Draft Disability and Learning Support Action Plan Flashcards
From the draft disability and learning support action plan – Tracey Martin – 21 September 2018
https://www.beehive.govt.nz/release/draft-disability-and-learning-support-action-plan-released
The proposed in school ______________ role (previously known as a Special Needs Coordinator (SENCO)) will require a funding decision before it can be confirmed or Implemented. This role will:
• be the primary point of contact for parents and whānau, and support them to work in partnership with the school;
• support the school or kura to build the capability and knowledge base of teachers;
• make connections for transitions from early learning services.
We are consulting on the development of a job description both in urban and rural environments
https://www.beehive.govt.nz/sites/default/files/2018-09/Draft%20Learning%20Support%20Plan%20A3s%2021.9.18.pdf
Learning Support Coordinator
From the draft disability and learning support action plan – Tracey Martin – 21 September 2018
https://www.beehive.govt.nz/release/draft-disability-and-learning-support-action-plan-released
From the draft disability and learning support action plan – Tracey Martin – 21 September 2018
https://www.beehive.govt.nz/release/draft-disability-and-learning-support-action-plan-released
The proposed in school Learning Support Coordinator role (previously known as a Special Needs Coordinator (___________)) will require a funding decision before it can be confirmed or Implemented. This role will:
• be the primary point of contact for parents and whānau, and support them to work in partnership with the school;
• support the school or kura to build the capability and knowledge base of teachers;
• make connections for transitions from early learning services.
We are consulting on the development of a job description both in urban and rural environments
https://www.beehive.govt.nz/sites/default/files/2018-09/Draft%20Learning%20Support%20Plan%20A3s%2021.9.18.pdf
SENCO
The proposed in school Learning Support Coordinator role (previously known as a Special Needs Coordinator (SENCO)) will require a ___________ before it can be confirmed or Implemented. This role will:
• be the primary point of contact for parents and whānau, and support them to work in partnership with the school;
• support the school or kura to build the capability and knowledge base of teachers;
• make connections for transitions from early learning services.
We are consulting on the development of a job description both in urban and rural environments
https://www.beehive.govt.nz/sites/default/files/2018-09/Draft%20Learning%20Support%20Plan%20A3s%2021.9.18.pdf
funding decision
The proposed in school Learning Support Coordinator role (previously known as a Special Needs Coordinator (SENCO)) will require a funding decision before it can be confirmed or Implemented. This role will:
• be the _____________________ and whānau, and support them to work in partnership with the school;
• support the school or kura to build the capability and knowledge base of teachers;
• make connections for transitions from early learning services.
We are consulting on the development of a job description both in urban and rural environments
https://www.beehive.govt.nz/sites/default/files/2018-09/Draft%20Learning%20Support%20Plan%20A3s%2021.9.18.pdf
primary point of contact
The proposed in school Learning Support Coordinator role (previously known as a Special Needs Coordinator (SENCO)) will require a funding decision before it can be confirmed or Implemented. This role will:
• be the primary point of contact ____________, and support them to work in partnership with the school;
• support the school or kura to build the capability and knowledge base of teachers;
• make connections for transitions from early learning services.
We are consulting on the development of a job description both in urban and rural environments
https://www.beehive.govt.nz/sites/default/files/2018-09/Draft%20Learning%20Support%20Plan%20A3s%2021.9.18.pdf
for parents and whānau
The proposed in school Learning Support Coordinator role (previously known as a Special Needs Coordinator (SENCO)) will require a funding decision before it can be confirmed or Implemented. This role will:
• be the _____________________________, and support them to work in partnership with the school;
• support the school or kura to build the capability and knowledge base of teachers;
• make connections for transitions from early learning services.
