Assignment Task Two: Agency Visit

By Ashley Marshall S00154321

Tutor: Stewart Robinson Tutorial: Wednesday 8:00am

Avatar: Oliver ORiely (Aspergers Syndrome)

Introduction
This information report explores an agency called Amaze, which provides support to
families, schools and individuals seeking additional guidance for children and young
adults living with Autism. Throughout this report I endeavor to explore what Amaze
does, the range of services it provides individuals, and its referral procedures.
Alongside these points I seek to explore how legislation is reflected within Amazes
policies and the ways this agency endorses social justice by promoting a just society
and valuing diversity.
Description of the agency
Amaze is a website that people visit to explore support opportunities, funding,
therapies and classroom assistance for individuals with Autism Spectrum Disorder
(ASD). Amaze (2011a) defines ASD as a developmental disorder that affects
individuals in two main areas impaired communication and social interaction.
Individuals have restrictive, repetitive patterns of behaviour, interests or activities.
Amaze is formally known as Autism Victoria and was established in 1967 by a group
of parents that were seeking additional resources to support their children, they
called the association the Victorian Adults Association its main purpose was an
information source and port of call for families that required support. In 1999 the
organisation became Autism Victoria Inc until a plethora of individuals at the 2013
AGM changed the organisations name to Amaze. Amaze (2011b) express that the
title change came from the understanding that sometimes life with ASD can seem
like a maze and sometimes life with ASD can amaze The aim of Amaze is to
improve the quality of peoples lives who in some way experience ASD and provide
an extensive list of services to ensure individuals are given the best opportunity to
flourish. (Amaze 2011b)
The services provided by the agency
Amaze offer a range of services that assist individuals, families and professionals
with information and assistance to support children with ASD (Amaze, 2011c).

Assignment Task Two: Agency Visit

By Ashley Marshall S00154321

Tutor: Stewart Robinson Tutorial: Wednesday 8:00am

Amaze Classroom
The Victorian Department for Education and Early Childhood development (DEECD)
has worked alongside Amaze to produce an online website for teachers that assist
them in altering lessons and classroom management to support the needs of
children with ASD. Amaze (2015a) identify this website as a source of information
and practical strategies for school staff supporting students with Autism Spectrum
Disorder. The website is called Amaze Classroom.
Supporting Differences Program (SDP)
A program developed by Amaze in partnership with the DEECD is called the
Supporting Differences Program (SDP). Amaze (2011d) describe the program as an
in school excursion whereby an Amaze Advisor visits schools with the aim to
extend students awareness of differences that can be found within the
classroom.
Support Networks
Amaze works in liaison with support networks to assist families to build relations and
finding out information about local services or schools that assist students with ASD.
Amaze (2011e) discuss the benefits of a support network where the sharing of
...strategies, ideas, details of professionals and useful tips can help to reduce
feelings of stress and anxiety.
(Responses/ Strategies/ Treatments provided by the agency to address issues
particularly for students from culturally and linguistically diverse
backgrounds)
Amaze recognises that Victorias population consists of families from a range of
culturally and linguistically diverse (CALD) backgrounds. Amaze provides
information booklets and posters to the general public in different languages such as
Arabic, Chinese and Turkish to ensure information is available to all regardless of
their cultural or linguistic background. Amaze (2011f) discuss that the content of the
booklets is aimed at providing an overview of Autism Spectrum Disorder along with
some practical information on where to go to get help. Amaze recognise that
english as second language families sometimes experience greater challenges in
accessing information due to a lack of awareness of the website and a lack of
access to internet and phone services, therefore Amaze rely on the word of mouth of
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Assignment Task Two: Agency Visit

