disability connect- Networker Dec 2015

DECEMBER 2014 (REVISED JUNE 2014) DECEMBER 2015

NETWORKER SUPPORTING PARENTS AND FAMILIES OF DISABLED CHILDREN AND YOUNG PEOPLE

from left: Robyn, Sanny, Virginia, Gabi, Nicola and Lisa

BOARD MEMBERS STAFF MEMBERS Colleen Brown – Chairperson Sharon King – Secretary Wendy Duff – Treasurer Laraine Hand Tim Sutton Anne Martin Martine Abel Heather Madill

Lisa Martin – CEO Virginia Desai – Financial Administrator Gabi Zündorf – Information Advisor Sanny Chan – Community Disability Cultural Advisor Asoka Gamage-Mendis – Community Disability Cultural Advisor Robyn Hoffman – Information Advisor/ Office Assistant

NETWORKER TOPIC: EDUCATION CHOICES MAINSTREAM AND SPECIAL SCHOOLS Welcome to the December 2015 edition of the Networker magazine!

Christmas is fast approaching and so are the Christmas holidays.

Festive celebrations, long hot days, strawberries and the beach – this is what summer means for many families.

For parents February signals the start of a new school year. Some parents will be embarking on a journey of learning and deciding on the best educational environment for their child with a disability.

We have written this Networker on the topic Education Choices: Mainstream and Special Schools because education choices are a common enquiry at Disability Connect. For the parent of a young child with a disability there is much to consider such as access to services and support, funding, peer relationships and of course educational achievement.

We hope the information here provides a useful reference for parents wanting

to know about issues to be aware of in relation to the education of their child with a disability. The information is accurate at time of publishing (December 2015) but of course keep an eye on the various websites on page 16 for regularly updated information. As always, we appreciate any feedback on our publications and the work of Disability Connect. Our contact details appear on this front cover so please feel free to communicate with us.

This front cover also features a Disability Connect staff photo. We are growing as an organisation and have another new member since this photo was taken: Asoka Gamage-Mendis works part time with us as a Community Disability Cultural Advisor. Also Sanny Chan, our other Community Disability Cultural Advisor, is expecting her first baby in April 2016 – very exciting!

Enjoy reading this Networker magazine and the staff and board of Disability Connect wish you a very Happy Christmas and peaceful New Year.

Asoka

DISABILITY CONNECT (PARENT & FAMILY RESOURCE CENTRE INC.) 3b Olive Road, Penrose, Auckland P.O. Box 13385, Onehunga, Auckland 1643 09 636 0351 | 09 636 0354 admin@disabilityconnect.org.nz

Disabilty Connect would like to thank the Trusts Community Foundation for funding this edition of the Networker magazine.

www.facebook.com/ ParentandFamilyResourceCentre @disabilityconne

THE NETWORKER DECEMBER 2015 WWW.DISABILITYCONNECT.ORG.NZ

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CEO’S REPORT

Season’s Greetings - 2015 has been our busiest year ever! Several events over the last eighteen months have promoted us in the community more than ever before. Late 2014 we rebranded ourselves Disability Connect as we felt this better describes what we do. You may still know us as Parent and Family Resource Centre Inc and that is still our legal name – most of our contact details remain the same and appear throughout this Networker magazine.

During 2015 we heavily promoted our Culturally and Linguistically Diverse (CALD) work with the South Auckland community as we expanded this work beyond the ever popular Chinese Families Autism Support Group. During 2015 we have been running an Indian Families Disability Support Group and it is wonderful to see a familiar and growing body of parents attending this group and networking together for support. We always welcome new members to our support groups so keep an eye out for our emails and E bulletin for dates and venues. Otherwise contact us to find out more information.

We have expanded our publications too – as well as the popular Disability Support Guide, Networker magazine and Four Go Flatting books, during 2015 we translated our Disability Support Guide into Simplified Chinese. The Disability Support Guide provides broad, generic information useful to families new to the disability sector, including information on policy/legislative environment in New Zealand and supports available through the Ministries of Health, Education and Social Development, and also ACC and Not-For-Profit groups. We are currently working on creating Korean and Arabic versions of the Disability Support Guide and these will be available in January 2016.

Please contact us for supplies.

lot of tears were spilled getting him into Hill Park Primary that his sister Olivia attended. The issue wasn’t the principal – no one could have been more welcoming, it wasn’t the staff – it was that amorphous thing called ‘the system.’

We didn’t understand the system, and to be frank I don’t think a lot of bureaucrats back in the day really understood it either. The Director of Special Education once said to me in an interview that he could pull a lever in Wellington and by the time the message had travelled to the ends of New Zealand it became diluted, just a faint tweak at the end of a piece of string.

CHAIRPERSON'S

Thank goodness times have changed. But the need for parents, whanau and caregivers to be vigilant hasn’t changed.

Hi Everyone

One thing that all parents have in common regardless of what era we are talking about – we all want the best education for our children. They only get one crack at it. Every day at school needs to be a positive step forward.

REPORT

For those parents who have a child about to enter the compulsory education section – this is the publication for you. Let it become your well-thumbed bible, your go to document stuffed down the bottom of your large all-purpose bag, because you do need to get your head around how to get the best out of your child’s educational opportunities.

I just wish we’d had this kind of information when we started Travers at his local primary school all those years ago. We sweated blood and a

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This Networker is our attempt to give you important information in easy to understand portions. There is no way I can sugar coat the message – it isn’t easy, but it can be done.

As a teacher I have always maintained that in order for a child to be successful at school, there are three key components, a little like a threelegged stool – the child, the parents and the school. If you take away the absolute involvement

During 2015 we also developed two new seminars for our community. These are: Education Legal Issues, and Work and Income Supports in Disability.

Education Legal seminars explore some of the challenging issues that can arise in a school environment for parents of a child with a disability.

Presented by solicitor Nan Jensen (who also presents our Trusts & Welfare Guardianship seminars) this new Education Legal seminar is very popular and will continue throughout 2016.

Also very popular has been our Work and Income Supports in Disability seminars which are presented by Vaughan Dodd, Disability Advisor, Ministry of Social Development. This seminar explores eligibility criteria for the types of supports available for persons with disability.

In 2016 we will be offering another new seminar called Living Options for a Person with a Disability.

