State Schools Student Profile
|
|
- Harold Oliver
- 7 years ago
- Views:
Transcription
1 AIMS ID: EQ ID: Student Name: Student's Date of Birth / / Gender (Male or Female) M / F Aboriginal or Torres Strait Islander origin? Y / N Main Language other than English? Centre Current Year Level Parent/Caregiver Student Verification Status Student Verification Date / / Review Date / / Disability Major Start Date End Date Review Reqd Review Date Current C1 C2 / / / / / / Verifier's Name Status Verification Date / / I confirm that this profile is an accurate reflection of the adjustments occurring for this student Principal Name: Principal Signature: Date: The signed copy of this profile is to be kept in the student s school file. Page 1 of 16
2 Focus Area: Curriculum Description: Refers to adjustments made to the intended curriculum, pedagogy, assessment and reporting to enable the student to achieve their intended curriculum. Intent Planning adjustments: 1. Planning is adjusted Regular curriculum planning documents include adjustments to the intended curriculum, pedagogy, assessment and reporting for the specific student. Adjustments related to assistive technology: 2. Assistive technology is used as an adjustment for curriculum access Assistive technology is incorporated to ensure students participation in and/or access to planned learning activities occurs. Adjustments related to curriculum intent: 3. Lesson content is adjusted Refers to the content that is taught (what the student needs to learn and how the student will access that information) not strategies that are implemented. Page 2 of 16
3 Focus Area: Curriculum Description: Refers to adjustments made to the intended curriculum, pedagogy, assessment and reporting to enable the student to achieve their intended curriculum. Intent Adjustments to pedagogy: 4. Materials are adjusted and/or specially prepared to facilitate student participation 5. Use and preparation of adapted materials related to the student's expanded core curriculum occurs 6. Additional targeted teaching for specific learning activities is delivered 7. Pre-teaching of specific concepts prior to a whole class learning activity occurs Preparation is required for materials where the content is consistent with the intended curriculum but a different format is needed. The student is engaged in an expanded core curriculum, involving the use and preparation of adapted materials. This question relates only to: - students with vision impairment - deaf/blind students. Provision of explicit teaching/scaffolding to support targeted learning activities occurs. Teaching occurs prior to planned learning experiences to enhance the student's access to, and participation in, whole class learning activities. Page 3 of 16
4 Focus Area: Curriculum Description: Refers to adjustments made to the intended curriculum, pedagogy, assessment and reporting to enable the student to achieve their intended curriculum. Intent Adjustments to pedagogy: 8. Targeted learning activities are delivered individually or within a small group 9. Specific teaching supports are used to facilitate participation in learning activities 10. Intensive assistance from support personnel is required to teach specific knowledge and skills Continually and/or constantly Small group and/or one-to-one instruction with direct assistance are required for targeted learning activities. These learning activities may be conducted within the classroom setting. Support using additional personnel and/or materials to assist the student in undertaking learning tasks is provided. The student receives: - intensive individual support and/or - specific guided direction to develop specific knowledge and/or skills. Page 4 of 16
5 Focus Area: Curriculum Description: Refers to adjustments made to the intended curriculum, pedagogy, assessment and reporting to enable the student to achieve their intended curriculum. Intent Adjustments to assessment: 11. Assessment procedures and/or materials are adjusted, but with clear links to the intended curriculum Adjustments to assessment procedures and/or materials reflect the varied needs, abilities and experiences of the student in relation to the intended curriculum to ensure that students have the opportunity to demonstrate their learning. Optional Comments Page 5 of 16
6 Focus Area: Communication Description: Refers to adjustments made for the student to understand and process speech and/or language; and express information (i.e. needs, ideas, feelings) using the language system of the community. This Focus Area also includes adjustments to the student's mode of communication for example symbols, signed support systems. Intent Planning for communication: 12. Specific teaching in the understanding and use of language is incorporated in planning Planning incorporates specific activities that target learning in a variety of contexts to promote language skills. Use of assistive technology: 13. Monitoring and assistance with personal amplification devices occurs 14. Monitoring and assistance with use of augmentative and alternative communication (AAC) systems occurs Monitoring and assistance is provided to check hearing aids, FM systems, soundfield amplification systems. This is the set up, support and monitoring of the student's AAC system. Implementing an AAC system is a strategy to ensure a student's primary mode of communication is supported to assist educational access. Page 6 of 16
