BASIC FACTS ABOUT. In Prague

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "BASIC FACTS ABOUT. In Prague"

Transcription

1 BASIC FACTS ABOUT PRIMARY SCHOOL FOR CHILDREN WITH BEHAVIOR DISORDERS In Prague

2 In the Czech Republic the education of children and youth with disabilities and handicap follows the principle: To educate people with handicap normally, if possible, or specially, if necessary. The main goal of the educational process in special schools is to ensure the possibility of individual and all-round development to each child through the special attitudes, forms and working methods. We tend to enable children to go forward and reach their personal goals. Nowadays, the mainstream integrated education of children with SEN (special education needs) belongs among the basic trends of Czech Education. Special schools are preferably meant for pupils with handicap, who are not able to be integrated to mainstream school and this kind of education is not suitable for them. The main principle of education line determination is the parents wish. Only parents can co-participate together with specialist in the suited school or other institution selection. Without their signed agreement there cannot be done any manipulating step in the field of education. The current Czech school legislation is also based on such principles. Diagnostic process and consultancy, essential for the right pupils insertion, are done by the counseling centers. The special pedagogical diagnostics of children with health handicap is carried out by the team of SPC (special pedagogical center) workers. In the territory of the Prague capital city there are 57 schools which are separately founded for the pupils with SEN. Their distinction is assigned by the lawful orders subsequently: Schools for children with visual handicap Schools for children with auditory handicap Schools for deaf and blind children (there is no in Prague) Schools for children with physical handicap Speech schools Schools for children with mental impairment Schools for pupils with learning difficulties Schools for pupils with behavioral disorders Schools at hospitals The topical problem in the field of Prague special education is the rise and development of specialized workplace, which will educate pupils with behavioral disorders based on ADHD/ADD. This area has been discussed recently within the context of increase to problems that spring from integrating of such disordered pupils to mainstream schools. The basis of new workplace functioning is Primary school for pupils with behavior disorder. This place, or more precisely its activities and the system functioning are described in following text. It does not deliver a picture of the care system within this field in the Czech Republic, it rather document one out of many possible and also successful educational forms to educate such disordered pupils. About the school Primary School for Children with Behavior Disorders was established in 1998, January 1 st and became the first legal subject of The Ministry of Education, its founder. Following the changes, in progress from 2001, January 1 st, the school is now founded by the Prague Municipality.

3 The services provided by school cover the whole capital city. This school is the only fully organized educational institution within the Czech Republic, abided by the valid education act and edicts of the Czech Republic. Today, there are 160 pupils divided into 19 classes, according the edict there can be a maximum of 6-14 pupils in each class. Children will become the clients if a behavioral disorder is diagnosed. Dominant diagnosis is Attention Deficit Disorder with Hyperactivity, high tension and disorder of social interaction, adaptation and communication. Generally we can say the children s common sign is the fact they were not accepted by their wider social environment (family, school, peers ). Then, in consequence of their handicap, they have serious problems or they even fail to make and maintain new social relationships, they may also have problems with figures of authority. Their surrounding renders their outward behavior troublesome and unacceptable. Most frequent types of disorders ADHD with impulse behavior According to the DSM IV manual, this syndrome involves 3 5 % out of pupilage children. In our school there are 80% of such pupils. Manifestation of the disorder: agitation, bad concentration, impatience, supporting gestures, constant talking, bad spatio-temporal orientation ADD Children have very slow pace of work, they tire easily, falling into a day dream. Autistic spectra disorders, mainly Asperger syndrome Children have serious problems to gain new social contacts not only with adults but also with peers. Due to their very specialized, unusual and hardly understandable interests they go into social seclusion, that can lead to depression development. Emotional insufficiency causing behavioral problems Neurotic difficulties (such as pressure, anxiety, fear) change a child s behavior and life experience. Then they react crossly, over sensitively and have problems with social adaptation. At school they act uncertainly, panic often saying I cannot, I cannot make it, I do not want to ). Learning difficulties combined to behavioral disorders LD is never a separate category; its symptoms permeate all groups mentioned above. Some behavior manifestations (such as verbal aggression, refusing things ) occur as secondary manifestations of learning difficulties. It especially involves children whose disorder was diagnosed too late or was not diagnosed at all. Behavioral disorders bases on non-stimulative social (family) background In this category you meet children from low social and cultural level families, socalled children from the street. Alcoholic or psychopathological parents are not able to give their children emotional stability and reasonable stimulation. The problems arise as a result of defective self-esteem and relationship to the surrounding.

4 Long-term hospitalized children (or somatic or mental illness) This group involves children who spend most of the time in hospital or other medical institutions. They often change children groups, come there later or will not ever get into a peer group just because of their illness or disability. Then it occurs small personality changes. Provided service SPC ( = Special Pedagogical Center) It was established at school and it is its component part. The center supports and guides families of children with behavioral disorder. It provides professional information about special educational methods to parents, specialists and to all concerned people. Main goals of SPC: o to gather specialists (psychologists, SEN teachers, social workers, therapist) o the possibility to approach the problem treatment in the moment of its occurrence and thus return the child to his natural background in the shortest possible time o to build up extended workplace, that would provide consult, tutorial, methodical, therapeutical, reeducational, corrective, support and interventional activities to both parental and also professional community o the possibility to work out the comprehensive expert report/statement o the system solution of reciprocally linked care for all clients Parents Meeting The meeting is regularly held once a month and it is led by the class teacher. The parents are informed about child s behavior and standing. Next, the meeting is set to share pupils successes, to consult, to search and find suitable forms of work and finally to solve past difficulties and problems. Extra Classes If necessary and with parental approval, teachers are willing to complete pupils knowledge of subjects they have missed or did not get under control. Lessons are taken in the afternoon sessions. Individual Therapy The goal is to practice relaxing techniques and to handle passion and aggression. Selfunderstanding, self-esteem, personal quality support help to solve personal difficulties related to school and classmates. Forms of therapy are: personal interview, non-verbal techniques and relaxing exercises. Group Therapy It is aimed to support the rise of self-confidence and self-evaluation within a group, to improve mutual communication ability, cooperation and tolerance. The therapy helps to learn how to socialize and handle critical or problematic situations.