This will cover the four main accommodation choices; Residential Care, Supported Living, Choice in Community Living and the Family Governed Model. Information is crucial to making an informed decision so ensure you are on our email database to regularly receive information about our seminars, publications and support groups.

of one of those components then the stool will topple. What we can do as parents is to familiarise ourselves with ‘the system’, understand it so we can be a strong partner in what our child is experiencing and an informed participant in our child’s education. It doesn’t have to be confrontational; it isn’t about us (the parent) versus them (the school). There are many parent stories that show how strong collaborative partnerships can be formed between a family and a school.

Our staff is growing too – during 2015 we welcomed Robyn Hoffman (Disability Advisor and Administration Support person) and Asoka Gamage-Mendis (Community Disability Cultural Advisor). And we farewelled Nicola Irvine who was our Funding Advisor. We’ve had two staff marriages in 2015 and Sanny Chan is expecting her first baby in April 2016. We have indeed been busy here at Disability Connect!

As always we strive to be responsive to the needs of parents and families of a person with a disability.

We are open to your suggestions and value your feedback and stories too. Our centre is open weekdays and we’re ready for you to call or visit to discuss your disability issues. We can provide information and advice, publications, seminars and support (including targeted cultural support and publications).

Wishing you a safe and festive Christmas holiday season and we hope you enjoy this Networker edition on Education Choices.

Lisa

Colleen and her son Travers

At the end of the day it is you who will decide on the best educational setting for your child. Friends may choose a different path, which is their right, just as it is your right to do what you feel is best for you and your family. In this country for many years there have been a number of educational choices parents can make on behalf of their child.

It is important to remember that just like for your other children you can change your mind and look for other alternatives – it is your right. I would urge you to use this Networker as a workbook, highlight bits, put in your exclamation marks email us with questions, and talk about it with your friends. Be the most informed parent you can be and if you can do it over a slice of Christmas cake on the beach – all power to you!

Have a safe, happy Christmas with those you love.

The Disability Connect Board and staff look forward to another energetic fabulous year in 2016.

Kind regards, Colleen

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2016

INTRODUCTION

UPCOMING EVENTS The education of your child is one of the most important decisions a parent will make. For parents of a child with a disability these decisions are even more momentous with consideration given to the different educational environments, and the various supports/funding which may be available. This edition of the Networker aims to provide parents and professionals with important information and perspective of the factors involved to enable informed decision making.

Individualised Funding including Respite Seminars

Whether parents choose a mainstream or a special school there are policy and legislative requirements guiding education including the following:

Central Auckland – 14th April 12.30 – 2.30pm Disability Connect premises, 3b Olive Road, Penrose

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The Treaty of Waitangi

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The Education Act 1989

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The Human Rights Act 1993

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The Health and Disability Commissioner Act 1994 (amended 2003)

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The New Zealand Disability Strategy 2001

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National Education Guidelines – Ministry of Education

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New Zealand Curriculum Framework 2004

The information presented here is up to date at time of publication (December 2015). Please refer to the Ministry of Education website for more detailed or updated information.

Central Auckland – 23rd February 7 – 9pm Disability Connect premises, 3b Olive Road, Penrose Central Auckland – 15th March 7 – 9pm Disability Connect premises, 3b Olive Road, Penrose Central/South - 7th April 7 – 9pm Mt Richmond School, 30 Albion Rd, Otahuhu

Central Auckland – 31st May 7 – 9pm Disability Connect premises, 3b Olive Road, Penrose Central Auckland – 14th June 7 – 9pm Disability Connect premises, 3b Olive Road, Penrose

Trust and Welfare Guardianship Seminars Central Auckland – 24th February 6.30 – 9.30pm Disability Connect premises, 3b Olive Road, Penrose South Auckland – 22nd March 6.30 – 9.30pm Rosehill Special School, 48 Rosehill Drive, Papakura West Auckland – 12th April 6.30 – 9.30pm Westwave Pool and Leisure Centre, 20 Alderman Drive, Henderson Central/South - 19th May 6.30 – 9.30pm Mt Richmond School, 30 Albion Rd, Otahuhu North Auckland – 24th May 6.30 – 9.30pm Yes Disability Resource Centre, 3 William Laurie Place, Albany

Central Auckland – 10th May 12.30pm – 2.30pm Disability Connect premises, 3b Olive Road, Penrose Central Auckland – 17th May 7 – 9pm Disability Connect premises, 3b Olive Road, Penrose North Auckland – 7th June 7 – 9pm Yes Disability Resource Centre, 3 William Laurie Place, Albany

Work and Income Supports in Disability Seminars South Auckland – 17th February 7 – 9pm Rosehill Special School, 48 Rosehill Drive, Papakura Central/South – 3rd March 7 – 9pm Mt Richmond School, 30 Albion Rd, Otahuhu North Auckland - 16th March 7 – 9pm Yes Disability Resource Centre, 3 William Laurie Place, Albany Central Auckland – 6th April 7 – 9pm Disability Connect premises, 3b Olive Road, Penrose West Auckland – 3rd May 7 – 9pm Westwave Pool and Leisure Centre, 20 Alderman Drive, Henderson Central Auckland – 21st June 7 – 9pm Disability Connect premises, 3b Olive Road, Penrose

Living Options Seminars Central Auckland 2nd March 12.30 – 2.30pm Disability Connect premises, 3b Olive Road, Penrose

Education Legal Issues Seminars

Central Auckland 30th March 7 – 9pm Disability Connect premises, 3b Olive Road, Penrose

West Auckland – 1st March 7 – 9pm Westwave Pool and Leisure Centre, 20 Alderman Drive, Henderson

www.disabilityconnect.org.nz

South Auckland – 5th April 7 – 9pm Rosehill Special School, 48 Rosehill Drive, Papakura

Central Auckland – 8th June 12 – 3pm Disability Connect premises, 3b Olive Road, Penrose

Central Auckland – 16th February 7 – 9pm Disability Connect premises, 3b Olive Road, Penrose

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Central Auckland – 8th March 12.30pm – 2.30pm Disability Connect premises, 3b Olive Road, Penrose

Transition Seminar Central/South – 5th July 7 – 9pm Mt Richmond School, 30 Albion Rd, Otahuhu

WHICH SCHOOL IS RIGHT FOR MY CHILD? is a naturally inclusive environment, reflective of the community. Being in the mainstream offers opportunities for children with special needs to learn important life skills, especially socialisation. Mainstream expectations are consistent across the school population which may encourage children with special needs to achieve academically by providing challenges and benchmarks.