By Ashley Marshall S00154321

Tutor: Stewart Robinson Tutorial: Wednesday 8:00am

professionals and the public as a way of referring parents and individuals to Amazes
services.
Referral procedures of the agency:
After calling and emailing the agency I learnt that Amaze is not a service provider;
and as a result does not have a referral procedure; rather Amaze is a peak body that
assist individuals, families and professionals with information on Autism Spectrum
Disorder by accessing their Amaze InfoLine, that is available from 9:00am to 5:00pm
Monday to Fridays. Amaze is also contactable via email address and postage that
enables them to be in constant connection with people requiring information and
support.
Helping Children with Autism Funding
Amaze works in collaboration with the Department of Social Services (DSS) who
assist families to receive funding of up to twelve thousand dollars for children with
ASD within the age brackets of zero to six. This funding is called the Helping
Children with Autism Funding (HCWA). With a signed letter of diagnosis from a
Pediatrician, families are referred to Amaze who assist them in applying for the
HCWA funding. Amaze Advisors then schedule an appointment to discuss the childs
eligibility and how funding can be utilised through services such as therapy,
classroom support, and equipment. (Amaze, 2011g)
Description of how the agency seeks to address issues of social justice if at
all
Supporting Differences Program (SDP)
Social Justice is an all-encompassing term that is centered on acceptance and
inclusion. United Nations (2015) further express their understanding of social justice
by stating that the term is an underlying principle for peaceful and prosperous
coexistence within and among nations. Amaze (2011d) signifies the benefits of the
SDP as an initiative that celebrate difference in order to develop positive
relationships between and among students. Amaze discuss one of the positive
outcomes of the program as being the platform for students to engage in classroom
discussion where they feel safe enough to talk and become aware of a range of
differences in the classroom, where a subtle emphasis is placed on understanding
students who have ASD and ways to support them (Amaze 2011d). Julian Fraillon
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Assignment Task Two: Agency Visit

By Ashley Marshall S00154321

Tutor: Stewart Robinson Tutorial: Wednesday 8:00am

(2004) express that acceptance is founded in students beliefs about being good and
kind, it is an inclusive behaviour that enables a person to demonstrate values of
respect, tolerance and understanding (pp. 41). Understanding differences and being
able to celebrate these differences is an important component discussed by the
United Nations (2015), who express that We advance social justice when we
remove barriers that people face because of gender, age, race, ethnicity, religion
culture or disability. Classroom teachers are given activities to help to consolidate
and uphold inclusive classrooms post SDP. The SDP program is effective as it is
targeting bullying behaviour within a school setting rather than one or two
individuals, The Australian Government Department of Health (2012) express that
Bullying interventions that target only individual students are largely ineffective
whole-school preventative approach is preferred
How legislation is reflected in the agency policy
Although not specifically stated within the Amaze website there are a number of
legislation that are abided by to ensure those affected by ASD have their rights
upheld and respected when in communication with Amaze Advisors. Amaze is in
constant contact with children through the SDP, support programs and HWCA
funding initiative whereby each employee is required to hold a valid current Working
With Children Check (WWCC). The department of Justice and Regulation (2015)
states that the purpose of the WWCC, as a check that screens peoples criminal
records and professional conduct and by preventing those who pose an unjustifiable
risk to children from working with or caring for them. Alongside a current WWCC,
Amaze constantly receive HCWA funding applications that contain personal
information such as residential information and diagnostic statements about specific
individuals, where information must not be disclosed to unauthorised personal to
uphold confidentiality between cliental and Amaze.
The Australian Government (2014) express the importance of confidentiality through
the Privacy Amendment Act 2012 that states in section 3 6.1 that If an APP entity
holds personal information about an individual that was collected for a particular
purpose the entity must not disclose the information The Privacy Amendment
Act 2012 is reflected within the Amaze website where it is stated under rights that
each person has the right to privacy and dignity. (Amaze, 2011h). One final
legislation that is reflected in the Amaze website is the Disability Act 2006. The
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Assignment Task Two: Agency Visit

By Ashley Marshall S00154321

Tutor: Stewart Robinson Tutorial: Wednesday 8:00am

Department of Human Services (2007) states that the Disability Act is a framework
for the provision of high quality services and supports for people with a disability
which is also reflected through the Amaze website that provides support to
individuals and families with ASD.
Demonstration of an understanding of the theories underpinning the issues
agencies deal with

Figure 1. Maslows Hierarchy of Needs (Kyriakoulis, 2013)