5 Family Therapy It is mainly oriented to support the communication in the family and strengthen the ability to solve problems within the family. Family Group It is set for parents to orientate themselves better in contemporary situations, above all to perceive and understand the situation in which the child is found upon entering the school, to share their experience and give them support. The pupil s success is definitely influenced by parents ability to lead him/her and by the help to get over his/her problems. From this point of view, the parents presence is necessary, especially within the run of diagnostic period. After expiry of the period it all depends on parents interest and decisions or special recommendation. Weekend Activity According to a class group and its needs, we organize the weekend stays with pupils and their parents. Consultancy Parents can use the professional school service for consultancy on both child and family matters: Consultation with the headmistress Education advisor service School psychologist School head SEN teacher Special teacher improving learning difficulties Psychiatrist Various consulting services are drafted with overlap to another professional service the school cooperates with. Diagnosis When it is required the school psychologist or special teachers ensure pupils entrance and running diagnosis. Learning difficulties and its Reeducation We dedicate the attention to children with specific learning difficulties (dyslexia, dyscalculia and others ) and keep on finding new working methods. During the school day the child is taken out from regular lessons and works with special teacher face to face", then follows at home. The child comes regularly with his/her parents to school in the afternoon to have special individual re-educational lessons. The child works on his own mostly at home and only occasionally comes for a consultation (with parents). This type of work is only for older and independent. Parents must guarantee the work will be done under their control. Special teacher works with the particular child directly in the regular lesson, (only if the child is not able to work without help and follow the subjects properly) There are many more methods we can use, so it is always necessary to think over the child s individual special educational needs and outward conditions.

6 After school nursery Pupils from the first stage can attend the school club. It opens at 6,30am till the regular lesson starts and then again after lunch time. It closes every day at 5,30pm. The nursery runs from Monday till Friday. Leisure Time Activities Our school provides many leisure time activities. For example computing, sport, photo, acting, handicraft, cycling, chess, pottery clubs, etc. Pupils can participate in these activities in their spare time in the afternoon. A numbers of pupils from the second stage are members of the Youth theatre spectator club and attend performances together. Curative Stay, Outdoor Schooling During the school year our school sets up sport, tourist and other activities related to nature and outdoor activity. Each class has the possibility to visit at least one school outside of Prague. The upper school classes go skiing every year. Diagnostic stay It is a special six month period when a new pupil is given the comprehensive special care that aims to adapt to a new foreign surrounding and new conditions. It completes and works up psychological and special educational diagnosis. It is also aimed to establish contacts with the class teacher and other specialists, as well as the relationship among classmates and relations to teachers. It is the time to establish close communication with pupil s family. After this stay, the collective evaluation is carried out and the further care is set. The school decides whether the pupil stays under the care of the school according to his/her diagnosis, or the school recommends another, more preferable educational institution. Special methods of educational process To provide education at the highest level, we place emphasis on special methods, mainly: individual approach function structuring (clear instruction, feedback, etc.) positive motivation comfortable atmosphere advanced tolerance to behavioral manifestation abidance by rules communication skills development social skills development different structure of the day and lessons

7 Staff Our staff members are enthusiastic, experienced, proper qualified and dedicated to help pupils succeed academically and personally. The staff consists of 52 employees, 44 out of them are pedagogical and 8 out of them are non-pedagogical employees (administration workers, school keepers, kitchen staff and so on). There are 3 educators in the after school nursery. There is also a close cooperation with external fellow workers - experts in diagnosis, psychiatrists, psychotherapists, etc. 85% of teachers have university education. 15% of teachers have secondary education or completed education at college; some of them are currently studying. The school organization School attendance in the Czech Republic is mandatory from the age of 6 till 16. The school is coeducational and it is divided into 2 stages: 1-5, 6-9 grades, according the age. In our school the lessons take 40 minutes and are followed by a 15 minute break. The school year usually starts on September 1st (or the first Monday in September, in a case 1st is Saturday or Sunday) and ends on June 31st (or the last Friday in June). There are approximately 10 pupils in each class. On the first stage of our school (1st - 5th grade) there are 2 teachers in the classroom. On the second stage (6th - 9th grade) there are two teachers only for the main subjects, for other subjects there is only 1 teacher in the classroom. The Goal, Trends and Development All education institutions influence children, its educational and therapeutical approaches, methods and forms of work, that are specific and usual for the institution. Even though each of these institutions spend much energy and special potential on getting pupils unfavourable behavioral manifestation under control, with the goal to bring them back to normal life that is common for their peer group, in most cases they are not successful. Following our experience and particular case analysis, we conclude the main reason for bad success of our work is the isolated subject influence of each institution. The isolation consists of distance between institutions, lack of internal communication, high work load of each team, little opportunity to meet, difficult coordination of common working procedure, time constraints for parents, unrealistic possibility of common parent tutorial, unrealistic possibility to work out a comprehensive pupil s report, reciprocal lack of coordination of both sides activities, leading to care initiation delay in the end the system treatment of linked care does not happen Following the reasons above, it appears a need for founding/establishing such a working place, providing comprehensive care. This would lead to elimination of all unfavourable elements that complicate and disable effective work with pupils.

8 School Boardinghouse The next step we have been preparing improving the quality of educational care is the rise of the School boardinghouse for children who cannot daily go out to school and of course for children being in extreme situations in crisis. This workplace would provide continuous running/service.