The level of experience and professional knowledge of teachers is also a major consideration. Disability awareness and education is a very small component of New Zealand teacher training.

Therefore some mainstream teachers may have little experience of disability which could be reflected in teaching and assessment methods, goals and demands on students with a disability.

For students with a disability there are a variety of environments to choose from – Mainstream (local school), Mainstream with independent Special Unit attached (not part of a Special School), Special School (including Satellite classes), Home schooling and Correspondence School. It is advisable for parents of a child with a disability to start the decision making process early and allow plenty of time to look at all the options to see what suits your child/ family best.

Mainstream schools are also commonly referred to as ‘local schools’, so throughout this publication “mainstream” and “local” are interchangeable terms.

The Education Act 1989 states that every child from the age of five has the right to go to their local (mainstream) school and this right applies equally to children with special education needs.

The New Zealand Disability Strategy and United Nations Convention on the Rights of Persons with Disabilities also supports inclusion of children with special education needs at their local mainstream school.

Government is currently reviewing the Education Act. For example, choosing a mainstream school may offer the advantages of inclusive education (refer Inclusion

Principals later in this publication) at a school nearby and the possibility of socialising with children during (and outside) school hours. There is also generally less travel if your other children are at the same school. This may be an ideal option for some families.

If a student is eligible to attend a special school and parents wish to pursue this option, the benefits may include smaller class sizes and lower student vs staff ratio. Access to specialists, services, therapies and intensive programmes are also available. Generally most students who attend a special school will have ORS funding.

A useful (but not the only) way to gain insight to how a school operates, its policies and the school culture is to seek Education Review Office (ERO) reports.

Most schools post their reports on their school website. All schools in New Zealand (including Special Schools) are reviewed by ERO at least once every three years.

MAINSTREAM / LOCAL SCHOOLS Most children with special education needs will be in regular classes and have extra help provided by the school.

An advantage of mainstreaming children with special needs is that it

www.inclusive.tki.org.nz contains useful inclusive practice information for parents, teachers and educational professionals including information on‘Universal Design for Learning’.

Having students with a disability in mainstream can be beneficial to the broader school community in many ways. Statistics reveal one in four New Zealanders have a disability, a large component of which are students at school. Disability informs everyone about diversity. A buddy system can be provided in some schools to teach skills and provide exposure to different learning and social experiences.

Schools must make sure children have a safe physical and emotional environment. If this involves making changes to buildings, the school will work with your local Ministry of Education office to provide this support.

Some parents of non-disabled students report concerns that mainstreaming could lead to children developing negative attitudes about peers with special needs, especially if they feel they are receiving more attention from the teacher and other students. It is expected that all children are included in their school of choice regardless of their needs. Refer to ‘What an Inclusive School Looks Like’ Ministry of Education document (available online).

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attend a mainstream school. It is hoped children can maintain/build self-esteem, confidence in their social skills and have the typical advantages and facilities offered by a mainstream school. However, in mainstream schools, some children with disability may feel stigmatised when withdrawn from class for extra help or feel discouraged when they don’t achieve at the same level as other students.

‘Universal Design for Learning’ aims to meet the needs of all students including adaptive mechanisms to address needs as all students function at varying levels regardless of disability.

You and your child should be made to feel welcome when approaching a school to enrol. If your local school has an enrolment scheme, your child must live within the school’s zone. If you feel a school is being unwelcoming or is reluctant to enrol your child because they have special education needs this is an issue for the Ministry of Education. Please inform MOE, Special Education division if this happens

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to you – call and ask to speak to the district manager at your nearest district office.

See contact details on page 14.

MAINSTREAM / LOCAL SCHOOL WITH INDEPENDENT SPECIAL UNIT ATTACHED Some mainstream schools also have their own independent units that provide specialist support for children with special education needs. Often your child can move between regular classes and the unit. These are managed by the mainstream school and are separate from special schools and their satellite classes.

SPECIAL SCHOOLS There are 28 special schools in New Zealand for eligible students aged 5 – 21years. Visit the MOE website for the full list. They can provide specialist teaching and specialist services to

your child if they have high or very high needs. Many special schools also have satellite classes in local mainstream schools, where your child can receive specialist teaching and have the opportunity to integrate in a mainstream school environment.

The process for enrolling your child in a special school starts with an initial meeting with the Principal, parents and student. To proceed with enrolment in a Special School you will need to have a ‘Section 9 Agreement’ – Section 9 of the Education Act covers enrolment at special schools. This is effectively a letter of agreement from the Secretary of Education, Principal and parents that this is the most suitable nearby educational environment for this student's education.

Your child can attend a special school until the end of the year in which they turn 21 years old. Bear in mind that in New Zealand any student (regardless of

experience and knowledge. Commonly there is structured access to more services and specialists. The physical environment and teaching may be more suitable and at your child’s pace of learning and skills.

OUTREACH TEACHING SERVICE Some special schools also offer an Outreach (also known as ‘Itinerant’) teaching service, so that your child can be enrolled at their local school but get some specialist teaching from the local special school. The local school the student is enrolled at can contract this service for ORS students only. In this way, a ‘high needs’ student in the mainstream may have the curriculum adapted for them, and may receive support from specialist staff, additional teaching time and teacher's aide support.

HOME SCHOOLING OR HOME EDUCATION

disability) can leave school from age 16 years.

Parents may perceive several advantages to a special school, particularly for children with complex, multiple or severe disabilities. In the intensive low staff ratio environment of a special school students may feel they are amongst peers, free from stigma, teasing or bullying from fellow students. Bullying can be a fear for those children that are less ‘visibly’ disabled such as those with Autism or Aspergers syndrome, severe behavioural conditions, etc.

Class sizes are generally small so the students and teachers/aides generally get to know each other well. Parents may find that special schools have experience and expertise to accommodate the curriculum for children with a disability - professional development training is available so staff have a collective wealth of

Home schooling is when parents educate their children themselves instead of enrolling them at a registered school. Parents will need to complete a Ministry of Education ‘Home Education Application: Application for exemption from enrolment at a registered school’.