7 Focus Area: Communication Description: Refers to adjustments made for the student to understand and process speech and/or language; and express information (i.e. needs, ideas, feelings) using the language system of the community. This Focus Area also includes adjustments to the student's mode of communication for example symbols, signed support systems. Intent Adjustments to curriculum intent and pedagogy: 15. Specific teaching of targeted language skills is delivered 16. Specialist-produced program with explicit teaching of language concepts, vocabulary and/or oro-motor skills may be delivered 17. Specific teaching in understanding and using language within social contexts occurs Targeted language teaching is delivered to a student with specific communication concerns for example for a student at the sound, word or sentence levels. School based staff implement specific language skill program planned by the team. The program has been recommended and/or designed/implemented by - Speech-Language Pathologist - Advisory Visiting Teacher (AVT) with specific communication training - Teacher of the Deaf and reflects the complexity of the student's communication requirements. The program may be implemented by school based personnel. Targeted teaching that develops a student's ability to be a competent communicator in social situations is delivered. Page 7 of 16
8 Focus Area: Communication Description: Refers to adjustments made for the student to understand and process speech and/or language; and express information (i.e. needs, ideas, feelings) using the language system of the community. This Focus Area also includes adjustments to the student's mode of communication for example symbols, signed support systems. Intent Adjustments to curriculum intent and pedagogy: 18. Assistance through the use of visual aids is provided The student uses visual aids to support receptive and/or expressive communication. Complex communication adjustments: 19. The student's specific mode of communication requires school staff/communication partners to model the use of targeted interactive language in all aspects of the school program 20. An educational interpreter supports the student's access to information and participation through the use of signed communication. This occurs Specific communication mode (e.g. AAC) modelled by communication partners across whole school context. An educational interpreter refers to a teacher or teacher aide who supports a student with hearing impairment using signed communication. Signed communication is used to support or enable the student's access to information and participation. Page 8 of 16
9 Optional Comments Page 9 of 16
10 Focus Area: Social Participation/Emotional Wellbeing Description: Refers to the strategies and supports necessary to assist the student to engage successfully in social situations and to self-regulate emotion. Intent Planning: 21. A formal support/management plan promoting development of specific social competences/social/emotional self-regulation is developed and reviewed A documented plan detailing specific targets and ongoing strategies for the promotion of social and emotional wellbeing is required and is developed in response to the student's social and emotional needs. Focus is on the frequency of review. Adjustments to student management and support: 22. Adjustments to timetables, or flexible program delivery arrangements are implemented 23. Supervision and support to manage structured and/or unstructured contexts is provided The school amends timetables or program delivery arrangements to accommodate the social and emotional needs of the student as identified in the support/management plan. Intensive and ongoing support is required for the student to manage social participation in a variety of contexts. Page 10 of 16
11 Focus Area: Social Participation/Emotional Wellbeing Description: Refers to the strategies and supports necessary to assist the student to engage successfully in social situations and to self-regulate emotion. Intent Adjustments to curriculum intent and pedagogy: 24. Specific teaching of targeted skills in the classroom context to develop friendships and increase participation occurs Within the classroom context, specific social skilling or opportunities to practise social skills are provided, to increase knowledge and/or understanding of friendships and participation in social situations. Intensive behaviour interventions: 25. Intensive, individualised behaviour support plan targeting specific behaviour patterns, is implemented Continually and/or constantly A formalised plan detailing specific target behaviours with step-by-step strategies to encourage appropriate behaviour is implemented. Optional Comments Page 11 of 16
12 Focus Area: Health and Personal Care Description: Refers to the adjustments made to promote health and personal care. Intent Monitoring: 26. Monitoring and data collection of health status and procedures occurs Continually and/or constantly How often data in relation to the student's various health care issues is collected. Adjustments for specific health care procedures: 27. Personal health care assistance is provided 28. Administration of specialised health care procedures/interventions that require specific training occurs Continually and/or constantly Direct assistance is required, rather than lessons in self-care, as the student is clearly unable to manage a health care procedure without assistance. Refers to the departmental approved specialised health procedures/interventions such as: - urinary management - airway management - bowel management - enteral feeding - epilepsy management Optional Comments Page 12 of 16