We are consulting on the development of a job description both in urban and rural environments
https://www.beehive.govt.nz/sites/default/files/2018-09/Draft%20Learning%20Support%20Plan%20A3s%2021.9.18.pdf
primary point of contact for parents and whanau
The proposed in school Learning Support Coordinator role (previously known as a Special Needs Coordinator (SENCO)) will require a funding decision before it can be confirmed or Implemented. This role will:
• be the primary point of contact for parents and whānau, and ____________________;
• support the school or kura to build the capability and knowledge base of teachers;
• make connections for transitions from early learning services.
We are consulting on the development of a job description both in urban and rural environments
https://www.beehive.govt.nz/sites/default/files/2018-09/Draft%20Learning%20Support%20Plan%20A3s%2021.9.18.pdf
support them to work in partnership with the school
Tracey Martin – 21 September 2018
https://www.beehive.govt.nz/release/draft-disability-and-learning-support-action-plan-released
Draft Disability and Learning Support Action Plan
3. Improving the way the education system responds to neurodiverse and gifted learners
Outcome: Children and young people who are neurodiverse and/or gifted progress in education and achieve their potential
Proposed Actions:
1. Improve teacher capability: Support teachers across all education settings to _________________________________. This will include exploring options in Initial Teacher Education (ITE) and professional learning and development (PLD).
2. Make information more accessible: Provide information about teaching and learning for neurodiverse students, including through exploring the potential to create new tools.
3. Flexible targeted supports: Ensure that possible solutions to the specific challenges gifted and neurodiverse students experience in secondary schools are addressed in the flexible package of support under ‘strengthening the range of support’
https://www.beehive.govt.nz/sites/default/files/2018-09/Draft%20Learning%20Support%20Plan%20A3s%2021.9.18.pdf
recognise and respond to the needs of gifted and neurodiverse students
Tracey Martin – 21 September 2018
https://www.beehive.govt.nz/release/draft-disability-and-learning-support-action-plan-released
Draft Disability and Learning Support Action Plan
3. Improving the way the education system responds to __________ and gifted learners
Outcome: Children and young people who are ___________ and/or gifted progress in education and achieve their potential
Proposed Actions:
1. Improve teacher capability: Support teachers across all education settings to recognise and respond to the needs of gifted and ___________ students. This will include exploring options in Initial Teacher Education (ITE) and professional learning and development (PLD).
2. Make information more accessible: Provide information about teaching and learning for _________________ students, including through exploring the potential to create new tools.
3. Flexible targeted supports: Ensure that possible solutions to the specific challenges gifted and _____________ students experience in secondary schools are addressed in the flexible package of support under ‘strengthening the range of support’
https://www.beehive.govt.nz/sites/default/files/2018-09/Draft%20Learning%20Support%20Plan%20A3s%2021.9.18.pdf
neurodiverse
Tracey Martin – 21 September 2018
https://www.beehive.govt.nz/release/draft-disability-and-learning-support-action-plan-released
_____________________________________
3. Improving the way the education system responds to neurodiverse and gifted learners
Outcome: Children and young people who are neurodiverse and/or gifted progress in education and achieve their potential
Proposed Actions:
1. Improve teacher capability: Support teachers across all education settings to recognise and respond to the needs of gifted and neurodiverse students. This will include exploring options in Initial Teacher Education (ITE) and professional learning and development (PLD).
2. Make information more accessible: Provide information about teaching and learning for neurodiverse students, including through exploring the potential to create new tools.
3. Flexible targeted supports: Ensure that possible solutions to the specific challenges gifted and neurodiverse students experience in secondary schools are addressed in the flexible package of support under ‘strengthening the range of support’
https://www.beehive.govt.nz/sites/default/files/2018-09/Draft%20Learning%20Support%20Plan%20A3s%2021.9.18.pdf
Draft Disability and Learning Support Action Plan
Tracey Martin – 21 September 2018
https://www.beehive.govt.nz/release/draft-disability-and-learning-support-action-plan-released
Draft Disability and Learning Support Action Plan
3. Improving the way the education system responds to neurodiverse and gifted learners
Outcome: Children and young people who are neurodiverse and/or gifted progress in education and achieve their potential
Proposed Actions:
1. Improve teacher capability: Support teachers across all education settings to _______________ the needs of gifted and neurodiverse students. This will include exploring options in Initial Teacher Education (ITE) and professional learning and development (PLD).