If your child has a disability the application must demonstrate that they will be taught at least as regularly and as well as they would be in a special class or a regular class.

Parents who are granted an exemption to home school a child with a disability can get advice and guidance from the Ministry’s Special Education division and some support may be available under ORS (see description of ORS). Your child may be eligible to some of the same health services as children attending registered schools such as health nurse, dental, hearing and vision services.

Home school reviews are performed by Education Review office.

Support is available on a varying and individual basis should parents wish to access it – as per details below:

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Home schooled students with ORS funding can access specialist support which could include Speech Language Therapy, Occupational Therapy, Physiotherapist, Psychologist

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Some assistance technology may be available from Kelston Deaf Education, Van Asch Deaf Education or Blind and Low Vision Education Network of NZ (BLENNZ).

Home Educators cannot access: •

Ministry Special Education Behaviour Service

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Resource Teachers – Learning and Behaviour (RTLB)

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Resource Teachers - Literacy

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School High Health Needs Fund

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Direct teaching to children who are blind or low vision and deaf or hearing impaired.

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Additional teacher and teacher aide time (as ORS is a school based support and therefore not accessible to children who are exempt from school).

Adapted from www.parents.education. govt.nz November 2015

TE AHO O KURA POUNAMU – CORRESPONDENCE SCHOOL Students who are verified for ORS and enrolled at Te Kura can access all Ministry of Education, Special Education services. Te Kura receives the teacher, teacher aide and consumables component of ORS. Te Kura can transfer their ORS specialist teaching component to another specialist service provider from Deaf Education, BLENNZ or Outreach Services.

Te Kura enrolled children cannot access the School High Health Need Fund as this fund is to ensure a child can attend school safely.

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TRANSITION INTO SCHOOL For your child and family school may involve making new friends, learning new skills including social skills, independence, new environments/routines and for parents an opportunity to network with other people you know.

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Attitude/behaviour of other children - bullying

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Lack of real choice of school (especially in smaller communities)

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Transport issues

TRANSITION PROCESS WHAT INFLUENCES A PARENT'S DECISION? FACTORS TO CONSIDER IN EDUCATION OF A CHILD WITH A DISABILITY: •

Will your child receive the support they need to learn and participate?

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The informal “reputation” of the school

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The approach/attitude of the school to inclusion

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Does the school feel welcoming?

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Is there a SENCO?

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Attitude of Principal and teacher(s)

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Does the school provide a safe environment for your child?

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Respect for, and collaboration with, parents

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Specialist nature of this school – do they have expertise in a particular area?

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Distance from home

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School size / class size

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Siblings at the same school

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A natural (and local) progression (e.g. move from preschool to primary)

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Are the buildings/facilities suitable? In other words are there toilets, wheelchair access if required as well as adequate fencing? (Bear in mind that sometimes environmental modifications can be funded by MOE)

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Is there capacity for parents to visit classrooms occasionally?

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Taking into account that funding/ support may accompany the child, is there adequate supervision in playground and during breaks?

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Teacher's knowledge of disability

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Severity of disability

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Transition is the process of moving from preschool/Kohanga Reo/ home to school. It involves moving from one situation, programme, Early Education Centre to another. This might involve location, expectations, responsibilities and who works with your child. The process is assisted by preschool/Ministry of Education Special Education/Early Intervention Teacher/ School Educators. The compulsory age for starting school is 6yrs in NZ – although the expectation of most parents is that their children will start school at 5.

When starting school there are changes in supervision that your child will experience, e.g. preschools have lower ratio of staff whereas starting a new entrant class in mainstream can have up to 30 children. Play areas, buildings, number of children attending are larger than preschool environment and there are different expectations and routines.

There is also the transition of Te Whaariki (preschool learning) to Te Marautanga o Aotearoa (NZ Curriculum) for young students to adjust to. This process can take up to a year and needs to be managed to enable the best for your child, with co-operation from early childhood, parents and school.

Important factors in a good transition include your child’s social adjustment, your child’s attitude and personality, how your child feels in the new environment and ability for the child to separate from parent.

Teachers are an important aspect of transition for the child and they facilitate the move from parental and preschool expectations to what is expected in the school. A good relationship with the teacher will help the process go smoothly. For a young student with a

disability consider creating a Social Story on starting school and the process leading up to this and include photographs. You could also enquire about having an older student “buddy” for your child.

Generally for the first 6 months of school (sometimes longer) the new entrant class is flexible, because children may not have yet learned to sit on the mat / chair during an activity. The class may also incorporate many of developmental tasks that would have been used in preschool. Some activities can be focused around the child’s interest as a way of engaging individual learning (stories, portfolios etc.).

For families transition into school means: •

Change in educational curriculum – early childhood to NZ school curriculum

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Change in services provided

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The curriculum applies to all schooling options – mainstream, special, home school etc.

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Possible anxiety about changes

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Some schools’ experience with disabled children may be limited and they should value your guidance and expertise in your own child

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Visit schools prior to ensure you are comfortable and your child is comfortable

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Early intervention team or your key worker will be able to support you on some school visits

For Maori children transitioning from Kohanga Reo to school: •

Sharing of information is an important step to understand the context of the Kohanga environment your child has come from

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Whanau are integral to your child’s development

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Whanau may wish to be active participants in their child’s classroom

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Your child may start school and end their day with a karakia

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Your child may better understand educational concepts in te reo Maori

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Your child learns in a holistic way

PRESENCE

INCLUSION PRINCIPLES Inclusion means valuing all students and staff in all aspects of school life. It involves removing barriers to students’ presence, participation and achievement. There is emphasis on high expectations for all learners, recognising that the resulting outcomes will reflect individual differences.

Effective teaching creates a supportive learning environment for all children.

However inclusive practice may also require more specialised responses.

Every person is of equal value, has equal rights, strengths and needs and makes a positive contribution to family, community and society. This obligation and responsibility is a basic expectation for all people. There should be no discrimination of any person - disability, race, gender, ability and cultural beliefs, values including exclusion from mainstream. This is supported by the various legislation detailed in the Overview section. School culture and management are pivotal in whether a school is effectively inclusive.