Amaze works in liaison with individuals, families and professionals to promote
understanding of ASD. One theory that underpins the agency Amaze, is Abraham
Maslows Hierarchy of Needs (1970). Anita Woolfolk and Kay Margetts (2013)
express Maslows Hierarchy of Needs as five levels of human needs, from basic
physiological requirements to the need for self-actualisation. (pp. 356). Woolfolk
and Margetts (2013) express that each higher level is dependent on the successful
outcome of a basic need that is lower as children whose basic needs have been
met are able to cope with challenges of daily life. (pp. 357). Maslows Hierarchy
of Needs coincides with the Search Institutes 40 Developmental Assets for
Adolescents. The Search Institute (2007) express that Developmental Assets
help young children to grow up healthy, caring and responsible. In order for children
to be successful certain external and internal assets need to be active within the
childs environment. For example having positive role models, and encouraging
school climate and a safe place at home, ensures student are given opportunities to
become healthy, caring and responsible adults.
One level of need reflected in the agency Amaze is Maslows third need Love/
Belonging, which is centered on an individuals social needs and their ability to
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Assignment Task Two: Agency Visit

By Ashley Marshall S00154321

Tutor: Stewart Robinson Tutorial: Wednesday 8:00am

create optimistic relationships that are supportive factors in their lives. (Woolfolk and
Margetts 2013, pp. 357) The SDP implemented by Amaze assists students to foster
their development in Maslows 1970 hierarchy of needs by providing foundations for
positive relationships between primary and secondary aged children (Amaze 2011d).
Woolfolk and Margetts (2013) discuss when the needs for love and belongingness
are met, individuals can then address the so-called higher level needs of intellectual
achievement and self actualisation. (pp. 356) . Before addressing Maslows third
Hierarchy of Need (Love/ Belonging) an individual must feel safe, protected and
supported by families and individuals within the community. Rhys Price- Robertson
and Leah Bromfield (2009) discuss that a child who is neglected emotionally lacks
warmth, nurturance, and support from their family (pp. 3) as a result of emotional
neglect children have deficiencies in their personal development.
Identification of implications for educators including ideas for
accommodations and adjustments to support students
Amaze Classroom
Children with ASD can be higher functioning students within a classroom, which
need extra support to achieve personal learning standards. The Amaze Classroom
provides strategies to support students with varying learning needs and provide
guidance in their education through a range of subheadings called strategies to
support children. Amaze (2015b) identify that teachers working on students
communication should provide the student with subject specific word-banks (with or
without accompanying pictures) which can act as a prompt/ support when writing
about or discussing a topic. Within Amazes interactive classroom teachers can
access information about ways to adapt lessons and assessments. Amaze (2015c)
express one way of doing this is by giving the student a section of the work rather
then the entire task. The Amaze Classroom is seen as beneficial to the classroom
teacher who is given access to successful ideas to adjust lessons to support
students with ASD. The Amaze classroom express the benefits of a Student Support
Group (SSG) in schools that allows teachers to work with families to achieve
developmental and learning outcomes for students in their classroom. Amaze
(2015d) express one benefit of SSG as parents may put teachers in contact with
specialists or allied health professionals who can supply important insights into the
best way to design the students learning programme The DEECD (2013) states the
benefits of an SSG program by discussing that better outcomes are achieved
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Assignment Task Two: Agency Visit

By Ashley Marshall S00154321

Tutor: Stewart Robinson Tutorial: Wednesday 8:00am

when the key people within a students life are included and engaged in planning,
supporting and implementing the educational program. (pp.1)
[Amaze works with me as a teacher to support my avatar Oliver with Aspergers
Syndrome, although Oliver comes from a family that is middle socio economic
status with suggestively supportive parents, having the Amaze Classroom allow me
as a pre-service teacher to apply successful practical solutions and alter lessons
and classroom management to support the success of Olivers learning. By making
information accessible to teachers and families Amaze seeks to ensure they are
assisting individuals with ASD in their learning journey to help them develop, and be
thriving adults in society.]
Conclusion
Through in-depth exploration of the agency Amaze I have become more aware of
the support and services available to me when working with individuals with ASD. I
now have a clear understanding about the rights students with ASD are entitled to,
the strategies needed to assist students that come from CALD backgrounds and the
benefit of the Amaze as an agency that seeks to improve the quality life for someone
who in some way experiences ASD.
Word count including in text references: 2219 words
Word count excluding in text references: 1985 words