Do schools need psychology or psychologists? Looking for a good model of psychological counselling for the school practice

Do schools need psychology or psychologists? Looking for a good model of psychological counselling for the school practice Do schools need psychology or psychologists? Looking for a good model of psychological counselling for the school practice Eleonora Smékalová Department of Psychology, Philosophical Faculty, Olomouc etels@seznam.cz

More information

OCR Levels 2 and 3 in Supporting Teaching and Learning in Schools. Unit 39 Support pupils with communication and interaction needs

OCR Levels 2 and 3 in Supporting Teaching and Learning in Schools. Unit 39 Support pupils with communication and interaction needs OCR Levels 2 and 3 in Supporting Teaching and Learning in Schools Unit 39 Support pupils with communication and interaction needs UNIT SUMMARY Who is this unit for? This unit is for those who provide support

More information

St Mary s College Crosby. Special Educational Needs and Disability Policy (P46) Date of Policy September 2014. Date of Review September 2015

St Mary s College Crosby. Special Educational Needs and Disability Policy (P46) Date of Policy September 2014. Date of Review September 2015 St Mary s College Crosby Special Educational Needs and Disability Policy (P46) Date of Policy September 2014 Date of Review September 2015 Introduction The College is committed to giving all pupils the

More information

SPECIAL EDUCATIONAL NEEDS POLICY

SPECIAL EDUCATIONAL NEEDS POLICY Hastingsbury Business and Enterprise College SPECIAL EDUCATIONAL NEEDS POLICY This policy follows the guidelines shown in the 2014 SEN Code of Practice: 0-25 Years, the Equality Act 2010 and the Student

More information

Mgr. Jana Matochová Ph.D., school psychologist

Mgr. Jana Matochová Ph.D., school psychologist Mgr. Jana Matochová Ph.D., school psychologist 1 STŘE DNÍ Š KO LA PRO F. ZDEŇKA MATĚ J ČKA O STRAVA - PO RUBA, 17. LISTO PADU 1123, PŘÍS PĚVKO VÁ O RG ANIZACE The school is a complex of fully wheelchair

More information

St George Catholic College. SEN Information Report 2015-2016

St George Catholic College. SEN Information Report 2015-2016 St George Catholic College SEN Information Report 2015-2016 The SEN Information Report complies with section 69(2) of the Children and Family Act 2014, regulations 51 and schedule 1 of the Special Needs

More information

WHAT IS SCHOOL PSYCHOLOGY?

WHAT IS SCHOOL PSYCHOLOGY? WHAT IS SCHOOL PSYCHOLOGY? A Career That Makes a Difference Adapted from Stephen Andrew (2004) 1 What is a School Psychologist? 2 School Psychologists link mental health to learning and behaviour to promote:

More information

1. Basic information about the school s special educational provision

1. Basic information about the school s special educational provision KNOTTINGLEY HIGH SCHOOL & SPORTS COLLEGE SPECIAL EDUCATION NEEDS POLICY Reviewed and Revised: September 2009 1. Basic information about the school s special educational provision a) Objectives To enable

More information

CITY OF LONDON SCHOOL FOR GIRLS SPECIAL EDUCATIONAL NEEDS POLICY

CITY OF LONDON SCHOOL FOR GIRLS SPECIAL EDUCATIONAL NEEDS POLICY CITY OF LONDON SCHOOL FOR GIRLS SPECIAL EDUCATIONAL NEEDS POLICY INDEX 1. Overview 2. Definition of Special Educational Needs 3. Assessment and Identification of Students during the Admissions Process

More information

Practice Test for Special Education EC-12

Practice Test for Special Education EC-12 Practice Test for Special Education EC-12 1. The Individualized Educational Program (IEP) includes: A. Written evaluation B. Assessment tests C. Interviews 2. Learning disabilities include: A. Cerebral

More information

CIRCULAR TO BOARDS OF MANAGEMENT AND PRINCIPAL TEACHERS OF NATIONAL SCHOOLS

CIRCULAR TO BOARDS OF MANAGEMENT AND PRINCIPAL TEACHERS OF NATIONAL SCHOOLS Circular SP.ED 08/02 CIRCULAR TO BOARDS OF MANAGEMENT AND PRINCIPAL TEACHERS OF NATIONAL SCHOOLS Applications for full-time or part-time resource teacher support to address the special education needs

More information

January 2015 Special Educational Needs Report/ Local Offer

January 2015 Special Educational Needs Report/ Local Offer January 2015 Special Educational Needs Report/ Local Offer How will school / college staff support my child? Peacehaven Community School (PCS) is an inclusive school with a strong commitment to meeting

More information

The Field of Counseling

The Field of Counseling Gainful Employment Information The Field of Counseling Job Outlook Veterans Administration one of the most honorable places to practice counseling is with the VA. Over recent years, the Veteran s Administration

More information

SEND Policy. Principles of SEN at Charlton School, criteria for identification and processes for action. Aim

SEND Policy. Principles of SEN at Charlton School, criteria for identification and processes for action. Aim SEND Policy Sponsorship & Review 1 Sponsor Curriculum Leader Inclusion D Walker 2 Reviewed January 2015 3 Revised January 2015 References Disability Discrimination Act Introduction Principles of SEN at

More information

Epilepsy in Children. Learning and School Performance

Epilepsy in Children. Learning and School Performance Epilepsy in Children Learning and School Performance About the Epilepsy Foundation The Epilepsy Foundation is the national voluntary agency solely dedicated to the welfare of the more than three million

More information

ROLE OF SCHOOL PSYCHOLOGIST AS A RELATED SERVICE PROVIDER

ROLE OF SCHOOL PSYCHOLOGIST AS A RELATED SERVICE PROVIDER ROLE OF SCHOOL PSYCHOLOGIST AS A RELATED SERVICE PROVIDER I. Related Services Definition - IDEA According to the Individuals with Disabilities Education Act, psychological services include: Administering

More information

Background. Provincial Teacher Resource List 2015-2016. Please Note:

Background. Provincial Teacher Resource List 2015-2016. Please Note: Provincial Teacher Resource List 2015-2016 Background The purpose of this list is to help teachers and schools promote a Comprehensive School Health (CSH) approach in a classroom setting. CSH is an internationally