For schools, presence requires preparation and a whole school commitment to welcoming all children in the community.

Processes for enrolment and support need to be robust and inclusive enough to provide learning opportunities for all children whatever their needs.

PARTICIPATION This is the active involvement of children with special needs as a valued member of the academic, physical, social and cultural life of the school. Supporting participation of children is a whole school responsibility. To be successful with this you require strong leadership based on the values of The NZ Curriculum. The legal requirements on inclusion apply to all schools and should lead to family/ whanau knowing that they belong.

ACHIEVEMENT Schools need to have a clear understanding of what counts as achievement for each child and how this will be monitored, measured and reported. There is a process of networking and forming effective partnerships with all concerned which is essential for inclusion.

Inclusive education is a community of practice which is both a social and educational practice.

BUILDING AND WORKING WITH COLLABORATIVE TEAM Inclusion involves all involved working as a team – teachers, teacher aides, families, whanau and specialists as well as the child.

Supporting a child with special needs to succeed requires people to collaborate.

Being a team requires commitment to the principle of inclusion and a clear understanding of what it means for the school, the child, family and whanau.

PRACTICE Teaching, learning and assessment approaches need to be modified to meet the diverse needs of all children. The aim is to fit the programme to the child rather than fit the child to the programme.

Adapted from The New Zealand Curriculum Update, INCLUSION PRINCIPLES Article – MOE Issue 18 March 2012

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HOW MINISTRY OF EDUCATION SUPPORTS WORK You will want to make sure you're talking to the right people and getting all the support that is available to you. When your child is young generally their first education contact is with an Early Intervention Service. They will also have a role in your child’s transition to school.

THE ROLE OF SPECIAL EDUCATION

apply for ORS (unless ORS was applied for at Early Childhood level). Your child may receive support under ORS until they transition out of school (by 21yrs at the latest).

ORS funding may cover:

Students are eligible when they meet detailed criteria and require intervention from specialists and/or specialist teachers for access to the New Zealand Curriculum, and/or adaptation of curriculum content.

ORS funding criteria are complex and assessed on a case by case basis.

ORS relates to degrees of need in the following areas:

Special Education is part of a team that might work with your child from birth through to when they leave school.

Early Intervention staff may support your child’s transition into school. Schools are directly responsible with meeting the educational needs of their students.

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Learning

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Hearing

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Vision

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Mobility

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Language use and social communication

If your child has high needs, Special Education directly funds a higher level of support for them through ORS (Ongoing Resource Scheme). If your child is at an independent or private school or is home schooled, they might still be able to receive some of the supports described here.

ORS has two verification levels:

ONGOING RESOURCING SCHEME

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In transition to school from an early intervention programme

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5 – 6 years old with little or no involvement in early childhood education

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Identified with a significant increase in their level of needs

The Ongoing Resourcing Scheme (ORS) provide resources for a very small group of students throughout New Zealand who have the highest needs for special education. You will need to work with your child’s teachers and specialists to

1. Very High and 2. High Applications are appropriate for children with the highest special education needs who are:

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Extra support from an additional teacher

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Support from specialists

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Support from a teacher's aide

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Funding for small items your child might need (known as consumables).

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A subsidy or allowance or taxi for transport assistance can be available from your home to the nearest school

THE COMMUNICATION SERVICE This service provides Speech-Language Therapists (SLTs) who can work with your child, their teachers and you if your child has high communication needs. SLTs support children who have difficulties with talking, listening and understanding language. They work with you, your child and your child’s teacher on ways to work to improve your child’s speech and language. The focus of the Communication Service is on children with high communication needs who are aged 5-8. Listening and speaking are important parts of learning, relating to other people and being able to express needs and ideas. Supporting your child when they start school gives them the best chance of being able to learn alongside other children.

To receive support from the Communication Service, your child needs to meet one or more of the following criteria:

SPECIAL EDUCATION NEEDS SUPPORT PROVIDED, BASED ON LEVEL OF NEEDS

LEVEL OF NEED/SUPPORT This illustration describes how much help your child will need to work alongside other peers in the class. Eligibility is based on the impact the disability has on the child’s participation and learning.

Highest level needs

Ongoing Resourcing Scheme

3% of school-aged children

School High Health Needs Fund Severe Behaviour Service Communication Service

Moderate to high level needs 4% of school-aged children

Resource Teachers: Learning and Behaviour Special Education Grant Regional Health Schools Support for Physical, Hearing, Vision

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Speak in a way that is very difficult for people to understand

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Have a significant language delay or disorder

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Have difficulty developing social skills

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Have a stutter

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Have voice difficulties that make it very difficult for them to communicate with people in typical everyday situations

The therapist completes an assessment and will discuss the results with you. If your child has high communication needs, they will develop a plan for your child’s speech and/or language needs.

Supports that are available under Communication Service include: •

Assistance and advice to those working with your child and tracking progress

•

An individual therapy programme that is followed up at home and at school

•

Classroom strategies for the teacher to support your child

•

Support from a communication support worker (CSW) – this person is trained to provide support within the classroom to support speechlanguage therapy programmes

•

Support from a kaitakawaenga if your child identifies as Maori – a kaitakawaenga will work with you, your child, your whänau and the therapist to help develop the most effective and appropriate cultural support

Adapted from The Communication Service – MOE June 2010-June 2011 publication THE SEVERE BEHAVIOUR SERVICE The Severe Behaviour Service has a team of specialists whom schools can call in to help if your child is experiencing severe behaviour difficulties. Behaviour teams have specialist knowledge, strategies and experience and provide advice, support for you and all involved in your child’s life. Positive behaviour can be taught and difficult behaviour ‘unlearned’. With strategies and support changes can be made to a child’s learning environment (both at home and in the classroom) which will help them learn more positive ways of coping and relating to others.

Your child may be able to get this service if they are in Years 1 to 10 and if behaviour significantly affects their learning or their ability to relate positively with other people. The school will work with you to refer your child to the service. The support available will be a psychologist or a special education advisor who will work with your child, family and school.

Behaviour specialists, your family and your child’s teachers work together with your child as the focus.

