Transcript WORKING WITH SCHOOLS - Arthritis New Zealand

WORKING WITH SCHOOLS
OVERVIEW
MAKING SENSE OF THE LANGUAGE
SERVICES AND SUPPORTS
FINDING A SCHOOL
MAKING A GOOD START WITH A NEW
SCHOOL
SCHOOLS
SPECIAL EDUCATION GRANT (SEG)
Lump sum available to a school that is dependent on roll and decile rating. Schools
have flexibility in how they use this.
Used to fund students who don’t get individually funded.
ONGOING RESOURCING SCHEME (ORS)
Highest one percent of needs including physical, sensory, intellectual disabilities
Funding covers teacher aide, part time teacher and specialist support services
(Occupational Therapists, Physiotherapists, Speech Language Therapists,
Educational Psychologists/ Special Education Advisors, Advisors on Deaf
HIGH HEALTH NEEDS
Funding for students whose health needs would otherwise prevent them attending
school. This funding is to perform physical care tasks not to support learning.
HIGH LEARNING NEEDS (was Supplementary Learning Support)
Students less needy than students with ORS.
SCHOOLS
Special needs and use of SEG
 All kinds of needs that mean extra support is needed
 Includes gifted and talented in many schools
 May be used for teacher aide, or for teacher support for
classes, groups or individuals
 Often used to purchase resources, sometimes to fund
assessments
 Can be available to students with physical or emotional
needs as well as those with learning needs
SENCO
Special Needs Co-ordinator (SENCO)
 Co-ordinates support to special needs in the school
 Often leads meetings
 Liaises with other agencies, services
 Best first point of contact in a primaary school
INDIVIDUAL EDUCATION PLAN
Individual Education Plans (IEPs)
 For students who have difficulties in several areas
and need support beyond the normal class
programme
 Home and school develop goals which may be
academic, social and behavioural or physical /
sensory.
 You may invite a support person or specialist who
works with your child
 You may ask for an IEP or similar if your child has
significant difficulties because of his/her arthritis
OTHER SERVICES
Resource Teacher Learning and Behaviour
 Teacher or SENCO may refer when the school is uncertain of
how to proceed
 Works with the team around the child
 Could work with your child if issues interfered with learning
in some way
Moderate Physical Disabilities Service
 Schools can refer to this service when a student has fine or
gross motor skills issues
 May provide a consult service or ongoing support from a
Physiotherapist and / or Occupational Therapist
ASSISTIVE TECHNOLOGY
Ministry of Education provides laptops , iPads
and software.
 Where students can write much more easily using
technology
 When students are on an RTLB roll or receiving SEG
support
 For students with arthritis, technology use may
reduce fatigue through the day
SECONDARY SCHOOLS
Several layers of support for students
Year Level Dean will work with any student who has
issues, and is usually responsible for transitions and
class placements
Learning Support (or similar name) for students with a
variety of more severe needs. HOD Learning Support
Guidance Counselor deals with emotional needs
FINDING A SCHOOL
Need to check which schools have enrolment schemes.
When visiting a school
 Ask to speak to the SENCO as well as principal
 Ask to see classrooms in action
 Ask about and note physical terrain / challenges
 If your child is vulnerable physically, ask about staff able
to assist
 Check inclusion policy: lip service or reality?
 If you have safety concerns about your student coping, as
what if..questions
HELPING YOUR CHILD MAKE A GOOD START
When your child begins at the school
 Allow plenty of time for transition
 check on possible supports and adaptations
 Visit when the school is quiet so your child can
explore
 Build relationships so you have credibility if things
go wrong
 COMMUNICATE
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necessary information to all staff who need it
Negotiate who you will contact and when
What you will expect to know about the day, or any incidents