Assignment Task Two: Agency Visit

By Ashley Marshall S00154321

Tutor: Stewart Robinson Tutorial: Wednesday 8:00am

References
Amaze. (2011a). What is Autism Spectrum Disorder? Retrieved from
http://www.amaze.org.au/discover/about-autism-spectrum-disorder/what-isan-autism-spectrum-disorder/
Amaze. (2011b). About Us. Retrieved from http://www.amaze.org.au/about-us/
Amaze. (2011c). How we can help you. Retrieved from
http://www.amaze.org.au/discover/how-we-can-help-you/
Amaze. (2011d). Supporting Differences Program. Retrieved from
http://www.amaze.org.au/discover/how-we-can-help-you/supportingdifferences-program/
Amaze. (2011e). Support Networks. Retrieved from
http://www.amaze.org.au/discover/how-we-can-help-you/support-groups/
Amaze. (2011f). Resources. Retrieved from
http://www.amaze.org.au/discover/about-autism-spectrum-disorder/resources/
Amaze. (2011g). Helping Children with Autism Funding Package. Retrieved from
http://www.amaze.org.au/discover/how-we-can-help-you/hcwa/
Amaze. (2011h). Your Rights. Retrieved from http://www.amaze.org.au/aboutus/your-rights/
Amaze. (2013). Therapy Connect. Retrieved from
http://www.therapyconnect.amaze.org.au/
Amaze. (2015a). Amaze Classroom: Welcome. Retrieved from
http://www.amazeclassroom.org.au/index.html
Amaze. (2015b). Strategies to Support Students. Retrieved from
http://www.amazeclassroom.org.au/strategies_to_support_students1.html

Assignment Task Two: Agency Visit

By Ashley Marshall S00154321

Tutor: Stewart Robinson Tutorial: Wednesday 8:00am

Amaze. (2015c). How to Adapt Lessons. Retrieved from

http://www.amazeclassroom.org.au/how_to_adapt_lessons.html
Amaze. (2015d). Working with Families. Retrieved from
http://www.amazeclassroom.org.au/working_with_families1.html
Australian Government Department of Health. (2012). Bullying: What can teachers
and schools do to prevent bullying. Retrieved from
http://www.responseability.org/home/fact-sheets-and-podcasts/key-issues-foryoung-people
Australian Government, Office of the Australian Information Commissioner. (2014).
Privacy fact sheet 17: Australian Privacy Principles Retrieved from
http://www.oaic.gov.au/privacy/privacy-resources/privacy-factsheets/other/privacy-fact-sheet-17-australian-privacy-principles
Bromfield, L., & Price-Robertson, R. (2009). Resource Sheet, National Child
Protection Clearing House: What is child abuse and neglect? Retrieved from
http://leo.acu.edu.au/mod/page/view.php?id=892096
Department of Education and Early Childhood Development (DEECD). (2013).
Student Support Group Guidelines: 1 Introduction. Retrieved from
https://www.eduweb.vic.gov.au/edulibrary/.../ 2013-SSGGuidlines.pdf
Department of Human Services. (2007). About the Disability Act 2006. retrieved from
http://www.dhs.vic.gov.au/about-the-department/documents-andresources/reports-publications/about-the-disability-act-2006-information-sheet
Department of Justice and Regulation. (2015). Working With Children Check:
Purpose. Retrieved from
http://www.workingwithchildren.vic.gov.au/home/about+the+check/purpose/
Fraillon, J., Ministerial Council on Education, Employment, Training and Youth Affairs
(MCEETYA). (2004). Measuring Student Well-Being in the Context of
Australian Schooling: Discussion Paper. Retrieved from:
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Assignment Task Two: Agency Visit

By Ashley Marshall S00154321

Tutor: Stewart Robinson Tutorial: Wednesday 8:00am

http://www.curriculum.edu.au/verve/_resources/Measuring_Student_WellBeing_in_the_Context_of_Australian_Schooling.pdf.
Kyriakoulis, P. (2013). Maslows Hierarchy of Needs and your Finances. Retrieved
from http://www.viicg.com/uncategorized/new-post
Search Institute. (2007). 40 Developmental Assets for Adolescents. Retrieved from
http://www.search-institute.org/content/40-developmental-assets-adolescentsages-12-18
United Nations (UN). (2015). World Day of Social Justice: 2015 Theme: Ending
human trafficking and forced labour. Retrieved from
http://www.un.org/en/events/socialjusticeday/
Woolfolk, A., & Margetts, K. (2013). Educational Psychology. (3rd ed.). Frenchs
Forest, NSW: Pearson.

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