Adapted from parents.education.govt.nz website November 2015

THE SCHOOL HIGH HEALTH NEEDS FUND (SHHNF) This funding is for a teacher’s aide if your child has a medical condition that requires special care in order for them to be able to attend school safely. For example, if they have frequent serious seizures, or need specialised medical equipment, such as oxygen bottles or tracheotomy tubes.

There are two types of support available: 1. The School High Health Needs Fund (SHHNF) provides teacher’s aide support for your child so they can attend school safely 2. Regional health schools provide teachers to teach your child in hospital or at home if they’re unable to go to school because they’re sick Special Education and/or the Regional Health School will work with you to plan the support your child needs. The funding pays for a teacher aide if your child needs this kind of support for six weeks or more. The funds help children to become independent in managing their own care, but some might need the support throughout their schooling.

The exact details of the support your child receives will be written down in an Individual Care Plan.

THE SPECIAL EDUCATION GRANT (SEG) Some funding goes to schools to provide support for children with moderate

special education needs - this is called a SEG (Special Education Grant). It is allocated to all schools and is based on the overall school population and decile rating. They might also be supported at school by a Special Education Needs Coordinator (SENCO). This person works with your family and child’s teacher to provide a suitable programme.

Schools have flexibility and control of this grant and may use it for: •

Resources and materials

•

Training for teachers for children with special education needs

•

Extra services (such as psychologists, behaviour consultants, physiotherapists and other specialists). They could include specialist advice and ‘hands-on’ help with teaching

•

Additional teacher or teacher aide time

SUPPORTING HEALTH CONDITIONS A health care plan needs to be made up if there is a chronic, acute, short term, ongoing or spasmodic health issue. A child with occasional asthma is unlikely to need a plan but a person who relies on specialised medical equipment, insulin pump, feeding tube, mic key button, allergies that can result in anaphylactic shock will need a plan. A health care plan is a set of broad goals that outline the approach a school will take to support a child.

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students with their hearing challenges or those who are deaf They are employed by the two Deaf Education Centres – In Christchurch and Auckland.

TEAMS/PEOPLE WHO MAY BE INVOLVED Parents will come into contact with a variety of education support people. We will describe most here:

TEACHER The teacher is responsible for students’ learning. The teacher works with education specialists, students, families/ whanau to develop individual learning programmes and informs how teacher aides, Resource Teachers and other specialists can best be supportive.

Knowing the additional teachers in your school is important as they are part of your child’s support team.

RESOURCE TEACHER Resource Teachers are specially trained teachers who support staff, families and the community to meet the special needs. Resource Teachers work in a “cluster” with local schools. There are 40 Cluster Groups in New Zealand.

A Resource Teacher's purpose is to improve what a student gains from their education. They work closely with the Ministry of Education, Special Education (GSE) specialists and support staff, but are employed by groups or 'clusters' of schools.

Types of Resource Teachers: •

•

•

Resource Teachers: Learning and Behaviour (RTLB) work with children with moderate learning and/or behaviour challenges.

Resource Teachers: Vision support students with vision challenges and are employed by the Blind and Low Vision Network of New Zealand (BLENNZ).

Resource Teachers: Deaf help

•

Resource Teachers: Literacy (RT: Lit) support staff to meet the needs of students with reading and writing difficulties. These teachers may mainly work with Special Needs children, but can work with other students at that school if needed. It is part of the National Literacy and Numeracy Strategy.

Talk to your school about the RTLB (and other Resource Teachers) service.

How does the referral and support process work?

The school needs to send a referral to a local committee of RTLBs who decide if and how they can guide and support the school and the child. An RTLB will be assigned to the child if needed. If needed the student might be referred to the Ministry of Education, Special Education (GSE).

The RTLB then assesses the student’s needs. This is a collaborative approach; the school, the RTLB and possibly Special Education manage the referral and allocate support according to the student’s needs. A proposed IEP (individual education plan) is drafted between the teacher and RTLB. Such an IEP details possible learning outcomes and behaviour strategies for school and home to facilitate this learning.

There can be many meetings to ensure the correct people are involved in determining the needs and supports of that child and everyone understands the IEP and the roles they play in making sure the goals can be reached. These meetings will include all the people who support a child’s learning and

behaviour, including the child, parents and family, the child’s other teachers and other significant agencies.

An RTLB can be seen as the bridge between home and school and between teacher and child; for many children RTLBs play an important role in their education.

TEACHER AIDE Teachers' aides support the child by working one-on-one or with a small group of children. They are employed by the school and support the student’s teacher with their agreed upon learning programme using strategies to support the child’s engagement in learning. The teacher’s aide plays an important role in supporting the student’s joining in activities with peers, fostering friendships, facilitating effective communication and supporting the child’s positive behaviour.

They often help with medicines, feeding, toileting, moving about the school and using special equipment. The school relies on the knowledge and skills of teacher aides to assist the teacher working with children who have special learning needs.

SENCO A SENCO (Special Education Needs Co-ordinator) manages all the special education needs programmes in the school and liaises between teachers, families and specialists. He/she can be one of the teachers or an additional teacher. Some, but not all of the roles are: •

Assess students and identify needs

•

Help with the development of the IEP and strategies

•

Allocate and co-ordinate the use of staff

•

Guide and support teacher aides and teachers

•

Work with individual children with special education needs and monitor their progress

•

Attend in-school special needs meetings and cluster meetings

SUPPORT WORKERS Support workers can be employed by the Communication Service or Severe Behaviour Service. They work one-to-one with students with special learning needs and are under the supervision of the Ministry of Education, Special Education.

THERAPY SPECIALISTS - SPEECH LANGUAGE THERAPISTS, OCCUPATIONAL THERAPISTS AND PHYSIOTHERAPISTS AND PSYCHOLOGISTS These are specialists aiding a student’s learning in specific areas. There are speech-language therapists (SLT), occupational therapists (OT) and physiotherapists (PT), and also psychologists and music therapists.

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SLTs assist with speech and language needs like difficulties talking, listening, understanding and using language.

After assessment of the student’s support needs a SLT might work directly with the student and/or assist families and teachers by providing a programme to meet the child’s needs.

OTs aim to help children to be independent in activities of daily living.

They generally provide assistance with physical impairments and assist teachers and families with accessibility issues and possible moderations to environments.

Physiotherapists assist with movement issues. They promote independence for the student in their home, school and community.

