1. How Intensive Interaction became part of the curriculum at Glenroy Specialist School. Nola Moulden Adamantia Kambouropoulos

2. Glenroy Specialist School Caters for 150 students aged 5-18 with significant physical &health impairments and a range of intellectual abilities We have approximately 100 staff, including teachers, therapists, nurses, administration and ancillary staff

3. Our journey begins... The inspiration The realisation The encouragement

4. What was happening?- the catalyst. These sensory students appear to spend much time in their own world using self stimulating activities such as rocking, tapping, lip smacking, vocalising.

5. An Urgent Need... for a method such as I.I. to be implemented in a school with a high population of sensory learners, so that their communication and social needs may be met on a level that is familiar to them.

6. We began... With a day out of the classroom as a result of our TPL By informing the staff at Glenroy SS of our Teacher Professional Leave and our project to learn about and implement I.I. With professional reading By attending I.I. workshops

7. And also... By identifying and videoing the students suitable for I.I. in our classes and across the school. Developed a parent information pack about I.I. By modelling I.I. for teachers and assistant staff in classes with students suitable for I.I. With the assistance of an Education Aide every Thursday which was our day out of class in 2009.

8. Publicity... Information Board in staff room. Posters around the school. Intensive Interaction site on school server.

9. Mealtime Assistants 30 people employed 2 hours each day to assist students with their lunch Presented 2 hour Professional Development workshop in May 2009 to MTAs

10. I.I in down time...

11. Feedback...The Power of Video The MTAs spoke of the benefits of viewing video: Footage of students we know & will be able to relate with them in different situations Gaining ideas of how to do I.I. with students Where to position themselves in relation to students Noticing a variety of topics of conversation

12. School Visits. Teacher Professional Leave 2009 Visited Glenallen School and Sunshine Special Developmental School, in Victoria St Ann’s Special School and St Patrick’s Special School, in South Australia Clifford Park Special School, Toowoomba Queensland

13. School Visits... Timetabling of I.I. Sessions Work Programs Parent Information Staff Allocation Students not involved in I.I.? Frequency of videoing/cameras? Record Keeping

14. School visits. Do’s & Don’t of I.I. Daily I.I. Chart I.I. Student Folder “Touch Policy” I.I. Goal Setting Topics of Conversation I.I. Professional Learning Team

15. “Start-Stop Video Meetings” Meet twice a term Voluntary attendance View video to observe students View video to coach staff

16. Presenting to... School CouncilCoffee Morning with Parents

17. Presented to Therapy Staff Yooralla is an organisation that is contracted to supply therapy to our students Through Yooralla we receive therapy assistance Yooralla has their own administration

18. Support from Leadership Team. Time release to attend network meetings Principal and Assistant Principal classroom visits to observe I.I. in action Given Information Technology support To set up Professional Learning Team in 2010 Allocated time out of classroom in 2010 & 2011to model and coach; as well as having planning time together

19. In 2010 and beyond... Have drafted a physical contact policy. Continue to train staff in moderation, reflection and how to video More classes are using I.I. and writing I.I. goals in IEPs I.I. PD beginning of year 2010 and 2011

20. Beyond Glenroy Specialist School. Our TPL project was selected to be written into a book recording the history of TPL, putting I.I. and our school into the wider community. In July 2010 we spoke about our project at the ISAAC conference in Barcelona.

21. 2011...The I.I. Team Juliet buddies up with other Junior classes to model and train staff in the use of I.I.

22. The I.I. Team. Therapy staff have recognised progress in student as a result of I.I. The nursing staff have commented on the obvious communication and social changes in students using I.I. Leadership continues to receive positive feedback from parents of students involved in our program