Three Approaches to supporting the educational needs of children and young

people in care

UnitingCare Burnside/ Marist Youth Care/

Wesley Dalmar.

14 August 2006

Education Western Sydney

‘Leaving care studies consistently show that care leavers are many times more likely than their peers to be unemployed, to become pregnant in adolescence, to be homeless, to engage in health-threatening behaviours such as smoking and misusing alcohol or drugs, and to suffer from eating disorders and mental health problems’ (Jackson & Martin , 1998: 570)

What works?

• Stability – in placement & school

• Carers & workers who value educational attainment

• Celebrating successes• A range of flexible

responses to changing needs.

What UnitingCare Burnside Education Program WS does

• 1:1 tutoring • Consultancy & advice for

workers and carers• Assessments from

preschoolers up

• Training for workers and carers

• Education workers in residential care units

• Advocacy with schools

• Flexible responses to changing and varied needs.

What UnitingCare Burnside Education Program WS does

• Resource carers and workers to support educational outcomes

• Make education a priority at all levels of the organisation as well as in the case planning

• Use a range of flexible strategies to meet the changing needs of children and young people in care as they arise…

My Message

….and share what you learn!

MYCEDUCATION PROGRAMS

Incorporating

Education Support Services

Vocational Support

“One size does not fit all”

Our Accommodation Programs

Residential programs 27 High and Complex Needs young people

St. Vincent’s Adolescent CareUp to 10 young people in Family Restoration

Supported Accommodation (SAAP)17 young people

MYC Young People- A Snapshot

Reflect documented statistics Average Age 16.0 Diagnosed Psychiatric Conditions

None 27 %

One 42%

Two or more 31%

Average Year of School Completed 8.8

Average number of schools attended 4

MYC Education Programs An Historical Perspective

2003 “What does Education have to do with Welfare?” “They’re suspended - isn’t it your job to look after them?”

2004 – 2005 “Anything to do with school – Education will fix it.”

2006 “What are the Educational Goals for this young person and how will we assist them to be achieved?”

What do we do? MYC Education Programs

Educational Assessment IEP Development and Implementation Day Program provision Resources for Agency Staff Training Tutoring Access to external education providers Casework support

HENRY (Aged 15)

• Mother Deceased, Father Unknown

• Parental Responsibility to the Minister until 18

• Diagnosed ADHD and Conduct Disorder

• Refusing Medication

• Serious Abuse and Neglect Issues – physical and suspected sexual

• In Long Term Foster and Residential Care

• Health Professional(s) involvement– Anger Management, Grief and Loss, Trauma

School History

Previously in Mainstream School ED Class

At age 15 school transferred enrolment to alternative educational environment due to non-compliance and behavioural issues

Assessed not IM by definition

Academically working at 4 – 5 years below chronological age

MYC Education PlanWhat are we doing?

Mainstream School :

Life Skills School Certificate ‘Pete’s Place’ Day Program MYC ‘Job Squad’ work skills program Tutoring in Residential Placement

IEP Goals Reviewed Monthly

Our Challenge

“ Education for children and young people in care can be a place of safety, support and growth. Too many children and young people in care do not have this experience. Our challenge is to create a best practice system that nurtures the individual and responds to the collective needs of children and young people in care.”

(CREATE Foundation)

Wesley DalmarOut of Home Care

Education Program

OUR CLIENTSFoster Care Programs

• Castle Hill

• Penrith

• Tuggerah

Residential Programs

• Gateway Cottage, Lewisham

• Carlisle Cottage, Mt Druitt

Caring for over 150 children and

young people at any one time.

Meeting the challenge

Supporting our residential program

A Learning Centre at Gateway Cottage. Its two main functions are:

1.To provide the space and the resources for regular educational mentoring.

2.To provide the space and resources for suspension programs as needed.

Meeting the Challenge

Supporting education in our Foster care programs

Providing “on call” education advice to caseworkers.

Providing suspension programs and support to carers.

Advocating for educational assistance at case conferences and school meetings.

Distributing an education newsletter to carers each term.

Case Study

Sarah on Suspension

Jeannie Baker is a very Jeannie Baker is a very important person and important person and is a famous artist.is a famous artist.

Jeannie Baker is very Jeannie Baker is very talented. She has talented. She has done a lot of things done a lot of things like collages and like collages and paintings.paintings.

Jeannie has made Jeannie has made many books. Right many books. Right now I am studying her now I am studying her book named book named BELONGING.BELONGING.

Jeannie Baker was born in England and is Jeannie Baker was born in England and is now living in Australia. Since 1972 she has now living in Australia. Since 1972 she has worked on her collage constructions many of worked on her collage constructions many of which are designed to illustrate picture books which are designed to illustrate picture books but stand individually as works of art.but stand individually as works of art.

Her collages are made from natural and man made materials.

She uses things like bark, feathers, cracked paint,wool, tin, paint and plants.

Some collages take about two to three years to make. She builds them up layer by layer.

• This book, Belonging, is a wordless book.

• It tells the story through changes in the same place

viewed out of a window.• We see what changes out of

the window every two years.• The scene though the window

changes from ugly to beautiful.

                                      

Jeannie Baker is trying to tell us that us that we need to nurture where we live and care for our environment.

If we do this we will not just have a place to live but we will have a place to belong.

If we keep our environment healthy it will sustain the web of life on which we depend.

                              

         

Outcomes of Sarah’s learning flight.

•Development of research skills

•Development of computer skills

•Development of language skills

•Understanding of issues for

urban communities

•A sense of achievement and

experience of success.

•Confidence to take initiative with

learning.

•Goals for the future

Education

prioritise

support and resource

a chance for success