Both OTs and PTs help when physical disability affects the student’s ability to learn and participate in the classroom.

Students with special needs will work with OTs and PTs if they are being supported by the Ongoing Resourcing Scheme (ORS) or the Physical Disability Service.

The Ministry contracts a range of service providers throughout New Zealand to provide Physiotherapy and Occupational Therapy for students with moderate physical disabilities who do not meet the ORS criteria.

Psychologists assess what might be contributing to children’s difficulties and what support they need to help them learn. They assist with behaviour, social and emotional development by providing appropriate psychological and educational interventions.

ADVISERS ON DEAF CHILDREN AND BLIND CHILDREN Students with moderate vision and hearing difficulties can be supported

by Advisors on Deaf Children, Itinerant Teachers of the Deaf (AODC/ITOD) and Itinerant Resource Teachers of the Visually Impaired. They can provide information for developing language and communication including NZSL.

PHYSICAL DISABILITY SERVICE (FOR NON ORS FUNDED STUDENTS) Physical Disability Service provides physiotherapists and occupational therapists to work with students at school to encourage participation and learning alongside their peers.

Applications for an assessment can be made by the school. The therapists will assess the student in class, talk to the teacher, family and any other specialist teachers or therapists that the student is involved with.

They can encourage inclusion in class activities, plan a programme around the child’s needs, and advise on possible modifications to classrooms

and other parts of the building to enable accessibility. A possible service agreement outlining goals, priorities, resources, timeframes and responsibilities of everyone involved can also be developed by the therapist.

OTHER OPTIONS PARENTS MIGHT WANT TO CONSIDER:

HIGH LEARNING NEEDS If your child has high ongoing needs (but not high enough to receive ORS) and they have been referred to RTLB they may receive a high learning needs service. These students can be supported with an additional 5hrs teacher aide per week.

IEP – INDIVIDUAL EDUCATION PLAN An IEP is a written plan that incorporates your child’s goals. It identifies teaching strategies, resources and support needed from everyone involved with your child to help them achieve those goals. Everyone forms a team around your child so support needs are identified, co-ordinated and managed. The team includes parents, student, teachers, therapists or other relevant professionals involved with your child - you can invite a support person to be with you as well. Parents play a key role in this process as they know their child best.

Conductive Education www.conductive-education.org.nz/ Music Therapy Raukatauri Music Therapy Centre www.rmtc.org.nz/index.cfm Music Therapy NZ www.musictherapy.org.nz/ Art Therapy Mapura Centre www.mapurastudios.org.nz which can be accessed privately.

Dance Therapy For example: • www.dancetherapy.co.nz/ home/dance-therapy-nz/ • www.dance4everyone.com/ programmes.html Drama Therapy Acting Up www.facebook.com/ www.actingup.co.nz

The IEP is generally held at school but could be at your home, a community setting etc. The IEP usually covers a vision, purpose and goals for your child in the short and long term, considers your child’s strengths and what you would like to be worked on.

The IEP is a binding agreement and should be reviewed and monitored regularly (normally twice yearly).

Everyone will receive a copy of the plan.

It is advisable to write a list of things you want to discuss prior to the meeting and ask for clarification of anything you do not understand. The IEP does not replace your schools report or notebook, email, communication device or your preferred daily/weekly/monthly communication.

The IEP needs to be: •

Specific - written in clear and unambiguous language

•

Measurable – students achievement to be described, assessed and evaluated

•

Achievable and realistic

•

Relevant

•

Time related – short term goals can be accomplished

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OTHER SUPPORTS: ADAPTATIONS TO SCHOOL BUILDINGS

The school can apply to Ministry of Education if it needs to alter school buildings to cater for your child’s physical needs, such as widening doors to allow wheelchair access, installing ramps/ fences, etc. The school will help organise this.

HELP WITH TRANSPORT COSTS

If your child needs help with transport between home and school for mobility or safety reasons, they might be able to get Special Education School Transport Assistance (SESTA). Part of the criteria is that funding is provided to get the student to the nearest school able to meet their needs. This may be in the form of an allowance or provision of a taxi.

HELP WITH ASSISTIVE TECHNOLOGY

Assistive technology is equipment such as computers, overlay keyboards, software, switches, mobility equipment and other devices or technology that help your child learn and move around their school.

INCREDIBLE YEARS PROGRAMME (IYP)

The Incredible Years programme is available for parents if your child is aged 3-8 and teachers (IYT – Teachers). This is an effective programme that strengthens families by improving parenting skills and helping children develop problem-solving skills. Some of the skills you’ll learn include:

IF YOUR CHILD IDENTIFIES AS MAORI

•

How to play/spend special time together

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Praising and rewarding children

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Communicating positively

•

Setting limits

•

Dealing with disobedience, selectively using distractions, ignoring, time out and other strategies

•

Helping your children to problem-solve.

Kaitakawaenga or Mäori cultural advisors can work with your child’s team and your whänau. They help everyone work in culturally appropriate and responsive ways.

ISSUES THAT MAY ARISE

LACK OF SUPPORTS: •

Allocation of resources and how they can be used can cause a perception of lack of support. A school will identify what resources are available and request additional support when required.

•

Integrating children with a disability into mainstream schools is the foundation of the inclusion philosophy of the MOE. In practice it can and does work - but all involved need to participate to get the best outcome.

•

•

Contact numbers are:

Many families report that whether or not a school “feels welcoming” is pivotal to inclusion. Parents are acutely sensitive to the attitude of Principals and other professionals – inclusion is about more than a school simply having a policy of inclusion.

Schools generally have a focus

on educational outcomes. There should be some measurements for achievements and setting realistic goals for the child. Most schools offer professional development / training to staff particularly around specific disability and/or health issues. An inclusive schools listens to parents/ whanau and is cooperative in trying to resolve issues.

WHAT IF MY CHILD IS TURNED DOWN FOR EXTRA SUPPORT? The funding and support that is available can be complex and depends on many factors. Talk with your child’s teachers/principal about other forms of support that might be available.

You can also talk with someone at your local Special Education office.