More information

EDUCATION OF CHILDREN WITH MULTIPLE DISABILITIES IN THE PHILIPPINES

EDUCATION OF CHILDREN WITH MULTIPLE DISABILITIES IN THE PHILIPPINES PHILIPPINES EDUCATION OF CHILDREN WITH MULTIPLE DISABILITIES IN THE PHILIPPINES by Maria Melissa Rossana C. Sta. Ana Introduction The term multiple disability is used in different ways in different contexts,

More information

Ashleigh C OF E (VC) Primary School Maintained

Ashleigh C OF E (VC) Primary School Maintained TITLE: S.E.N.D. POLICY DATE ADOPTED: 21 st March 2016 REVIEW SCHEDULE: ANNUAL DATE OF NEXT REVIEW: MARCH 2017 Ashleigh C OF E (VC) Primary School Maintained Special Educational Needs & Disabilities (SEND)

More information

2. Is all education of children and adults with disabilities under the control of the Ministry of Education?

2. Is all education of children and adults with disabilities under the control of the Ministry of Education? Information from the Government of Georgia with regard to implementation of Human Rights Council resolution 22/3 The work and employment of persons with disabilities 1. Do the National or local constitutions

More information

The Role of the Psychologist Working with People with Intellectual Disability

The Role of the Psychologist Working with People with Intellectual Disability The Role of the Psychologist Working with People with Intellectual Disability A Brothers of Charity Guidelines Document for Psychologists working in the Southern Services (Rosemary O Connell, Seamas Feehan,

More information

Dulwich College Seoul Learning Support & Special Educational Needs (SEN) in the Primary School

Dulwich College Seoul Learning Support & Special Educational Needs (SEN) in the Primary School Dulwich College Seoul Learning Support & Special Educational Needs (SEN) in the Primary School Ethos and Policy points Dulwich College Seoul (DCSL) believes that every student attending DCSL has the right

More information

LEARNING SUPPORT POLICY 2015 to 2016 THE INTERNATIONAL SCHOOL OF LONDON - LONDON

LEARNING SUPPORT POLICY 2015 to 2016 THE INTERNATIONAL SCHOOL OF LONDON - LONDON Last reviewed Wednesday 25 th November 2015 Mission Statement Diversity Passion Identity Understanding LEARNING SUPPORT POLICY 2015 to 2016 THE INTERNATIONAL SCHOOL OF LONDON - LONDON The International

More information

Beth Merriam, M.A., OATR, ATR-BC, CCC Email: bmerriam@rogers.com

Beth Merriam, M.A., OATR, ATR-BC, CCC Email: bmerriam@rogers.com Beth Merriam, M.A., OATR, ATR-BC, CCC Email: bmerriam@rogers.com EDUCATION 1992: M.A in, Art Therapy, Norwich University, Vermont, U.S.A, 1990: B.F.A., with major in art education, Concordia University,

More information

Inclusive Education and Assessment in the district of Reutte/Tyrol. Tyrol/Austria. Geografical position. BSI Mag. Peter Friedle, Reutte

Inclusive Education and Assessment in the district of Reutte/Tyrol. Tyrol/Austria. Geografical position. BSI Mag. Peter Friedle, Reutte Inclusive Education and Assessment in the district of Reutte/Tyrol Tyrol/Austria BSI Mag. Peter Friedle, Reutte Geografical position BSI RegR Mag. Peter Friedle, Mai 2006 2 1 The district of Reutte (facts(

More information

Mark College Local Offer

Mark College Local Offer Mark College Local Offer Name of site Address Contact names Mark College Blackford Road, Mark, Somerset, TA9 4NP Chris Sweeney (Principal) / Polly Adams (Vice Principal) Telephone number 0845 277 4679

More information

Recommendations on organization of the integrated (inclusive) education for children with limited opportunities in development

Recommendations on organization of the integrated (inclusive) education for children with limited opportunities in development Ministry of Education and Science of the Republic of Kazakhstan No. 4-02-4/450 dated March 16, 2009 To heads of regional education departments, Astana and Almaty education departments The Ministry of Education

More information

Moulton CEVC Primary School Special Educational Needs and Disability (SEND) policy

Moulton CEVC Primary School Special Educational Needs and Disability (SEND) policy Moulton CEVC Primary School Special Educational Needs and Disability (SEND) policy Moulton CEVC Primary is an inclusive school. We take safeguarding very seriously and all of our policies are developed

More information

www.focuspsychology.com info@focuspsychology.com

www.focuspsychology.com info@focuspsychology.com The main emphasis of our approach is to empower and enhance the environments around the children and young people we strive to support. However, we understand that direct work also has a role to play and

More information

University of California Berkeley

University of California Berkeley University of California Berkeley DEPARTMENT OF RECREATIONAL SPORTS 2301 Bancroft Way Berkeley, CA 94720-4420 510 643-2509 camps.berkeley.edu Dear Parent/Guardian: Thank you for your interest in the Social

More information

SPEECH, LANGUAGE & COMMUNICATION Pocketbook

SPEECH, LANGUAGE & COMMUNICATION Pocketbook SPEECH, LANGUAGE & COMMUNICATION Pocketbook By Victoria Mason & Emela Milne Cartoons: Phil Hailstone Contents Page Introduction to SLCN Defining SLCN, typical language development, who has SLCN?, prevalence,

More information

Chapter 6: Individualized Education Programs (IEPs)

Chapter 6: Individualized Education Programs (IEPs) 33 Chapter 6: Individualized Education Programs (IEPs) In this chapter you will: learn the parts of an IEP learn who is on an IEP team discover tips and things to remember when working on the IEP understand

More information

CALIFORNIA STATE UNIVERSITY, SACRAMENTO

CALIFORNIA STATE UNIVERSITY, SACRAMENTO COLLEGE OF EDUCATION DEPARTMENT OF SPECIAL EDUCATION, REHABILITATION AND SCHOOL PSYCHOLOGY CALIFORNIA STATE UNIVERSITY, SACRAMENTO School Psychology Diagnostic Clinic 6000 J Street Sacramento, California