13 Focus Area: Safety Description: Refers to the adjustments made to ensure the student's safety, or the safety of others in the school community when supporting this student. Intent Planning for safety: 29. Risk management and emergency care plans and procedures for this student are developed and inform program delivery 30. The portfolio of manual handling, lifting and transferring is designed and reviewed in consultation with specialist support staff, for example AVT, occupational therapist, physiotherapist An Individual Risk Management and/or Emergency Care Plan detailing ongoing strategies promoting the safety of the student and others in the school community is developed and reviewed. Focus is on the frequency of review. The focus of the portfolio is on the planning of procedures to be used throughout the school for the individual student and the formal reviewing of these plans with specialist support staff input. Focus is on the frequency of review. Adjustments to curriculum intent and specific safety procedures: 31. Programs encouraging independence and/or responsible, safe behaviours are implemented 32. Monitoring and data collection on safety issues occurs Specific programs and/or materials are planned, developed and implemented to increase the student's independence and safe behaviours. The evaluating and recording of data in relation to safety concerns informs risk management planning. Page 13 of 16
14 Optional Comments Page 14 of 16
15 Focus Area: Learning Environment/Access Description: Refers to the adjustments made for the student to access the intended curriculum and promote personal independence. This focus area includes organisational skills, self direction, mobility/positioning, use of assistive technology and/or specialist equipment and environmental adaptations. Intent Consultation: 33. Consultation/collaboration about learning environment/access occurs and is documented Formally arranged/scheduled meetings with teachers, parents, support team, and (where possible) the student occur regarding the promotion of personal independence and access to the learning environment. This does not refer to the regular interactions that occur in response to student engagement and access to the learning environment. Adjustments to pedagogy: 34. Adaptations and/or modification to equipment, materials and/or environment occurs 35. Specialist input to adaptations of teaching strategies to promote personal independence and access occurs 36. Specific direct support for program delivery occurs Continually and/or constantly The teacher makes changes to: - equipment/teaching materials - environment to enhance a student's personal independence and access. Adjustments are made to teaching strategies as a result of additional specialist input from: - Advisory Visiting Teacher (AVT) - Occupational Therapist - Orientation and Mobility Specialist - Physiotherapist - Speech-Language Pathologist. Direct individual program support is provided by school personnel to facilitate access to the learning environment. Page 15 of 16
16 Optional Comments Page 16 of 16
SCAN Program (Supporting Children with Additional Needs)
NOVEMBER 2013 SCAN Program (Supporting Children with Additional Needs) Grant program guidelines The aim of the SCAN Program (Supporting Children with Additional Needs) is to improve access to funded preschools
More informationSchool-based Support Personnel
L. SUPPORT SERVICES School-based Support Personnel Yukon Education provides both professional and paraprofessional support to schools to address the diverse learning of students. Learning Assistance Program
More informationOCR 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 informationStudent Centred Appraisal of Need
Student Centred Appraisal of Need Booklet for parents, carers and staff January 2010 INTRODUCTION The Student Centred Appraisal of Need provides a consistent approach in determining educational needs of
More informationPreschool Disability Support Program
Preschool Disability Support Program Grant Program Guidelines Page 1 of 22 Contents 1 Aims and objectives... 3 2 Preschool Disability Support Program... 3 3 Eligible services... 5 4 Background... 5 5 Roles
More informationStudents with Disabilities in Regular Classes FUNDING SUPPORT
Students with Disabilities in Regular Classes FUNDING SUPPORT Introduction Funding Support is a targeted disability program for school aged students. It is designed to maximise for students with disabilities
More informationPreschool Disability Support Program. Grant Program Guidelines
Preschool Disability Support Program Grant Program Guidelines W W W.DEC.NSW.GOV.AU Contents 1 Aims and objectives 3 2 Preschool Disability Support Program 3 3 Eligible services 4 4 Background 4 5 Roles
More informationARLINGTON PUBLIC SCHOOLS SPECIAL EDUCATION PROGRAMS AND SERVICES
ARLINGTON PUBLIC SCHOOLS SPECIAL EDUCATION PROGRAMS AND SERVICES Introduction The Arlington Public Schools provides a comprehensive array of programs and services from pre-school through grades 12 designed
More informationTo view a copy of this licence, http://creativecommons.org/licenses/by/3.0/au/deed.en
Licence This copyright work (Priorities in Speech Language Therapy Services in State Schools) is licensed under a Creative Commons Attribution 3.0 Australia licence. To view a copy of this licence, http://creativecommons.org/licenses/by/3.0/au/deed.en
More informationYoung Children with Disabilities Component. Children in Residential Care Component. Non-School Organisations Component PROGRAM GUIDELINES
Young Children with Disabilities Component Children in Residential Care Component Non-School Organisations Component PROGRAM GUIDELINES 2016 Please read the Program Guidelines 2016 carefully before completing
More informationCollaborative Teaming for students who require AT/AAC
Collaborative Teaming for students who require AT/AAC Working effectively to meet the needs of students who require AAC/AT in the educational setting Marilyn J. Buzolich, Ph.D., CCC- SLP ACTS What is Collaborative
More informationPRESCHOOL 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 informationEducation Adjustment Program (EAP) Handbook
Education Adjustment Program (EAP) Handbook Current as at September 2015 The State of Queensland (2015) This document is licensed under CC-BY 4.0, with the exception of the government coat of arms, logos
