November 2009 Vol. 1, Issue 10 (PDF - 16.2Mb) - Department of ...

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56 Nov 09 Research Xxxx RECENT STUDY Measuring activity levels in children at a specialist school Glenallen School is purpose-built to meet the educational and mobility needs of students who have a physical disability or significant health impairment. In 2008, the school received a grant from the Department to conduct a practitioner-led research project. The school chose the key theme of student support, and formed their project around the research question: How much time do school-aged children with cerebral palsy engage in upright activities at school and at home, and what are the key predictors? Research shows that physical activity is vital for children’s social, physical and emotional development. Weight-bearing is important for hip joint development, preventing contractures, maintaining bone density and encouraging digestion and circulation. Furthermore, physical activity improves muscle strength and flexibility, improves cardiovascular fitness and assists with healthy weight maintenance. Lastly, the social aspect of play cannot be underestimated, and exercise in general has great psychological benefits. Approximately half the students at Glenallen have cerebral palsy. Due to the nature and severity of their disability, these students often spend large amounts of time seated in a wheelchair, with minimal position changes. The research project investigated the number of hours per day in which children 5–18 years-old with cerebral palsy engage in upright activity, with the purpose of monitoring and developing school initiatives towards increasing upright and weight-bearing activity, and promoting a more active lifestyle. The study found that the average time students spent in upright activities was 1.5 hours per day in contrast with an average of 5.4 hours for typically-developing children. Children’s level within the Gross Motor Function Classification System (GMFCS) was a strong predictor of the amount of time spent in upright, weight-bearing activities. The amount of time spent in upright activities decreased as the GMFCS level increased. Hence, while students at level two (who walk without an assistive device in most settings) spent an average of 3.25 hours being active, students who were classified as level five (who have difficulty with head and trunk control and are transported in a manual wheelchair in all settings), spent only 0.5 hours being upright. In addition, there was a significant difference in the time spent upright at home versus at school, with children at all GMFCS levels spending more time at school involved in upright activities. Similar factors affecting the amount of upright time for students with higher GMFCS were found in both school and home settings including lack of awareness of the importance of standing, lack of funding for equipment and/or space and lack of time. Mathematics Specialist Teacher Victorian Office – 2010 The Australian Bureau of Statistics is seeking a Mathematics teacher for 2010. The successful applicant will be required to develop resources aimed at increasing the statistical literacy and capability of teachers and students. For further information, go to www.abs.gov.au/careers or contact Christine Sergi on 9615 7695 or 0419 876 921 • The Planetarium and Dome Theatre that comes to your school • Incursions save schools money, and avoid disruption and fuss • Cost from $ 4.50 per head. Journeyman Education Services The Portable Planetarium plus Movies all over the Total Dome • A choice of movie topics – Astronomy, Earth Science, Biology, etc • Every session includes our Astronomy “Sky Explorer” programme. BOOKINGS STILL OPEN FOR TERM 4 Phone: 9748 8326 Fax: 9749 5931 Email: cosmodome@cosmodome.net
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Shine A publication of the Departme
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4 Nov 09 Messages Xxxx Welcome to t
Page 6 and 7: 6 Nov 09 Briefcase Xxxx What’s ne
Page 8 and 9: 8 Nov 09 Briefcase Xxxx What’s on
Page 10 and 11: Cyberethics summit showcases studen
Page 12 and 13: 12 Nov 09 Xxxx Snapshot 7:30am, Bas
Page 14 and 15: 14 Nov 09 Xxxx Helping autistic chi
Page 16 and 17: 16 Nov 09 Xxxx upset when the refer
Page 18 and 19: A fast heartbeat is okay Sometimes
Page 20 and 21: 20 Nov 09 Early Childhood Early chi
Page 22 and 23: Early Years Awards wrap-up The Earl
Page 24 and 25: 24 Nov 09 Leadership Curriculum est
Page 26 and 27: 26 Nov 09 Xxxx OG kids exhibit at N
Page 28 and 29: great Australian autobiographies Co
Page 30 and 31: 30 Nov 09 International Education O
Page 32 and 33: 32 Nov 09 Regional Network Leaders
Page 34 and 35: 34 Nov 09 Time Xxxx Management Time
Page 36 and 37: Xxxx 36 Nov 09 Opinion Joanne Blann
Page 38 and 39: “I remember being in Year 10 and
Page 40 and 41: Distance Education Centre celebrate
Page 42 and 43: 42 Nov 09 School Services Officers
Page 44 and 45: 44 Nov 09 Regional Xxxx Network Lea
Page 46 and 47: 46 Nov 09 Xxxx School design awards
Page 48 and 49: • berwick chase primary 48 Nov 09
Page 50 and 51: 50 Nov 09 Building Xxxx the Educati
Page 52 and 53: 52 Nov 09 Xxxx How well do we provi
Page 54 and 55: 54 Nov 09 Research Xxxx Q&A with Pr
Page 58 and 59: 58 Nov 09 Xxxx Research Digital tec
Page 60 and 61: By the blazing Somers firelight Hon
Page 62 and 63: 62 Nov 09 Xxxx eLearning Using ICT
Page 64 and 65: 64 Nov 09 Xxxx eLearning Great webs
Page 66 and 67: 66 Nov 09 Early Childhood Environme
Page 68 and 69: Classnet 68 Nov 09 Xxxx movie comp
Page 70 and 71: 70 Nov 09 Xxxx Regional Roundup Goo
Page 72 and 73: 72 Nov Oct 09 Xxxx Regional Roundup
Page 74 and 75: 74 Nov 09 Xxxx Appointments The app
Page 76 and 77: 76 Nov 09 Classifieds ACCOMMODATION
Page 78 and 79: 78 Nov 09 Classifieds PROFESSIONAL
Page 80 and 81: 80 Nov 09 Professional Xxxx Develop
Page 82 and 83: 82 Nov 09 Xxxx Take a Break Staffro
Page 84: Professional Development Program Ja
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