More information

SCHOOL MENTAL HEALTH RESPONSE GUIDELINES

SCHOOL MENTAL HEALTH RESPONSE GUIDELINES 1 SCHOOL MENTAL HEALTH RESPONSE GUIDELINES The School Mental Health Response Staff may consist of a variety of members of the school s SBSLT (School Based Support Learning Team), including but not limited

More information

Global engagement. An International Baccalaureate education for all

Global engagement. An International Baccalaureate education for all Learning stories Language and learning Inclusive education Global engagement Multiple programme schools Learning stories from the IB continuum share examples of good practice from IB World Schools in order

More information

DEMYSTIFYING THE DEFINITIONS: Differentiating the Definitions of Learning Disability the diagnosis, the Exceptionality, and the ISA Profile in Ontario

DEMYSTIFYING THE DEFINITIONS: Differentiating the Definitions of Learning Disability the diagnosis, the Exceptionality, and the ISA Profile in Ontario DEMYSTIFYING THE DEFINITIONS: Differentiating the Definitions of Learning Disability the diagnosis, the Exceptionality, and the ISA Profile in Ontario Dr. A. Lynne Beal, Psychologist October, 2003 What

More information

ARKANSAS DEPARTMENT OF EDUCATION SCHOOL - BASED DAY TREATMENT PROGRAMS GUIDELINES

ARKANSAS DEPARTMENT OF EDUCATION SCHOOL - BASED DAY TREATMENT PROGRAMS GUIDELINES ARKANSAS DEPARTMENT OF EDUCATION SCHOOL - BASED DAY TREATMENT PROGRAMS GUIDELINES I. DESCRIPTION A. Day Treatment is the most intensive non-residential program that can be provided over an extended period

More information

SPECIAL EDUCATION. you actively participate in the decisions made about your child s education; and

SPECIAL EDUCATION. you actively participate in the decisions made about your child s education; and SPECIAL EDUCATION Meeting the needs of students with disabilities and behaviour problems is one of the most difficult challenges facing the public education system in Ontario. The laws governing public

More information

Psychiatrists should be aware of the signs of Asperger s Syndrome as they appear in adolescents and adults if diagnostic errors are to be avoided.

Psychiatrists should be aware of the signs of Asperger s Syndrome as they appear in adolescents and adults if diagnostic errors are to be avoided. INFORMATION SHEET Age Group: Sheet Title: Adults Depression or Mental Health Problems People with Asperger s Syndrome are particularly vulnerable to mental health problems such as anxiety and depression,

More information

PROVISION FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN THE LONDON BOROUGH OF HOUNSLOW

PROVISION FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN THE LONDON BOROUGH OF HOUNSLOW PROVISION FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN THE LONDON BOROUGH OF HOUNSLOW A guide for parents/carers of children who have a Statement of Special Educational Needs and may need specialist

More information

Rainford High Technology College. Special Educational Needs and Disabilities School Offer

Rainford High Technology College. Special Educational Needs and Disabilities School Offer Rainford High Technology College Special Educational Needs and Disabilities School Offer School Name and Address Rainford High Technology College Web Address www.rainford.org.uk Telephone Number 01744

More information

Who We Serve Adults with severe and persistent mental illnesses such as schizophrenia, bipolar disorder and major depression.

Who We Serve Adults with severe and persistent mental illnesses such as schizophrenia, bipolar disorder and major depression. We Serve Adults with severe and persistent mental illnesses such as schizophrenia, bipolar disorder and major depression. We Do Provide a comprehensive individually tailored group treatment program in

More information

Office of Disability Support Service 0106 Shoemaker 301.314.7682 Fax: 301.405.0813 www.counseling.umd.edu/dss. A Guide to Services for Students with a

Office of Disability Support Service 0106 Shoemaker 301.314.7682 Fax: 301.405.0813 www.counseling.umd.edu/dss. A Guide to Services for Students with a Office of Disability Support Service 0106 Shoemaker 301.314.7682 Fax: 301.405.0813 www.counseling.umd.edu/dss A Guide to Services for Students with a Learning Disability (Revised 4.28.14) Do I Have A Learning

More information

The Field of Counseling. Veterans Administration one of the most honorable places to practice counseling is with the

The Field of Counseling. Veterans Administration one of the most honorable places to practice counseling is with the Gainful Employment Information The Field of Counseling Job Outlook Veterans Administration one of the most honorable places to practice counseling is with the VA. Over recent years, the Veteran s Administration

More information

Aase Frostad Fasting, Specialist clinical psychology/neuropsychology, Huseby resource centre for the visual impaired

Aase Frostad Fasting, Specialist clinical psychology/neuropsychology, Huseby resource centre for the visual impaired Aase Frostad Fasting, Specialist clinical psychology/neuropsychology, Huseby resource centre for the visual impaired Assessing the potentialities of children with disabilities. Presentation at the Conference

More information

Documentation Guidelines for ADD/ADHD

Documentation Guidelines for ADD/ADHD Documentation Guidelines for ADD/ADHD Hope College Academic Success Center This document was developed following the best practice recommendations for disability documentation as outlined by the Association

More information

Emotionally Disturbed. Questions from Parents

Emotionally Disturbed. Questions from Parents 1 Emotionally Disturbed Questions from Parents Characteristics that may be reflective of ED:* an inability to learn which cannot be explained by intellectual, sensory, or health factors. an inability to

More information

Minsthorpe Community College Local Offer

Minsthorpe Community College Local Offer Minsthorpe Community College Local Offer Vision / mission statement Minsthorpe Community College is an inclusive school with a strong belief that all students needs should be met as fully as possible irrespective

More information

The submission begins with some general comments before addressing a number of the Inquiry s terms of reference.