More informationNovita Children s Services
Novita Children s Services PRE-SCHOOL AND SCHOOL Author: Novita.Early Childhood Services Page 1 of 6 1B 2B 0BSpeech Pathology 8BServices in Public Schools Novita Speech Pathologists can provide assistance
More informationTABLE OF ASSESSMENTS REQUIRED FOR DETERMINATION OF EDUCATIONAL DISABILITIES. Education Handicaps Assessments Required Qualified Examiners
TABLE OF ASSESSMENTS REQUIRED FOR DETERMINATION OF EDUCATIONAL DISABILITIES Education Handicaps Assessments Required Qualified Examiners INTELLECTUAL DISABILITY Academic Performance Associate Associate
More informationThe Role and Scope of Occupational Therapy and Physiotherapy Services in State Schools Revised edition
The Role and Scope of Occupational Therapy and Physiotherapy Services in State Schools Revised edition 2 Contents Purpose 3 1. Definitions 3 Occupational Therapy 3 Physiotherapy 3 Relationship between
More informationCALIFORNIA SPECIAL EDUCATION MANAGEMENT INFORMATION SYSTEM (CASEMIS) SERVICE DESCRIPTIONS. San Diego Unified SELPA
210 Family training, counseling, and home visits(ages 0-2 only): This service includes: services provided by social workers, psychologists, or other qualified personnel to assist the family in understanding
More informationBelmont 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 informationSharing Our Journey The transition from kindergarten to school
Sharing Our Journey The transition from kindergarten to school Sharing our journey Finding out about school Some questions you might like to ask your school How are parents involved in the school? Daily
More informationThe Department for Communities and Social Inclusion also has advice regarding services at mysupportadvisor, http://www.mysupportadvisor.sa.gov.
School Services School services and programs are available for students with disability and special needs. This document has information that you might find useful. The South Australian Government website
More informationRelease: 1. CHC41712 Certificate IV in Education Support
Release: 1 CHC41712 Certificate IV in Education Support CHC41712 Certificate IV in Education Support Modification History CHC08 Version 3 CHC08 Version 4 Comments CHC41708 Certificate IV in Education Support
More informationVisual Smoke Alarm Subsidy Program
Visual Smoke Alarm Subsidy Program Application Form PART A APPLICANT INFORMATION Please fill in one application form per household CONTACT INFORMATION Please provide the following contact information Name:
More informationChecklist for the Professional Service License Application (out-of-state)
Checklist for the Professional Service License Application (out-of-state) Before you mail this application, be certain that you have completed the following: I have enclosed official transcripts showing
More informationUnderstanding Special Education in the OCDSB
Understanding Special Education in the OCDSB Individual Education Plan Parent Guide Learning Support Services Understanding Special Education in the OCDSB Individual Education Plan Parent Guide Table
More informationConfirmation of Diagnosis of Disability (To determine eligibility under section 18(2)(b) of the Income Tax Act, 1962 (as amended))
Confirmation of Diagnosis of Disability (To determine eligibility under section 18(2)(b) of the Income Tax Act, 1962 (as amended)) ITR-DD This certificate must not be submitted with your tax return but
More informationSPECIAL EDUCATION PLAN
SPECIAL EDUCATION STAFF People in several roles support the delivery of Services in TLDSB. These roles are filled by employees of the board, and by persons contracted to provide service in some areas.
More informationResources for the Statewide Special Education Task Force. Preparation to Teach
Resources for the Statewide Special Education Task Force Preparation to Teach March 9, 2014 Narrative Overview of Teaching Credentials in California (pages 1-3) Describes the basic requirements for teacher
More informationCommonwealth Senate Standing Committee on Community Affairs
Committee Secretary Senate Standing Committees on Community Affairs PO Box 6100 Parliament House Canberra ACT 2600 Phone: +61 2 6277 3515 Fax: +61 2 6277 5829 community.affairs.sen@aph.gov.au 21 st February
More informationSTAFF DEVELOPMENT in SPECIAL EDUCATION
STAFF DEVELOPMENT in SPECIAL EDUCATION Roles and Responsibilities of the Special Education Teacher AASEP s Staff Development Course Roles and Responsibilities of the Special Education Teacher Copyright
More information1. 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 informationAPPLICATION GUIDELINES Special Education Program 2014
SPECIAL EDUCATION Financial Assistance from the Queensland Government 2014 APPLICATION GUIDELINES Special Education Program 2014 IMPORTANT INFORMATION Applications should be submitted when an eligible
More informationOccupational Therapy Professional Practice Policy Responsible person Head of Therapy Next scheduled review Autumn 2017
Occupational Therapy Professional Practice Policy Responsible person Head of Therapy Next scheduled review Autumn 2017 Date Reviewed by Amended (Y/N) October 2003 Heather Anderson Policy written December
More information2015/2016 Special Education Program WORKPLAN INSTRUCTION BOOK
2015/2016 Special Education Program WORKPLAN INSTRUCTION BOOK Important Due Dates Workplan: October 9, 2015 Interim Report: February 5, 2016 Final Report: June 3, 2016 Special Education Program First Nations
More informationSection D: Support Staff and Service
Section D: Support Staff and Service Student Services Organization and Interdisciplinary Teams D. 1 Autism Services D. 3 Care and Treatment Program Coordinator D. 5 Children s Treatment Network/YRDSB D.