Ministry of Education Special Education Auckland: 09 632 9400 Ministry of Education: 0800 622 222 special.education@education.govt.nz Office of Ombudsmen: 0800 802 602 complaint@ombudsmen.parliament.nz Office of Childrens Commissioner: 0800 224 453 advice@occ.org.nz New Zealands Teacher Council: 04 471 0852 teacherscouncil.govt.nz

MY CHILD IS BEING BULLIED Bullying is a form of abuse and it is harmful to all children. Schools should have a clear policy on how they deal with bullying. Each school is required to provide a safe physical and emotional environment. If you suspect your child is being bullied you need to raise this with their teacher or relevant member of staff.

SCHOOL IS SENDING MY CHILD HOME Occasionally a school may want to send your child home early because the teacher aide is only employed for limited hours or the school has told you that your child can only attend for limited hours. If these reasons are given for a request that your child go home, yet other class members remain at school for a full day, and there are no other extenuating circumstances, then the school may be breaching the Education Act 1989. You will need to discuss this with the Principal or District Manager at Special Education. Some children may find school hard to attend full time and you can of course initially agree for attending school for few hours each week but this must be the right thing for your child not an insistence by the school.

Adapted from Ministry of Education website November 2015

IF YOU NEED HELP OR THINGS GO WRONG Step 1 – Know who to talk to at the school – ask for a copy of the school

Charter, their policy on meeting special education needs and their complaints procedure – then arrange a time to meet. You need to make an appointment as this is very important to ensure all involved give you their full attention and all parties are prepared.

Step 2 – Gather all information and facts, ensure it is correct and describe the problems or issues clearly. If desired, talk to people you trust and who have a useful opinion to contribute – this may help you plan how to approach the school.

Step 3 – At the meeting discuss resolving the issues focussing on this instead of personalities. Identify all options and best solutions for your child. Listen to all perspectives of those present and keep communication open. Always have a positive vision for your child.

Step 4 – When you have come to an agreement ensure it is written down with action points and timeframes.

If this issue is still unresolved and you are unhappy with the outcome you may wish to discuss the problem with the board of trustees.

If making a complaint against a teacher, resource teacher or teacher aide you should raise the issue with the Principal first. The school employs these staff and need to work through these issues.

If making a complaint against a school then you need to contact Ministry of Education Special Education, you could also make a complaint with the Office of the Ombudsmen and then this can be investigated.

ORS – Ongoing Resource Scheme MOE – Ministry of Education OT – Occupational Therapist SLT – Speech Language Therapist

SHHNF – School High Health Needs Fund SEG – Special Education Grant

There is a list of Acronyms below and Useful Links at the rear of this magazine. Disability Connect runs an Education Legal Issues seminar which covers some of these issues in detail, presented by solicitor Nan Jensen (see front cover for dates/venues).

ACKNOWLEDGEMENT OR REFERENCES:

NZ Curriculum Update March 2012

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Disabled Persons Assembly NZ

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Policies and Systems in Special Education

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Caught between Stories – Spec Ed in NZ 1999

•

A-Z of Special Needs – Anne Vize 2011

•

Learners with Special Needs in Aotearoa NZ

•

An Extraordinary School

•

Mackenzie Sabattical

•

www.education.govt.nz

•

www.nzcurriculum.tki.org.nz

•

www.ccsdisabilityaction.org.nz

•

www.kdec.school.nz

•

www.spectrumimages.co.nz

AODC – Advisors on Deaf Children

•

www.kiwifamilies.co.nz

SESTA – Special Education School Transport Assistance

•

inclusive.tki.org.nz

•

www.kidshealth.org.nz

SENCO – Special Education Needs Coordinator

•

www.up2date.co.nz

•

www.cpag.org.nz

•

www.parents.education.govt.nz

Adapted from Ministry of Education website ‘Resolving problems at school’ November 2015

RTLB – Resource Teachers Learning and Behaviour

BLENNZ – Blind and Low Vision Education SLS – Supplementary Learning Support Network New Zealand CSW – Communication Support Worker NZSL – New Zealand Sign Language RRS – Reviewable Resourcing Scheme

We hope this edition of the Networker magazine on ‘Education Choices’ has provided parents with good baseline information to inform the decision making process. The information presented here is not a complete guide so please consult with Ministry of Education, Schools or Disability Connect for further information.

•

ACRONYMS

IEP – Individual Education Plan

CONCLUSION

ESW – Education Support Worker IEP – Individual Education Plan

LLI – Language and Learning Intervention THE NETWORKER DECEMBER 2015

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DECEMBER 2014 (REVISED JUNE 2014) DECEMBER 2015

NETWORKER SUPPORTING PARENTS AND FAMILIES OF DISABLED CHILDREN AND YOUNG PEOPLE

USEFUL WEBSITES •

education.govt.nz

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nzcurriculum.tki.org.nz

•

ccsdisabilityaction.org.nz

•

kdec.school.nz - Kelston Deaf Education Center

•

spectrumimages.co.nz

•

kiwifamilies.co.nz

•

inclusive.tki.org.nz

•

kidshealth.org.nz

•

up2date.co.nz

•

cpag.org.nz - Child Poverty Action Group

•

parents.education.govt.nz

•

ero.govt.nz/Early-Childhood-

A BIG THANK YOU...

School-Reports - Education Revue

We would like to take this opportunity to thank our Funders including:

Office •

educationcounts.govt.nz

•

nzcurriculum.tki.org.nz/

•

seonline.tki.org.nz/

•

youthlaw.co.nz/information/

Anonymous Trust COGS Committees – Auckland, Manukau, Papakura/Franklin, Rodney/North Shore & Waitakere Counties Manukau District Health Board

school/special-needs/ •

weka.net.nz/ - What everybody keeps asking

•

Northern Regional Alliance

ieag.org.nz/home - includsive education action group

•

New Zealand Lottery Grants Board

The Trusts Community Foundation

nchenz.org.nz/special-educationneeds/

•

clickspecialednz.com/home

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health.govt.nz/your-health/ pregnancy-and-kids/servicesand-support-you-and-your-child/

We also wish to thank Oaklynn Special School and their families for some of the fabulous photos in this publication.

children-serious-conditions-andspecial-needs

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*Disclaimer: The views and suggestions in this newsletter are those of individual contributors and are not necessarily supported by Disability Connect.

WWW.DISABILITYCONNECT.ORG.NZ