The submission begins with some general comments before addressing a number of the Inquiry s terms of reference. APPA Senate Inquiry Submission: Current levels of access and attainment for students with disability in the school system, and the impact on students and families associated with inadequate levels of support

More information

Dyslexia and Co-occurring Specific Learning Difficulties Pamela Deponio, University of Edinburgh

Dyslexia and Co-occurring Specific Learning Difficulties Pamela Deponio, University of Edinburgh Dyslexia and Co-occurring Specific Learning Difficulties Pamela Deponio, University of Edinburgh Let s Read! Reading and Print Disabilities in Young People Tallinn, Estonia. August 7 9, 2012 Key message

More information

Position Title Deaf Inclusion Worker (DIW) 30.11.10

Position Title Deaf Inclusion Worker (DIW) 30.11.10 Job Description Position Title Deaf Inclusion Worker (DIW) 30.11.10 Location Reporting to Grade Salary Hours OKEHAMPTON COLLEGE SENCO G Point 35 39 12,416-13,930 19 Hours Per Week (Incl PPA time), Term

More information

Documentation Requirements ADHD

Documentation Requirements ADHD Documentation Requirements ADHD Attention Deficit Hyperactivity Disorder (ADHD) is considered a neurobiological disability that interferes with a person s ability to sustain attention, focus on a task

More information

LEVEL III.5 SA: SHORT TERM RESIDENTIAL - Adult (DUAL DIAGNOSIS CAPABLE)

LEVEL III.5 SA: SHORT TERM RESIDENTIAL - Adult (DUAL DIAGNOSIS CAPABLE) LEVEL III.5 SA: SHT TERM RESIDENTIAL - Adult (DUAL DIAGNOSIS CAPABLE) Definition The following is based on the Adult Criteria of the Patient Placement Criteria for the Treatment of Substance-Related Disorders

More information

Special Educational Needs and Disability Policy

Special Educational Needs and Disability Policy Legislative Context Special Educational Needs and Disability Policy Definitions of special educational needs (SEN) taken from section 20 of the Children and Families Act 2014. A student or young person

More information

Special Education Coding Criteria 2014/2015. ECS to Grade 12 Mild/Moderate Gifted and Talented Severe

Special Education Coding Criteria 2014/2015. ECS to Grade 12 Mild/Moderate Gifted and Talented Severe Special Education Coding Criteria 2014/2015 Mild/Moderate Gifted and Talented Severe Special Education Coding Criteria 2014/2015 ISBN 978-1-4601-1902-0 (Print) ISBN 978-1-4601-1903-7 (PDF) ISSN 1911-4311

More information

Educational and Clinical Psychological Services in County Clare. An integrated approach to supporting the students in your school

Educational and Clinical Psychological Services in County Clare. An integrated approach to supporting the students in your school Useful contact and referral inmation To communicate with NEPS in relation to children s learning, social, emotional and behavioural difficulties in school, contact: Your school s NEPS Psychologist. Phone:

More information

http://www.bls.gov/oco/ocos070.htm Teachers Special Education

http://www.bls.gov/oco/ocos070.htm Teachers Special Education http://www.bls.gov/oco/ocos070.htm Teachers Special Education * Nature of the Work * Training, Other Qualifications, and Advancement * Employment * Job Outlook * Projections Data * Earnings * OES Data

More information

Statistics on the integration of SEN pupils into the European Schools in the year 2012

Statistics on the integration of SEN pupils into the European Schools in the year 2012 European Schools Office of the Secretary-General Pedagogical Development Unit Ref.: 2013-01-D-28-en-3 Original Statistics on the integration of SEN pupils into the European Schools in the year 2012 BOARD

More information

Our Local Offer for Special Educational Needs and/or Disability

Our Local Offer for Special Educational Needs and/or Disability Please click the relevant words on the wheel to be taken to the corresponding section. Area Wide Local Offer Identification Teaching, Learning & Support Additional Information Keeping Students Safe & Supporting

More information

Policy for Documentation

Policy for Documentation Policy for Documentation act.org 2015 by ACT, Inc. All rights reserved. 3836 Introduction The ACT Policy for Documentation contains information individual examinees, professional diagnosticians, and qualified

More information

How to Support Children with Autism Spectrum Disorders Education Bureau 2015

How to Support Children with Autism Spectrum Disorders Education Bureau 2015 How to Support Children with Autism Spectrum Disorders Education Bureau 2015 Introduction Parents always wish to provide their children with the best living and learning environment in order to nurture

More information

Belmont Public Schools Special Education Programs

Belmont Public Schools Special Education Programs Belmont Public Schools Special Education Programs Preschool Program School: Belmont system wide Population Served: Special Education Students Aged 3 5 Grade: Pre K Program Description: This program is

More information

St. George s College Special Educational Needs and Disability Policy (SEND)- Academic Support

St. George s College Special Educational Needs and Disability Policy (SEND)- Academic Support St. George s College Special Educational Needs and Disability Policy (SEND)- Academic Support Mission Statement We are an independent Roman Catholic co-educational school which welcomes those of other

More information

Child and adolescent psychotherapy with children and young people with disabilities and their families

Child and adolescent psychotherapy with children and young people with disabilities and their families Association of Child Psychotherapists BRIEFING PAPER SERIES www.childpsychotherapy.org.uk Child and adolescent psychotherapy with children and young people with disabilities and their families 36% of children

More information

Physical Symptoms Mood Symptoms Behavioral Symptoms

Physical Symptoms Mood Symptoms Behavioral Symptoms Prescription drugs are the 3 rd most commonly abused drugs amongst teens in Nebraska, and the same statistic holds true on a national level. The rise in prescription drug abuse is becoming increasingly

More information

School Management Concerning Collaboration with Social Resources in the Community Its Approaches and Problem-

School Management Concerning Collaboration with Social Resources in the Community Its Approaches and Problem- MALAYSIA School Management Concerning Collaboration with Social Resources in the Community Its Approaches and Problem- Mohamad Nor Bin Mohamad Taib Special Education Department, The Ministry of Education

More information

APPLYING FOR ACCOMMODATIONS AT RIVER PARISHES COMMUNITY COLLEGE

APPLYING FOR ACCOMMODATIONS AT RIVER PARISHES COMMUNITY COLLEGE APPLYING FOR ACCOMMODATIONS AT RIVER PARISHES COMMUNITY COLLEGE The Office of Counseling Services at River Parishes Community College (RPCC) coordinates accommodations and services for students with disabilities.