2. Make information more accessible: Provide information about teaching and learning for neurodiverse students, including through exploring the potential to create new tools.
3. Flexible targeted supports: Ensure that possible solutions to the specific challenges gifted and neurodiverse students experience in secondary schools are addressed in the flexible package of support under ‘strengthening the range of support’
https://www.beehive.govt.nz/sites/default/files/2018-09/Draft%20Learning%20Support%20Plan%20A3s%2021.9.18.pdf
recognise and respond to
Tracey Martin – 21 September 2018
https://www.beehive.govt.nz/release/draft-disability-and-learning-support-action-plan-released
Draft Disability and Learning Support Action Plan
3. Improving the way the education system responds to neurodiverse and gifted learners
Outcome: Children and young people who are neurodiverse and/or gifted progress in education and achieve their potential
Proposed Actions:
1. Improve teacher capability: Support teachers across all education settings to recognise and respond to ________________________. This will include exploring options in Initial Teacher Education (ITE) and professional learning and development (PLD).
2. Make information more accessible: Provide information about teaching and learning for neurodiverse students, including through exploring the potential to create new tools.
3. Flexible targeted supports: Ensure that possible solutions to the specific challenges gifted and neurodiverse students experience in secondary schools are addressed in the flexible package of support under ‘strengthening the range of support’
https://www.beehive.govt.nz/sites/default/files/2018-09/Draft%20Learning%20Support%20Plan%20A3s%2021.9.18.pdf
the needs of gifted and neurodiverse students.
Tracey Martin – 21 September 2018
https://www.beehive.govt.nz/release/draft-disability-and-learning-support-action-plan-released
Draft Disability and Learning Support Action Plan
3. Improving the way the education system responds to __________ and gifted learners
Outcome: Children and young people who are ___________ and/or gifted progress in education and achieve their potential
Proposed Actions:
1. Improve teacher capability: Support teachers across all education settings to recognise and respond to the needs of gifted and ___________ students. This will include exploring options in Initial Teacher Education (ITE) and professional learning and development (PLD).
2. Make information more accessible: Provide information about teaching and learning for _________________ students, including through exploring the potential to create new tools.
3. Flexible targeted supports: Ensure that possible solutions to the specific challenges gifted and _____________ students experience in secondary schools are addressed in the flexible package of support under ‘strengthening the range of support’
https://www.beehive.govt.nz/sites/default/files/2018-09/Draft%20Learning%20Support%20Plan%20A3s%2021.9.18.pdf
neurodiverse
Tracey Martin – 21 September 2018
https://www.beehive.govt.nz/release/draft-disability-and-learning-support-action-plan-released
Draft Disability and Learning Support Action Plan
- Improve the way children and young people are assessed for learning needs
Outcome: Children’s learning needs are identified quickly and responded to in a timely way
Proposed Actions:
- Tools for assessment of needs: Design and implement collaboratively across government a suite of measures and related tools in English and Te Reo Māori for identification and assessment of multiple learning differences at different points of their schooling. Ensure alignment with proposed measurement for progress across the curriculum and health checks led by the Ministry of Health. Could include:
- universal checks at age three (MOH),
- consistent school entry measurement tool,
- screening for dyslexia and dyspraxia between ________,
- screening for gifted between ____________,
- health and wellbeing check on transition to secondary school (MOH).
- Central data collection: Develop a central data collection process and system that will allow levels of appropriate access to all schools to better serve the needs of students across the country. This central data collection will also provide the Government with the ability to identify needs to initiate research, allow resource provision planning and future workforce planning
ages six and eight