More informationHow To Teach A Disabled Child
Special Education Services Program/Service Descriptions SES Program/Service Characteristics Specially Designed Instruction Level Class Size Autism (AU) A developmental disability significantly affecting
More informationJOB DESCRIPTION. Head of Learning and Standards. Salary grade: Management Scale 2 + 1
JOB DESCRIPTION Job Title: Responsible to: Head of Learning and Standards Director of Faculty Salary grade: Management Scale 2 + 1 Hours per week: 21.6 hours per week Main Purpose of the Role 1. To manage
More informationPerkins 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 informationTrinity School: SEN offer: January 2015
SCHOOL NAME: Trinity School, Heathway, Dagenham, Essex, RM10 7SJ Tel: 020 8270 1601 Fax: 020 8270 4969 Email: office@trinity.bardaglea.org.uk Headteacher: Peter McPartland Schools must set out the information
More informationCurriculum Policy for Audiology Primary and Secondary
ELMFIELD SCHOOL FOR DEAF CHILDREN Curriculum Policy for Audiology Primary and Secondary - 2 - Throughout this document the terms deaf and deafness are used to denote all type and degrees of hearing loss.
More informationParents Guide to SPECIAL EDUCATION
Parents Guide to SPECIAL EDUCATION DISTRICT SCHOOL BOARD OF NIAGARA Education Centre 905-641-1550 Fax: 905-685-8511 SCHOOL SUPPORT SERVICES SPECIAL EDUCATION SERVICES DEPARTMENT Don Reilly Resource Centre
More informationService Delivery Models
Service Delivery Models Anne Arundel County Public Schools (AACPS) is committed to educational excellence by "Elevating all Students, Eliminating all Gaps." To that end, AACPS offers a full continuum of
More informationSpecial Needs Profiling Instrument. Guide for Schools, Parents and Carers
Special Needs Profiling Instrument Guide for Schools, Parents and Carers Updated January 2010 INTRODUCTION The needs-based model of resource allocation for students with disability is recommended by the
More informationSpecial Education Grades PK-12 JULY 2010 Special Education (Grades PK-12) Page 84
Special Education Grades PK-12 JULY 2010 Special Education (Grades PK-12) Page 84 Highly Qualified Requirements At a Glance No Child Left Behind Act of 2001 According to the No Child Left Behind Act of
More informationSPECIAL EDUCATION AND RELATED SERVICES
i SPECIAL EDUCATION AND RELATED SERVICES Updated May 2008 i It is the policy of the South Dakota Department of Education, Office of Educational Services and Supports to provide services to all persons
More informationIndividual Education Plan (IEP)
Individual Education Plan (IEP) THIS IEP CONTAINS AC MOD ALT REASON FOR DEVELOPING THE IEP Student identified as exceptional by IPRC Student not formally identified but requires special education program/services,
More informationThe State of Queensland (Department of Education and Training) 2009 First published 1996 as Guidelines for Speech language Therapy Services Revised
The State of Queensland (Department of Education and Training) 2009 First published 1996 as Guidelines for Speech language Therapy Services Revised edition 1998 as SM10 - Speech language Therapy Services
More informationRegister of Students with Severe Disabilities
Department of Education Learners first, connected and inspired Register of Students with Severe Disabilities Department of Education Register of Students with Severe Disabilities 1. Eligibility Criteria
More informationLearning Technology and Diverse Students: A Classroom Resource Guide for School Teachers
Learning Technology and Diverse Students: A Classroom Resource Guide for School Teachers Fangfang Wen Introduction Learning technology could be a useful tool to help teachers meet diverse students needs.