More information

Homeschooling Support Program Prospectus

Homeschooling Support Program Prospectus Homeschooling Support Program Prospectus childpsych Pty Ltd ACN 125165433 ABN 27210814326 Phone 07 3716 0445 Clinic 2/606 Sherwood Rd, A part of Sherwood Qld 4075 www.childpsychlearning.net.au Welcome

More information

PRESCHOOL PLACEMENT CATEGORIES

PRESCHOOL PLACEMENT CATEGORIES PRESCHOOL PLACEMENT CATEGORIES CASEMIS 20 EARLY CHILDHOOD SPECIAL EDUCATION SETTING Early Childhood Special Education Setting: This is a placement setting where children receive all of their special education

More information

Strengthening Integrated Education Programs for Blind and Visually Impaired Children in Bangladesh

Strengthening Integrated Education Programs for Blind and Visually Impaired Children in Bangladesh WA 092 Strengthening Integrated Education Programs for Blind and Visually Impaired Children in Bangladesh Manju Samaddar Principal Baptist Sangha School for Blind Girls 77, Senpara Parbata, Mirpur 10 Dhaka

More information

St. George s College Academic Support Policy and Special Educational Needs and Disability Policy (SEND Policy)

St. George s College Academic Support Policy and Special Educational Needs and Disability Policy (SEND Policy) St. George s College Academic Support Policy and Special Educational Needs and Disability Policy (SEND Policy) Mission Statement We are an independent Roman Catholic selective co-educational College which

More information

SPECIAL EDUCATION SERVICES. Category Checklists March 2009

SPECIAL EDUCATION SERVICES. Category Checklists March 2009 SPECIAL EDUCATION SERVICES Category Checklists March 2009 Mild Intellectual Disabilities Student base funding allocation (Revised September, 2004) 1701 Code K assessment documentation shows the student

More information

DUBAI COLLEGE. A tradition of quality in education. Special Education Needs & Disability (SEND) Policy. Statement of Intent.

DUBAI COLLEGE. A tradition of quality in education. Special Education Needs & Disability (SEND) Policy. Statement of Intent. DUBAI COLLEGE A tradition of quality in education Special Education Needs & Disability (SEND) Policy Statement of Intent Dubai College is strongly committed to inclusive education across all year groups;

More information

Accommodations STUDENTS WITH DISABILTITES SERVICES

Accommodations STUDENTS WITH DISABILTITES SERVICES Accommodations Otis College of Art and Design is committed to providing equality of education opportunity to all students. To assist in increasing the student s learning outcome, Students with Disabilities

More information

Perkins Cancellation

Perkins Cancellation FEDERAL STUDENT AID HANDBOOK Volume 6 Managing Campus-Based Programs, 2011 2012 http://ifap.ed.gov/fsahandbook/attachments/1112fsahbkvol6ch5.pdf THIS IS AN EXCERPT FROM VOLUME 6, CHAPTER 5 CHAPTER 5 Perkins

More information

ADHD and School Failure

ADHD and School Failure ADHD and School Failure Your child isn t doing well in school. Actually, she/he s never done very well, but it s getting worse as schoolwork gets more challenging every year. What do you do? Here are some

More information

What are Cognitive and/or Behavioural Psychotherapies?

What are Cognitive and/or Behavioural Psychotherapies? What are Cognitive and/or Behavioural Psychotherapies? Paper prepared for a UKCP/BACP mapping psychotherapy exercise Katy Grazebrook, Anne Garland and the Board of BABCP July 2005 Overview Cognitive and

More information

Disability Services Application

Disability Services Application Disability Services Application Student must complete this application AND provide documentation of a disability. Documentation guidelines are available on the following page. Proper documentation is required

More information

Parent s Guide to SPECIAL EDUCATION

Parent s Guide to SPECIAL EDUCATION Parent s Guide to SPECIAL EDUCATION Dufferin-Peel Catholic District School Board Special Education 1 MESSAGE TO PARENTS The Mission of the Dufferin-Peel Catholic District School Board, in partnership with

More information

First Nation Special Education Procedure Handbook

First Nation Special Education Procedure Handbook First Nation Special Education Procedure Handbook Table of Contents PREFACE Rationale and Background Assembly of First Nations Special Education Policy 1 Manitoba Education and Training 4 The Child s Bill

More information

Choosing a School. A Guide For Parents and Guardians of Children and Young People with Special Educational Needs

Choosing a School. A Guide For Parents and Guardians of Children and Young People with Special Educational Needs Choosing a School A Guide For Parents and Guardians of Children and Young People with Special Educational Needs Choosing a School A Guide For Parents and Guardians of Children and Young People with Special

More information

Ferkauf Graduate School of Psychology Yeshiva University. The Max and Celia Parnes Family Psychological and Psychoeducational Services Clinic

Ferkauf Graduate School of Psychology Yeshiva University. The Max and Celia Parnes Family Psychological and Psychoeducational Services Clinic Ferkauf Graduate School of Psychology Yeshiva University The Max and Celia Parnes Family Psychological and Psychoeducational Services Clinic Welcome to the Max and Celia Parnes Family Psychological and

More information

# Category Standard Provisional Standard Notes/Comments

# Category Standard Provisional Standard Notes/Comments Page1 1 Service Definition/ Required Components Therapeutic Rehabilitation Program is rehabilitative service for adults with SMI and children with SED designed to maximize reduction of mental disability

More information

Master of Arts Programs in the Faculty of Social and Behavioral Sciences

Master of Arts Programs in the Faculty of Social and Behavioral Sciences Master of Arts Programs in the Faculty of Social and Behavioral Sciences Admission Requirements to the Education and Psychology Graduate Program The applicant must satisfy the standards for admission into

