SPECIAL EDUCATION
The Association of Independent Schools Term 1, 2002
CONTENTS
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
AIS Services for Students with Special Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Funding for 2002 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Support Group Meetings for Term 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Information Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Resources / Reviews . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Websites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Professional Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Journal Junction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
SPECIAL EDUCATION
The Association of Independent Schools Term 1, 2002
INTRODUCTION
Welcome to the first Special Education Newsletter for 2002. We hope you will find useful information in this newsletter. We welcome suggestions of additional material you would like to see included. Please note the services we can provide to assist you with students with special needs (see below for details). There are some funding applications due this term. These are detailed on page 3. The application forms will be available online from mid Februay. The closing date is the end of March. We have had a minor format change in this edition. Instead of the usual journal article, there is reference to a website containing several articles on inclusion. These provide general information as well as some useful practical suggestions. Also referenced in this edition are a couple of websites that offer masses of free, printable material for use in the classroom. Please let us know of any useful websites you have come across. Have a great year!
AIS SERVICES FOR STUDENTS WITH SPECIAL NEEDS
AIS consultants can provide a variety of services for schools with students with special needs. These include: • • • • • • • • • • general information; information about funding; educationally-relevant assessment; devising programs; suggesting appropriate strategies; assistance with behaviour management; transition planning; professional development; staff meetings; parent meetings. Contacts < Robyn Yates < Cecilia Waites < Pam Bagshaw Commonwealth Funding ryates@aisnsw.edu.au Course Administrator courses@aisnsw.edu.au School Consultancy Administrator pbagshaw@aisnsw.edu.au Consultant lbailey@aisnsw.edu.au Consultant sbracey@aisnsw.edu.au Consultant jmarscham@aisnsw.edu.au
< Louise Bailey < Sue Bracey
-
< Janita Marscham -
These services are provided free of charge for schools with students with identified disabilities and on a cost recovery basis for other students.
Phone: Fax:
(02) 9299-2845 (02) 9290-2274
The following ideas, articles and information do not necessarily reflect the viewpoints, or carry the endorsement of AIS.
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SPECIAL EDUCATION
The Association of Independent Schools Term1, 2002
FUNDING FOR 2002
Commonwealth funding is available to schools for students with disabilities. This term schools will receive applications for the following grants:
Special Education Capital
Grants are available to assist with capital facilities (minor and major) and equipment integral to the provision of educational services for students with disabilities such that will improve their access, participation and achievement.
Late Integration Funding
Integration funding provides supplementary funding for students with identified disabilities. This funding may be used to contribute to the provision of teachers, teachers’ assistants, equipment and curriculum material. Late integration funding is available for students with disabilities not applied for in October, 2001; that is students who enrolled after this date or students who have been newly identified as having a disability. Supporting documentation must accompany applications for integration funding. This documentation must: a) b) c) be current; be written and signed by the appropriate specialist; and include the specific details required.
Special Schools Integration
Funding is available to assist students in special schools make the transition to mainstream settings. If you require further clarification or information, please contact either: Wendy Godden Phone: 9299 2845 Email: wgodden@aisnsw.edu.au or Robyn Yates Phone: 9299 2845 Email: ryates@aisnsw.edu.au CLOSING DATE FOR APPLICATIONS WILL BE MARCH 2002 ALL THESE THE END OF
Please refer to the following table. (Note that there have been some changes to the requirements).
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SPECIAL EDUCATION
The Association of Independent Schools Term1, 2002
Integration Documentation
Functional Disability
A Intellectual
Report from one of the following
School Counsellor, or Guidance Officer, or Educational Psychologist and School Staff
Specific Details
a. Numerical IQ score, or Range* obtained on an individually administered IQ test (below 75IQ). b. Assessment of adaptive skills Students achievements against curriculum Level of independence and mobility in a school setting
B Mobility
Physiotherapist, or Occupational Therapist, or Medical Specialist, or Mobility Specialist Therapists, or Medical Specialist Orthoptist, or Optometrist, or Ophthalmologist
C Self Help D Visual
Level of independence in eating, drinking and toileting a. Visual acuities and field b. Permanent loss of 6/24 or less vision in the better eye or less than 20 degrees field of vision. a. Decibels of hearing b. Sensori-neural or permanent conductive loss of 30 decibels or more. a. Diagnosis b. Description of severity of inappropriate behaviour including where and how often it occurs. c. Documented evidence of on-going individual intervention by a mental health practitioner or school counsellor. and Description of impact on the student’s education and a list of strategies to address the student’s needs at school. Standardised expressive/ receptive language test results, e.g. CELF, or assessment of augmentative communication system. Details of written communication needs.