More informationRelease: 1. HLTCR401C Work effectively in community rehabilitation
Release: 1 HLTCR401C Work effectively in community rehabilitation HLTCR401C Work effectively in community rehabilitation Modification History Version 4 Version 5 Comments HLTCR401B Work effectively in
More informationALBUQUERQUE PUBLIC SCHOOLS
ALBUQUERQUE PUBLIC SCHOOLS Speech and Language Initial Evaluation Name: Larry Language School: ABC Elementary Date of Birth: 8-15-1999 Student #: 123456 Age: 8-8 Grade:6 Gender: male Referral Date: 4-18-2008
More informationTable 1100.1 Required Assessments and Qualified Examiners by Type of Disability Disability Assessments Required Qualified Examiners
Table 1100.1 Required Assessments and Qualified Examiners by Type of Disability Disability Assessments Required Qualified Examiners AUTISM School School Professional Licensed to provide a DEAF-BLINDNESS
More informationSpecial Education Programs, Services, and Personnel
NIAGARA CATHOLIC DISTRICT SCHOOL BOARD Special Education Programs, Services, and Personnel Inclusion is the students' feeling of belonging in a community of learning that honours equality, student diversity
More informationCHAPTER 30. MEDICAL PROVIDERS-FEE FOR SERVICE SUBCHAPTER 5. INDIVIDUAL PROVIDERS AND SPECIALTIES PART 103
CHAPTER 30. MEDICAL PROVIDERS-FEE FOR SERVICE SUBCHAPTER 5. INDIVIDUAL PROVIDERS AND SPECIALTIES PART 103. QUALIFIED SCHOOLS AS PROVIDERS OF HEALTH RELATED SERVICES 317:30-5-1023. Coverage by category
More informationChapter 4: Planning Support for Students with Autism Spectrum Disorders
Chapter 4: Planning Support for Students with Autism Spectrum Disorders Developing Individualized Program Plans (IPPs) There is considerable variability in how learning and behavioural characteristics
More informationDimensions of Work Education Support Class
Dimensions of Work Education Class Last updated 2 November 2015 DIMENSIONS OF WORK EDUCATION SUPPORT CLASS CONTENTS PAGE OVERVIEW 2 EDUCATION SUPPORT CLASS LEVEL 1 RANGE 1 2 EDUCATION SUPPORT CLASS LEVEL
More informationSt 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 informationMatthew Flinders Anglican College
OFFICE USE ONLY Matthew Flinders Anglican College Parent Code:... Student Code:... Year of Entry:... Date Received:... Registration Fee: $... Ack:... Receipt :... STUDENT DETAILS APPLICATION FOR REGISTRATION
More informationIAC Ch 27, p.1. conducting classroom sessions with middle and secondary school students. The practicum consisting
IAC Ch 27, p.1 282 27.3 (272) Specific requirements for professional service license endorsements. 27.3(1) Elementary professional school counselor. a. Authorization. The holder of this endorsement has
More informationCOMPLEX LEARNING DIFFICULTIES AND DISABILITIES RESEARCH PROJECT (CLDD)
Page 1 This is a general overview of the implications of vision impairment, hearing impairment and multi-sensory impairment. The impact of impairments for individual students with complex learning difficulties
More informationHow To Make A School More Disabled Friendly
Ashton St. Peter s Church of England VA Lower School Disability Equality Scheme and Accessibility plan 3 Year Period Covered May 2014 to 2017 Introduction The SEN and Disability Act 2001 extended the Disability
More informationAssistive Technology and Augmentative and Alternative Communication Policies and Procedures for the Moriarty Edgewood School District
Assistive Technology and Augmentative and Alternative Communication Policies and Procedures for the Moriarty Edgewood School District 1 Purpose The purpose of this manual is to assist teachers, case managers,
More informationStarting School. Guidelines for Parents/Guardians of Children with Special Educational Needs
Starting School Guidelines for Parents/Guardians of Children with Special Educational Needs NCSE 2016 The word parent in this document should be taken to include guardians of children. Contents Introduction
More informationSchool Questionnaire, Part II-B Special Education Programs Operated by District Office
Special Education Expenditure Project (SEEP) Sponsored by the Contact information Please complete the required information before returning this questionnaire School (required) District (required) State
More informationSpecial Education Support Services Continuum
DEPAR DEPARTMENT OF EDUCATION AND TRAINING AND TRAINING Special Education Support Services Information Package Special Education Support Services Continuum School Initial Contact Officer Case Manager Special
More information2013 Intake Guidelines Special Education Scholarship. A DEECD and the More support for students with Disabilities National Partnership Initiative
2013 Intake Guidelines Special Education Scholarship A DEECD and the More support for students with Disabilities National Partnership Initiative SPECIAL EDUCATION SCHOLARSHIP 2012 INTAKE GUIDELINES CONTENTS
More informationTECHNICAL ASSISTANCE REFERRAL PACKET
TECHNICAL ASSISTANCE REFERRAL PACKET The Minnesota DeafBlind Project provides FREE technical assistance to families, education teams and service providers to support children (from birth through the year
More informationPreschool Learning Center
Preschool Learning Center GUIDELINES AND INFORMATION ON FEEDING AND SAFE MEALTIME PRACTICES FOR STUDENTS IN A SCHOOL SETTING I. RATIONALE FOR FEEDING GUIDELINES The number of children with severe disabilities
More informationSalary The postholder will be paid on the appropriate point of the pay scale with the addition of the TLR 2B.
