School History and Profile
In 2013, Belvoir celebrated its 30th anniversary at its former location in 4 Bowman Court, Wodonga. Prior to 1983, Belvoir operated from the Murray Valley Centre in Pearce Street, Wodonga and was a Day Training Centre administered by the Victorian Government Health Department. When Belvoir moved to Bowman Court in November 1983, it became a Victorian Education Department School and has operated under education department guidelines ever since.
In 1996, with a student enrolment of 12 students, Belvoir Special Developmental School became a dual mode school to cater for students with mild, moderate and profound intellectual disabilities. As the range of eligible students broadened, the enrolment grew and so did the school’s reputation.
Belvoir Special School provides to the community of Wodonga and surrounding districts, a specialized educational service for students aged five to eighteen, with intellectual and/or multiple disabilities. Students must meet statewide criteria to be enrolled at a specialist setting such as Belvoir, and their placement may be referred by early intervention educational psychologists or medical personnel. Enrolment is subject to acceptance by the Hume Region in accordance with the school’s and region’s enrolment policy.
In July 2014 the school moved locations from its former Bowman Street address to a new purpose built facility in Gayview Drive. Students and staff now have access to up-to-date facilities and engaging and motivating learning areas.
The purpose built facility designed to be safe and stimulating for the students. Belvoir seeks to promote in all its students a positive attitude towards learning. It further seeks to provide a foundation in skills, knowledge, attitudes and values that will allow students to achieve their optimum level of independence.
In 2015 Belvoir expects to commence with an enrolment of 175 students. The majority of these students will be enrolled full-time; with a small percentage being dual enrolled and some students will participate in a transition program at a mainstream primary or secondary school. This will be determined by the individual needs of each student and in what setting these needs are best met. Students will be grouped in small home groups with each class staffed by a teacher and teacher-aide. All students will have an individualized learning plan catering for their specific needs. These plans are developed and monitored by the Student Support Group.