In this section
Even after treatment has finished, a student may
still experience difficulties with fatigue, cognition, speech, vision,
hearing, mobility and motor skills. Talk through these issues with the
student and their family and arrange further assessment and support if
Cognitive or physical fatigue is
experienced by some young people for many years after treatment. This
can affect everything they do. Tasks which used to involve little effort
may now be mentally exhausting. It may be hard to remember things or
concentrate. After a full day at school, homework may feel impossible.
Some young people may have developmental damage which can’t be repaired or which may become more obvious over time.
You may notice that they struggle with some of the following skills or school subjects:
Discuss arranging an educational psychology assessment if a young person is having difficulty with information processing.
Speech and language difficulties are experienced by
some young people after treatment. These difficulties may come and go
over time. Early recognition can prevent problems such as frustration,
low morale and social isolation.
Discuss arranging a speech pathology assessment if a young person is having difficulty with their speech and language.
Vision or hearing can be
affected in a number of different ways as a result of treatment for some
health conditions, for example:
If a young person is experiencing
problems with vision and hearing, they may be eligible for additional
support through the Program for Students with Disabilities or the
Literacy, Numeracy and Special Learning Needs Program.
Some young people may have problems with fine and gross motor skills.
A young person’s mobility may be
affected by factors such as balance and coordination, muscle tone and
strength, attention and concentration.
Consider some of the following options if a young person’s mobility or gross motor skills are affected:
Fine motor skills are the
smaller hand movements which include the ability to use tools such as
pencils and scissors. The ability to grasp and release may be slow, weak
or unsteady to the point where your child will need assistance in the
classroom with certain activities.
Consider some of the following options if a young person’s fine motor skills are affected:
Discuss arranging an occupational therapy assessment if a young person is having difficulty with mobility or motor skills.
Talk over any issues with the young person and their family and devise strategies to combat any of these effects.
Document these in the young person’s Student Health Support Plan and Individual Learning Plan.
The Department of Education and Early Childhood (DEECD) Health and Wellbeing website has lots of information and resources to assist schools to support the health and wellbeing needs of their students.
The School Policy and Advisory Guide has plenty of information for government schools about student health.
The Program for Students with Disabilities (PSD) provides additional support for eligible students with disabilities in regular and specialist government schools.
The Literacy, Numeracy and Special Learning Needs Program provides additional support for eligible students in Catholic schools to improve the learning outcomes of educationally disadvantaged students, including students with disabilities.
The Literacy, Numeracy and Special Learning Needs Program and Victorian Government targeted funding through the State Support Services Program provides additional support for eligible students in independent schools.
Outcomes for Victoria’s Children provides
information and data related to how Victoria’s young people are faring
and how this can be used by schools to inform and improve student