IE Networking Session - Primary June - Free Session

Maggie Balfe joined the Inclusive Education team at AISWA in January 2015. She has worked in the field of education for many years; starting her career in special education teaching in the 1980s with the Department of Education in Western Australia as a teacher in special schools. During the early 1990’s she worked in the United Kingdom as part of an early intervention team supporting families of children with disabilities. On her return to Western Australia she worked for Catholic Education WA taking on a variety of roles (Consultant for Students with Disabilities, followed by Coordinator of a High Support Needs Centre and finally teaching students with disabilities at secondary level) before joining AISWA. As an Inclusive Education Consultant Maggie supports schools promoting positive inclusive practices for students with disabilities in schools. Maggie has a Bachelor of Education and a Graduate Diploma in Special Education.

Lynne joined the Inclusive Education team at AISWA in April 2017 where her roles have included Inclusive Education Consultant, Inclusive Education Coordinator, and currently Consultant - Child Protection.  She brings experience in filling various roles within schools, particularly in the areas of disability and leadership. During her time as Principal, Lynne has been passionate about creating an inclusive school culture and community, and quality teaching and learning. She has been involved in supporting and mentoring school leaders, and school registration, particularly in child protection and disabilities. 

Lynne currently provides support to all AISWA schools in child safety and child protection. She is the AISWA contact in assisting inquiries related to child abuse including mandatory reporting and works with other child safe /child protection agencies. 

Toni Tomlin is a Lead Psychologist with the AISWA School Psychology Service who has been working in Independent schools for almost 25 years. Toni has a special interest in autism, speech and language disorders, and trauma-informed practice.