JOB DESCRIPTION ASSISTANT CURRICULUM LEADER FOR SCIENCE (TLR 2B) Salary The postholder will be paid on the appropriate point of the pay scale with the addition of the TLR 2B. Line of Responsibility The
More informationSupporting Families in Transition between Early Intervention and School Age Programs
Supporting Families in Transition between Early Intervention and School Age Programs by Cheryl Johnson, Special Education Unit, Colorado Department of Education The transitions between early intervention
More informationThis definition of special education comes from the Individuals with Disabilities Education Act (IDEA), Public Law 105-17.
Questions Often Asked About Special Education Services By the National Dissemination Center for Children with Disabilities (NICHCY), 1999. Public Domain. I think my child may need special help in school.
More informationSpecial Education Program Descriptions 2016-17
Special Education Student Services Special Education Program Descriptions 2016-17 Bethlehem Central School District 700 Delaware Avenue, Delmar, New York 12054 Introduction This document provides descriptions
More informationScheme of grants towards the purchase of essential assistive technology equipment for pupils with physical or communicative disabilities
Circular No 0010/2013 Circular to the Management Authorities of Primary Schools, Special Schools, Secondary, Community and Comprehensive Schools and the Chief Executive Officers of Vocational Education
More informationLock in Your Team: The Role of the School Nurse in Special Education
Lock in Your Team: The Role of the School Nurse in Special Education 2009 National Alliance for Medicaid in Education Thursday, October 15, 10:45 AM 12:15 PM Derby Janet Lowe, LSN, CPN, MA Lock In : To
More informationDISABILITY DISCRIMINATION ACT Best Practice Guide. A Resource for Independent School Principals
DISABILITY DISCRIMINATION ACT Best Practice Guide A Resource for Independent School Principals July 2014 CONTENTS Introduction... 3 Students with Disabilities - School Policies... 3 Enrolment... 4 Consultation
More informationRelated Services: How Do Special Needs Education Relate to Your Child?
Related Services: How Do Special Needs Education Relate to Your Child? Family Driven Non-Profit 501(c)3 What makes FND unique is that the majority of our Board of Directors, all of our Management Staff
More informationSt Nicholas Catholic Primary School
SEND Information report St Nicholas Catholic Primary School 1. Provision for children with special educational needs St Nicholas Catholic Primary School is a fully inclusive mainstream setting. It currently
More informationRoles and Responsibilities Teaching Service
Roles and Responsibilities Teaching Service Last updated 1 January 2015 ROLES AND RESPONSIBILITIES TEACHING SERVICE CONTENTS PAGE OVERVIEW 2 PRINCIPALS 2 ASSISTANT PRINCIPALS 2 LEADING TEACHERS 4 CLASSROOM
More informationPOSITION: Speech Language Pathologist
Please note: This job description is one of several adopted by the State Board of Education between 1984 and 1987 and was designed to correspond with the evaluation instrument. Local school systems can
More informationMinistry of Education. The Individual Education Plan (IEP) A RESOURCE GUIDE IEP
Ministry of Education The Individual Education Plan (IEP) A RESOURCE GUIDE 2004 IEP CONTENTS Introduction.......................................... 4 What Is an IEP?.........................................
