Transition to Work

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Transition Planning
The movement from school to adult life is one of the most critical transition periods for all students, especially those with special educational needs. Research has indicated that students with special educational needs require greater support in their transition to adult life than their peers. This is especially the case in relation to vocational outcomes, which includes getting and maintaining work.
The Diverse Learning Faculty at Fairvale High School recognises the need for effective planning and support of secondary-aged students with special educational needs and therefore supports the transition planning process through a range of Programs.
In years 9, 10, 11 & 12, students study Life Skills courses as prescribed by the Board of Studies. This leads to attainment of the School Certificate and Higher School Certificate. The Diverse Learning Faculty Fairvale High School is currently retaining all students to Higher School Certificate level.
From Year 9 onwards, Individual Transition Planning Meetings are held with students, parents, teacher and Support Teacher Transition. The purpose of these meetings are to ensure that every student is well prepared for the transition from school to work options. (Students are independently travel trained to a supported Employment site for 1 or 2 days per week).

Students, parents, teachers, community agencies, community services and government departments all work together to bring about the best possible outcomes for students whether it be for them to get a job if they have the appropriate skills or to access a program that caters to their individual needs once they have left school.
The Diverse Learning Faculty at Fairvale High School works closely with such organisations as F.O.D.I, AFFORD, D.A.D.H.C, ATLAS, Direct Employment, Centrelink, Centacare and WSROC to ensure that all students are placed in appropriate and meaningful post-school training and employment. Welfare, advocacy, Legal and residential services. Financial support of families and students with disabilities.
The process is designed to incorporate the involvement of each individual student in a personalised process which focuses both on their current and future goals.
Transition planning is student centred. It focuses and concentrates on the outcomes that students need to achieve in order to facilitate a smooth transition from school to adult life.

Community Participation Programs

The Diverse Learning Faculty's Community Participation Program enables students to recognise supermarket items they use regularly and to use communication and money skills functionally as well as use recreational facilities on a regular basis. Students learn to travel safely and independently within the community and learn essential skills such as walking in a group and road safety. Students regularly visit supermarkets, bowling alleys, parks, gymnasiums and cinemas.

Travel Training

Travel training programs which teach students to travel independently to and from school or class travel programs which allow students to access the local area.
Academic programs which teach functional reading, number, money, time and writing skills. These skills are exercised during Community Participation Programs and Travel Training for realistic practice.

The Coffee Club

The success of the Community Participation Program and Travel Training has led to the development of the Coffee Club. Transition outcomes are incorporated into PLASPs (Personalised Learning and Support Plan) for each student. The Coffee Club is run by students who take orders, deal with money and deliver goods to staff throughout the school. Staff have the option to use the Coffee Club's rewards card, where students reward teachers with a bonus beverage if they purchase a beverage on a regular basis.

Transition planning addresses:

The personal management of each student.
Developing social skills and a social network.
Personal and interpersonal skills.
Personal care
Skills around the home.
Recreation and leisure.
Community participation
Vocational training and employment options.
Developing skills to achieve work goals.
Small group supported work experience programs. (Work experience in a supported employment site. Usually 3-4 students working half days and building to full days fully supported by school staff)
Open employment options. (Students participate in whole school work experience
programs and participate independently in employment)
Independent work experience