The overall purpose of the Creating a Voice project at Clarke Road School (CRS) is to empower all students to communicate in as many ways as possible and build their capabilities to connect and better understand the world they live in.

The Creating a Voice project started in 2015. A core team of CRS teachers have been trialing The Communication Passport© by Ylana Bloom and The Hills School, NSW. The Communication Passport© includes two unique and original assessments and numerous other resources, which assist teachers to understand their students’ communication and learning capabilities. Thus, allowing teaching staff to create a voice for every student and design/deliver relevant and meaningful teaching and learning programs for ALL students within their classrooms. The target learners for The Communication Passport© are children and young people who have a moderate to severe intellectual disability, many who have additional disabilities

A direct impact; calmer learners, more alert children/young people who are better able to understand their world and better able to express themselves. When implemented correctly within a classroom, teachers are achieving positive outcomes in their students’ unique and often diverse communication and learning capabilities. In these classrooms, students are experiencing personalised learning programs which are designed and delivered to maximise their communication and learning capabilities.

In 2015 7% of children were assessed using The Communication Passport©, in 2016 16% of children and in 2017 65% of children were assessed using The Communication Passport©

From Clarke Road School:

“Bendigo Bank, Galston has made a significant difference to our school. Their generous and continued funding has allowed for consistent and continued collaboration with an academic partner, Ylana Bloom. All teachers at Clarke Road School have the opportunity for in-depth mentoring/coaching and multi-faceted professional learning conversations on The Communication Passport and other key approaches. The direct impact is teachers are better able to design and deliver meaningful and relevant teaching and learning activities for the children/young people with complex disabilities within their classrooms.”