Matty is in Year 9 at a small metropolitan special school with an enrolment of 100 students. He has attended the school since Foundation. His grandfather is his guardian and drives him to and from school.
Matty has a degenerative neurological condition which has meant that over the year he has had frequent periods away from school due to various medical procedures. Matty most recently had a hip replacement due to a degenerative bone condition. The school-based physiotherapist and occupational therapist (OT) consulted with school staff and his medical team at the hospital to ensure that manual handling procedures (ie personal care, transition to his manual wheelchair) and follow-up rehabilitation therapy needs were addressed. Currently, Matty has a personalised learning plan, personal care plan, medical management plan, pain management plan and feeding plan.
Matty is not able to move his body and so uses an augmentative and alternative communication system (AAC eye-gaze communication: blinking for 'yes'). He is not able to take food orally, and instead has a percutaneous endoscopic gastrostomy (PEG) feeding tube in his stomach. Staff are trained annually by his medical team from the hospital to ensure that they are able to manage his feeding, suctioning and PEG tube maintenance appropriately. Matty receives weekly school-based speech pathology support, which focuses on his communication, swallowing and feeding needs.
Matty receives continuous one-to-one assistance to facilitate adjustments in communication, curriculum, health and personal care at all times. All therapists and teachers involved with Matty’s education and care attend regular case conferences to ensure there is consistent input from all relevant professionals. They also regularly (twice a term, or more frequently if required) meet with Matty’s grandfather to discuss his progress.
There is also a school psychologist, and a social worker is available one day per week. They liaise with Matty’s grandfather at least twice per term regarding Matty’s general mood and provide advice and guidance to teachers and support staff in relation to strategies to support Matty’s social and emotional needs.