered one-on-one employment support to trainees requiring individualized assistance to achieve workplace competencies.
- Maintained continuous feedback channels with the National Training Manager, contributing to the ongoing refinement of program content and structure.
- Reported on all NDIS-related data, including quarterly School Leavers Employment Support (SLES) updates.
- Actively contributed to the development of new training content to align with trainee needs and industry standards.
- Leveraged external supervision to manage complex trainee cases, and implement targeted support strategies.
- Assisted with the development of career pathways for employees based on their individual goals and objectives.
- Developed training materials, including manuals, guides and handouts.
- Facilitated workshops for groups or individuals on topics related to professional development.
- Advised management on best practices related to employee education initiatives.
- Prepared reports and results for management review.
Student Support Officer
Suneden Specialist School
Mitchell Park , SA
04.2017 - 04.2022
- Assisted in the implementation of individualized education and behavior support plans for students with diverse learning and developmental needs (e.g. Phelan McDermid Syndrome, Lissencephaly, Oppositional Defiant Disorder, ASD etc.).
- Supported students with physical, intellectual, and emotional disabilities in classroom and therapy settings.
- Collaborated with teachers, therapists, and families to promote inclusive learning and student wellbeing.
- Prepared and maintained learning aids, adaptive materials, and mobility/support equipment.
- Provided personal care, mobility assistance, and feeding support in line with student care plans.
- Recorded observations and contributed to the development of student progress reports.
- Promoted a safe, respectful, and engaging school environment tailored to each student’s needs.
- Provided crisis intervention services when needed by utilizing de-escalation techniques.
- Participated in ongoing training in disability support, child safety, and inclusive education practices to enhance service delivery and strengthen support systems tailored to individual student needs.
- Supported teachers during classroom instruction by helping to maintain order among students.
Early Intervention Programme (EIP)
EIP Malaysia
Petaling Jaya, Selangor
06.2014 - 01.2016
- Integrated expertise from multidisciplinary teams to construct personalized treatment objectives and teaching curricula.
- Applied continuous assessment techniques for tracking developmental benchmarks, and revising intervention strategies through data insights.
- Implemented lesson-specific assessment techniques to track progress toward set developmental milestones in diverse plans, including treatments and programs.
- Preparing carry-over, specialized, and non-specialized materials for clients’ use.
- Preparing presentations for lectures conducted by the organization, and to train clients, parents, or caregivers on-site.
- Recommending, constructing and teaching others to use and maintain adaptive equipment for positioning, feeding, writing and the use of educational equipment or materials.
- Assisting clients in compensating for learning deficiencies in order to access an appropriate education program.
- Keeping a written record of clients’ feedback and attending to them promptly while keeping the management up to speed in all matters or developments.
- Engaged with cross-functional teams to implement personalized strategies, promoting client advancement through bespoke interventions.
- Implemented tailored programs focusing on early childhood developmental milestones, effectively collaborating with educators and therapists to enhance skill acquisition among young learners.
Education
Masters of Teaching - Special Education (Middle/Secondary)
Flinders University
Adelaide, SA12-2022
Masters of Education - Special Education
Flinders University
Adelaide, SA03-2018
Bachelor of Psychological Studies (Graduate-Entry) - Psychology
Flinders University
Adelaide, SA12-2016
Bachelor of Psychology - Psychology
HELP University
Malaysia10-2014
Skills
- Developed and delivered differentiated, structured lessons aligned with the SA Curriculum F–10, addressing the individual learning needs of middle and secondary students
- Planned and implemented adjustments and personalized learning strategies for students with disabilities, ASD, ADHD, and behavioral or mental health challenges in line with NCCD requirements
- Designed and embedded Individual Learning Plans (ILPs), ensuring goals were realistic, measurable, and incorporated into everyday classroom instruction
- Applied trauma-informed and positive behaviour support strategies to manage classroom behaviour and promote emotional regulation and student engagement
- Integrated formative assessment and feedback practices to support student growth, particularly in literacy and numeracy across middle years
- Collaborated within a small, multidisciplinary team, contributing to planning, review meetings, and reflective feedback cycles to improve student outcomes
- Participated in professional learning, coaching, and mentoring programs, with a strong commitment to ongoing professional growth
- Supported students with complex needs, including rare syndromes (eg Phelan-McDermid, Lissencephaly), using evidence-based interventions (ABA, RDI, CBT)
- Utilised communication aids (PECS, Proloquo2Go) and behavioural tools to enhance learning access and reduce barriers for non-verbal and minimally verbal students
- Maintained clear communication with families, allied health professionals, and NDIS providers, ensuring a cohesive support network for each student
- Contributed to a safe, respectful learning environment by maintaining professional boundaries and building strong, positive relationships with students
- Supervised PAT testing, NAPLAN and SACE exams
Certification
Clearances
- SA Teachers Registration (full registration): 626008
- RRHAN training (Exp: 2027)
- Advanced First Aid (Exp: Dec 2026)
- Mental Health First Aid
- CPR (Exp: Dec 2025)
- Working with Children's Check (Exp: July 2029)
Professional development
2024 - 2025
- Sounds Write Trainer (May 2025) - SPELD SA
- Introduction to Vision Impairment for Students with Additional Disabilities
- Introduction to Cerebral/Cortical Vision Impairment (CVI)
- Introduction to Supporting students who are Deaf/Hard of hearing with Additional Disabilities
- Mental health first aid
- Keeping safe: Child protection curriculum (full day) - Completion, Dec 2024
- Disability standards for education
- AI in Education/Canvas/Digital Literacies
2018
● 2018: Communication System for Autism, Part 1 and Part 2
● Volunteer at Women’s & Children’s Hospital (WCHN), Adelaide, SA - Guide Team from May 2017 to May 2018
● Winner of the WCHN Service Excellence Award 2017 - Category 4: Excellence in
Non-clinical services
2017
- Epilepsy awareness and administration of intranasal midazolam
2015
- Autism in early childhood: Evidence-based practices for inclusive classrooms
- Behaviour Analyst Certification Board (BACB): Registered Behaviour Technician (ID: BACB311374): Measurement, Assessment, Skill Acquisition, Behaviour Reduction, Documentation and Reporting, Professional Conduct and Scope of practice
References
Kate Fryer
Director of Teaching and Learning - St Peters Girls School
Ph:0412 379 275
kfryer@stpetersgirls.sa.edu.au
Jason Stewart
Head of Operations - Jigsaw Australia
Ph: 0433 331 140
Bianca Staruchowicz
Speech Pathologist - Suneden Specialist School
Ph:0433 716 529
bianca_staruchowicz3@hotmail.com
Languages
English
Full Professional
Malay
Native/ Bilingual
Timeline
Freelance Tutor (Special Ed)
SPELD SA
03.2025 - Current
Learning Strategies Teacher (Literacy and Numeracy
St Peters Girls School
01.2024 - 01.2025
Training Manager
Jigsaw Australia
10.2022 - 01.2024
Student Support Officer
Suneden Specialist School
04.2017 - 04.2022
Early Intervention Programme (EIP)
EIP Malaysia
06.2014 - 01.2016
Masters of Teaching - Special Education (Middle/Secondary)
Flinders University
Masters of Education - Special Education
Flinders University
Bachelor of Psychological Studies (Graduate-Entry) - Psychology
Flinders University
Bachelor of Psychology - Psychology
HELP University
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