needs and developing inclusive practices Questionnaire for schools to complete
School: MATAMATA PRIMARY SCHOOL Profile No: 1813 Date: 17 APRIL 2014
ABOUT THIS SURVEY IMPORTANT INFORMATION This survey is part of a national evaluation ERO is undertaking about how schools are including students with special education needs, and progress towards the government target that: by the end of 2014, 80 percent of schools will be demonstrating inclusive practice for students with special education needs 1 . This evaluation is focused on two groups of students with special education needs: 1. students who need teaching adaptations and/or individualised support to access the New Zealand Curriculum (NZC) 2. students who are likely to learn within level one of NZC throughout their time at school.
Students with high needs include those who have physical, sensory, neurological, psychiatric, behavioural or intellectual challenges and make up approximately three percent of the student population. Typically they receive additional funding or support from such sources as: Ongoing Resourcing Scheme (ORS), Communication Service, Severe Behaviour Service, or School High Health Needs Fund. The survey is designed to collect some factual information about: number of students with special education needs school systems and structures to support inclusion developing and improving inclusion.
The Information you provide here will be used to inform discussion with the review team about your provisions, practices and outcomes for students with special needs. You can choose to complete the questionnaire electronically or by hand. Please give a copy of your completed questionnaire to the review team.
The questionnaire has been designed to collect factual and attitude information. We have been able to use the responses schools made in previous years to develop response categories for most questions so that you can provide the information quickly. If you wish to comment on other aspects, there is an opportunity at the end of the questionnaire, or you can include the information during discussions with the reviewers. The review team will discuss other aspects of your provisions for students with special education needs during your schools review.
1 Ministry of Education, Statement of Intent. 2
Section 1: Context: Number of students with special education needs Section 1 is about students in your school who have special education needs. If you do not have any students with high needs, tick here: ____ and complete Section 2 and 3.
1 Number of students currently receiving funding in each of the categories listed? Category Number of students Verified ORS students 2 Communication/speech-language initiative 3 Severe Behaviour Service /initiative 0 School High Health Needs 2 Interim Response fund 0 Physical disability (moderate physical needs) 1 Blind or low vision (moderate vision needs) 0 Deaf and hearing impaired (moderate hearing needs) 0 Assistive technology and specialised equipment, low vision aids 0 Other, please state
Number of students Who are likely to work long-term within level 1 of NZC 0 With Individual Education Plans (IEPs) because they have special needs 2 With identified special needs 7 Other, please state
Students can be in more than one category.
2 Does the school have any of the following? Tick those that apply Attached unit for special needs Satellite class/es Separate unit for students with high needs who spend most of their time there
Withdrawal class where some students are supported Home room for some students
3
Section 2: School systems to support inclusion Section 2 is about school processes and systems that support the inclusion of students with special education needs. 3 Does the school have a SENCO/Head of Learning Support? Yes - TWO If Yes, Do they have a tertiary qualification in special education? No Degree / tertiary papers or courses / seminars (tick those that apply) Approximately how many hours each week do they spend on the role? 1 hr/week Which of the following roles do they have? Roles and responsibilities of SENCO Tick those that apply Liaising with early childhood services Principal Liaising with parents /whnau Principal Liaising with Ministry and specialist services Identifying SWSEN and assessing their specific needs Contributing to IEPs Principal Coordinating support for students and allocating teacher aides (TAs) Identifying and arranging PLD needed Using evidence about student learning to develop appropriate programmes and strategies to meet needs
Supporting and overseeing teachers and TAs Ways of recognising the fine-grained progress and achievement of students with special education needs who may be working long-term within level 1 of the NZC
Monitoring student progress and planning next steps Evaluating strategies to determine whether they are effective for particular students
Working strategically with leaders to improve outcomes for students with special education needs
Reporting to the board on provisions and outcomes for SWSEN Liaising with next school , tertiary provider, or community support group Principal Other, please state