More informationSECTION 9: SPECIAL EDUCATION PROGRAMS AND SERVICES SPECIAL EDUCATION PLACEMENTS PROVIDED BY THE BOARD
SECTION 9: SPECIAL EDUCATION PROGRAMS AND SERVICES SPECIAL EDUCATION PLACEMENTS PROVIDED BY THE BOARD The RCDSB continuously reviews its Special Education programs and services. Input is received from
More informationCertificate in Inclusive Care and Education (0-6yrs) Level 6 Special Purpose Award
Certificate in Inclusive Care and Education (0-6yrs) Level 6 Special Purpose Award Background: This one year part-time programme has been developed on foot of a demand within the ECCE sector for training
More informationSENCo (Special Education Needs Coordinator):
Special Educational Needs and Disabilities (SEND) Offer At St Columba's Head Teacher: SENCo (Special Education Needs Coordinator): Mr N Fisher Mrs K Kallend The following is a summary of the changes to
More informationAbbey College Cambridge
S c h o o l r e p o r t Abbey College Cambridge 17 Station Road, Cambridge, CB1 2JB Inspection dates 28 30 January 2014 Overall effectiveness 1 Pupils achievement 1 Pupils behaviour and personal development
More informationDulwich 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 informationPinpoint Registration
Pinpoint Registration A database to map services for disabled children and young people in Buckinghamshire The Disabled Children Programme Buckinghamshire County Council has completed its Aiming High for
More informationDEVELOPMENTAL SPEECH AND LANGUAGE HISTORY
DEVELOPMENTAL SPEECH AND LANGUAGE HISTORY Parents: This history may appear to be quite long. However, a number of the questions require checking off responses, which can be done quickly. This information
More informationMICHIGAN TEST FOR TEACHER CERTIFICATION (MTTC) TEST OBJECTIVES FIELD 062: HEARING IMPAIRED
MICHIGAN TEST FOR TEACHER CERTIFICATION (MTTC) TEST OBJECTIVES Subarea Human Development and Students with Special Educational Needs Hearing Impairments Assessment Program Development and Intervention
More informationSpecial Education For Preschoolers
C A L I F O R N I A E A R L Y S T A R T Special Education For Preschoolers A G U I D E F O R P A R E N T S Early Intervention services system encouraging partnerships between families and professionals,
More informationStandards for the Speech-Language Pathologist [28.230]
Standards for the Speech-Language Pathologist [28.230] STANDARD 1 - Content Knowledge The competent speech-language pathologist understands the philosophical, historical, and legal foundations of speech-language
More informationFAQ regarding IEP s. Does a Special Ed teacher (Service Coordinator) have to be present at IEP meeting? Yes. At least 1 must be present.
FAQ regarding IEP s What is an IEP? IEP stands for Individualized Education Program. It s a legal document which is a written agreement between the parent and the school. Think of it as a map of the student
More informationAPPENDIX A SCHOOL-BASED RESOURCES
APPENDIX A SCHOOL-BASED RESOURCES Classroom Teacher - The classroom teacher is responsible for providing a quality education to all students. Duties include: classroom organization and management, assessment,
More informationSpecial Education Program Descriptions 2014-2015
Special Education Program Descriptions 2014-2015 Stillwater Central School District 1068 Hudson Avenue Stillwater, New York 12180 Introduction This document provides descriptions of the special education
More informationSpecial Education Program Descriptions School-Based Program Delivery Model
Special Education Program Descriptions School-Based Program Delivery Model Resource Room Services Resource Room Services, available in all MCPS schools, provide students with disabilities with the support
More informationTUNBRIDGE WELLS GIRLS GRAMMAR SCHOOL Adopted: March 2015 Review: March 2016
TUNBRIDGE WELLS GIRLS GRAMMAR SCHOOL Adopted: March 2015 Review: March 2016 SPECIAL EDUCATIONAL NEEDS AND DISABILITY (SEND) POLICY RATIONALE This policy document is a statement of the aims, principles
More informationInfant & Toddler Connections of Virginia DRAFT Provider Qualifications 1 Table
Infant & Toddler Connections of Virginia DRAFT Provider Qualifications 1 Table Audiologist Master s degree plus state licensure Specialist Associate Assistant Screening Audiology, Certified Therapeutic
More informationOur Local Offer for Special Educational Needs and Disability (SEND)
Our Local Offer for Special Educational Needs and Disability (SEND) Rosewood Free School is a maintained special school in Southampton for children with PMLD complex physical, medical and learning difficulties.
More information1. INTRODUCTION: 2. PURPOSE:
DESIGN AND IMPLEMENTATION OF AN ACADEMIC TURNAROUND STRATEGY FOR DEAF PEOPLE IN SOUTH AFRICA. Presenter: Pieter Smal (B.Com, M.Ed, Ph.D): Director: Development Institute for the Deaf and Blind, South Africa.
More informationST. NICHOLAS SCHOOL MUSIC THERAPY POLICY STATEMENT. Introduction
ST. NICHOLAS SCHOOL MUSIC THERAPY POLICY STATEMENT Introduction Music Therapy has been established at St Nicholas School for a number of years. A qualified Music Therapist is currently working three days
More informationPlease note that completing and submitting an Application to Undertake a TVET Course does not guarantee acceptance into the TVET course.
TAFE Delivered HSC VET (TVET/SPY/TOP) Programs Advice on completing the Advice on completing the Application Application to Undertake to Undertake a TVET/SPY/TOP a TVET/SPY/TOP Course Course 2015 2013
More informationGMS Special Educational Needs (Information) Regulation Annual Report
GMS Special Educational Needs (Information) Regulation Annual Report All mainstream schools and maintained nursery schools are required by law to produce a Special Educational Needs Report on an annual
More information