More information

UNISON [BRANCH NAME] speaking up for TAs. Teaching assistants survey 2013 summary of results. UNISON speaking up for TAs INTRODUCTION

UNISON [BRANCH NAME] speaking up for TAs. Teaching assistants survey 2013 summary of results. UNISON speaking up for TAs INTRODUCTION UNISON [BRANCH NAME] speaking up for TAs UNISON speaking up for TAs Teaching assistants survey 2013 summary of results INTRODUCTION UNISON is the largest union in education in the UK, representing 350,000

More information

Behavioral Health and Wellness

Behavioral Health and Wellness INSPIRA HEALTH NETWORK Behavioral Health and Wellness Providing Quality Care Across the Region Comprehensive Programs Tailored for Your Needs Inspira offers a range of behavioral health and wellness services

More information

Whinney Banks Primary School Disability Equality Scheme And Accessibility Plan 2010 2012. April 2010 updated

Whinney Banks Primary School Disability Equality Scheme And Accessibility Plan 2010 2012. April 2010 updated Whinney Banks Primary School Disability Equality Scheme And Accessibility Plan 2010 2012 April 2010 updated Contents Page Section 1 Introduction 3 Disability Discrimination Act Disability Equality Duty

More information

~ EDUCATIONAL PSYCHOLOGY SERVICE ~

~ EDUCATIONAL PSYCHOLOGY SERVICE ~ WESTERN EDUCATION & LIBRARY BOARD ~ EDUCATIONAL PSYCHOLOGY SERVICE ~ Information Booklet for Parents, Schools and Agencies C O N T E N T S PAGE INTRODUCTION 2 AIMS OF THE EDUCATIONAL PSYCHOLOGY SERVICE

More information

Autism Spectrum Disorders: An Awareness Level Training for Educators

Autism Spectrum Disorders: An Awareness Level Training for Educators Autism Spectrum s: An Awareness Level Training for Educators Autism is the Fastest-Growing Developmental Disability More common than pediatric cancer, diabetes and AIDS combined Autism increased 172% during

More information

How mental health difficulties affect children

How mental health difficulties affect children 4 component How mental health difficulties affect children There is no health without mental health This statement from the World Health Organization emphasises how mental health involves everybody. Mental

More information

STATE OF NEVADA Department of Administration Division of Human Resource Management CLASS SPECIFICATION

STATE OF NEVADA Department of Administration Division of Human Resource Management CLASS SPECIFICATION STATE OF NEVADA Department of Administration Division of Human Resource Management CLASS SPECIFICATION TITLE GRADE EEO-4 CODE MENTAL HEALTH COUNSELOR V 43* B 10.135 MENTAL HEALTH COUNSELOR IV 41* B 10.137

More information

Helping your child with Non-verbal Learning Disability

Helping your child with Non-verbal Learning Disability Helping your child with Non-verbal Learning Disability What is non-verbal learning disability? Non-verbal learning disability (NVLD) is a term used to describe a pattern of strengths and weaknesses in

More information

Social and Emotional Needs of Young Children Training Script

Social and Emotional Needs of Young Children Training Script Page 1 of 7 Social and Emotional Needs of Young Children Training Script Slide #1: Social and Emotional Needs of Young Children Slide #2: Training Objectives Let s take a few minutes to review the training

More information

DSM-5. Presented by CCESC School Psychologist Interns: Kayla Dodson, M.Ed. Ellen Doll, M.S. Rich Marsicano, Ph.D. Elaine Wahl, Ph.D.

DSM-5. Presented by CCESC School Psychologist Interns: Kayla Dodson, M.Ed. Ellen Doll, M.S. Rich Marsicano, Ph.D. Elaine Wahl, Ph.D. DSM-5 Presented by CCESC School Psychologist Interns: Kayla Dodson, M.Ed. Ellen Doll, M.S. Rich Marsicano, Ph.D. Elaine Wahl, Ph.D. Introduction Lifespan approach to diagnosis Diagnoses occurring in children

More information

ADULT CASE MANAGEMENT EXAM

ADULT CASE MANAGEMENT EXAM UTAH DEPARTMENT OF HUMAN SERVICES DIVISION OF SUBSTANCE ABUSE AND MENTAL HEALTH ADULT CASE MANAGEMENT EXAM Name Examiner s Name Examiner s Signature Date Score This exam is designed to test your knowledge

More information

Author: ADPH, SLOUGH June 2014 adapted from RBWM template 1

Author: ADPH, SLOUGH June 2014 adapted from RBWM template 1 CHILD AND ADOLESCENT MENTAL HEALTH SERVICES, Tier 1, 2, 3 & 4, available to SLOUGH Children, Young People Schools. Areas of Need* Tier 1 Tier1/2 Tier 2 Tier3/4** *Taken from: Guidance for commissioners

More information

GREGORY J. CARINCI, PSY.D., BCBA. Curriculum Vita

GREGORY J. CARINCI, PSY.D., BCBA. Curriculum Vita OFFICE 591 Camino De La Reina, suite #821 San Diego, CA. 92108 Phone: 619-297-4300 Fax: 619-297-4400 Email: gcarinci@gmail.com EDUCATION GREGORY J. CARINCI, PSY.D., BCBA Curriculum Vita Marist College

More information

Ellis Guilford School and Sports College. Special Education Needs Policy. Reviewed: January 2015

Ellis Guilford School and Sports College. Special Education Needs Policy. Reviewed: January 2015 Ellis Guilford School and Sports College Special Education Needs Policy Reviewed: January 2015 Next Review: January 2016 Contents 1. National Context 2 2. Local Offer 2-3 3. Definition of SEN(D) 3 4. Links

More information

EMOTIONAL DISTURBANCE

EMOTIONAL DISTURBANCE I. DEFINITION "Emotional disturbance" means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational

More information