4 Which of the following systems or structures does the school use to support achievement and/or inclusion of students with special education needs? Systems, structures, initiatives Tick those that apply Special education needs management/coordination committee/team Special education needs register identifying the resources and additional support needed for each student
A plan to improve inclusion of SWSEN and review progress PLD for teachers and teacher aides focused on student needs/outcomes Time allocated to plan for SWSEN and monitor their progress Time allocated for teachers to share and promote effective practice TA Included in IEP meetings Locally raised funding used for SWSEN A system to monitor progress of individual SWSEN A process to evaluate the effectiveness of strategies used Other, please state- Use of agencies to provide wrap around support service 4
5 Which of the following specialist services has supported the school to include students with special education needs? Tick those that apply Resource Teacher Learning and Behaviour /Supplementary Learning Support Specialist Teacher Outreach Service Speech-language therapist / communication service Intensive Wraparound Service Behaviour Crisis Response Service / Severe Behaviour Service Behaviour support worker Interim response fund Occupational therapists and Physiotherapist Psychologist Advisers on deaf children/resource teacher deaf (AODC/RTD) Deaf education resource centre BLENNZ (Blind and low vision education network)/ Resource teacher vision (RTV) Orientation and mobility instructors (low vision) Public health nurse Moderate physical service Social worker in school Ministry special education adviser, kaitakawaenga, technology coordinators School specialist service providers Specialist itinerant teachers Resource Teacher Literacy (RT:Lit) Correspondence school (Te Kura) Other, please state
Section 3: Developing and improving inclusion Section 3 is about the usefulness of resources in developing inclusive practices, how confident school staff feel, and steps the school has taken in the last 3 years to support students with special education needs. 6 How useful have the following resources been in supporting inclusion of all students? MoE publications and resources Very useful Useful Not useful Not used What an inclusive school looks like Individual Education Plans working as a team Collaboration for Success: Individual Education Plans Listening and speaking (moderate communication needs) Springboards to Practice Kia Tutangata Ai Supporting Learning (teacher aides/kaiawhina)
National transition guidelines for transitioning students with special needs from school to adult life
Teacher booklet: about attention deficit disorder Teacher booklet: access to learning (vision) Teacher booklet: Autism spectrum disorder SE Online, TKI IEP Online, TKI
5
Very useful Useful Not useful Not used PB4L online, TKI Through Different Eyes (narrative assessment for students with severe education needs), TKI
Online Knowledge Centre (Term 3, 2014) Inclusive Practices Tools (NZCER) Resources for parents Other, please state The Family Book (hearing loss) NZ ASD Guideline Flyer ORS Scheme - Educators Planned actions Success for All Publications specifically for trustees Effective governance: Building inclusive schools, 2013 Charters and analysis of Variance: Guidance for supporting students with special education needs , Oct 2013
7 How confident is the school that they can provide a fully inclusive school that enables students with special education needs to attend, participate, progress and achieve? Students with special education needs Very confident Confident Not confident Attend Participate Progress Achieve
8 What three things are you most proud of regarding your inclusion of students with special education needs? 1 = Dedicated Effort Achieves Positive Results - Persevering approach to go the extra mile to source tools, resources, strategies to support of SWSEN and develop special initiatives to meet the needs of students when agencies cant provide support. 2 = Relationships - All students accept and welcome each other for who they are regardless of differences. Staff, families and agencies work closely together in respectful supportive way. 3 = Involvement with families and whanau staff work closely with the students support team to ensure they feel welcome and assured that everything that can be done to meet the individual needs of their child is being undertaken.
9 What are the greatest challenges or barriers the school faces in enrolling and supporting students with special education needs? 1 = Isolation from Agencies access is difficult with virtually no services in the district no PHN, No SL therapist. Distance from specialist services for families eg CDC 2= Time Lapse in Service from Some Agencies there is a lot of follow-up required at every step with some agencies to ensure they stick to the task of providing service to us for the student
10 Any other comments about including all students? Please have this information ready to discuss with the review team during the review. It would also be useful to have copies of information about SWSEN and inclusion, such as: reports to the board outcomes for students Self-review.