E Auditory
Audiologist
F Emotional
Psychiatrist, or Clinical Psychologist
School Staff
G Communication
Speech Therapist (oral communication), or
Occupational Therapist (written communication).
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SPECIAL EDUCATION
The Association of Independent Schools Term1, 2002
MEETINGS FOR TERM 1
TOPIC: Composing and Using Social Stories Friday 22nd February 1.00pm Tyndale Christian School 58 Douglas Road Blacktown Julie Nixon Phone: 9621 2111 TOPICS: 1. Disability Discrimination Act 2. Privacy Tuesday 19th February 1.00pm Meriden School 20 Margaret Street Strathfield Anne-Maree Houston Phone: 9752 9474 Fax: 9746 1869 $7.00 per person
Date: Time: Venue:
Date: Time: Venue:
RSVP:
RSVP:
Cost:
OPEN FORUM:
Withdrawal vs In-Class Support Models To Repeat or Not to Repeat a Grade Wednesday 27th February 1.00pm Rooms 12 & 13 Knox Grammar School Pacific Highway Wahroonga Julie Evans Phone: 9487 0441 Fax: 9487 0199 C Please ensure you RSVP for catering purposes. Due to GST implications, please tender cash (no cheques). You will be issued with a receipt which you can then use to either claim from the school or on your personal tax.
Date: Time: Venue:
C
RSVP:
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SPECIAL EDUCATION
The Association of Independent Schools Term1, 2002
INFORMATION SERVICES
Associations
AASE Inc. (Australian Association of Special Education) PO Box 226 Bomaderry NSW 2541 This association advocates for the provision of quality education for students with special education needs. It provides professional development activities at national, state and local branch levels. National website: http://www.aase.edu.au NSW website: http://www.aasensw.asn.au Centrelink www.centrelink.gov.au Autism Association of NSW PO Box 361 Forestville NSW 2087 Phone: 9452 5088 Fax: 9451 3447 This association provides services for people with autism. It also offers a wide range of training for parents and professionals. www.autismnsw.com.au
Web Sites
Human Rights and Equal Opportunity Commission The Human Rights and Equal Opportunity Commission web site has a section dealing with disability rights. http://www.hreoc.gov.au
Department of Ageing, Disability and Home Care Includes information about services for people with disabilities and their families. www.dadhc.nsw.gov.au
Learning Links Has assessment services, as well as classes for school age students with learning difficulties www.lacld.asn.au
ACER: Australian Council for Educational Research Includes resources for students with special needs www.acer.edu.au
Down Syndrome Association of NSW 31 O’Connell Street Parramatta NSW 2150 Phone: 9683 4333 Fax: 9683 4020 This association represents the interests of people with Down Syndrome. The website has a section providing information to teachers. www.hartingdale.com.au/dsansw
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SPECIAL EDUCATION
The Association of Independent Schools Term1, 2002
RESOURCES / REVIEWS
The Foundations of Inclusive Education: A Compendium of Articles on Effective Strategies to Achieve Inclusive Education Fisher, D., Ryndale, D. (Eds). This book provides a selection of current research on inc lusive education for students with more significant disabilities. The book covers both the conceptual underpinnings of inclusion as well as strategies which have proven effective in achieving inclusion in the classroom. The book includes articles by leading researchers in inclusive education - articles by Dianne Ferguson, Dough Fisher, Michael Giangreco, Lori Goetz, Pam Hunt, Rachel Janney, Craig Kennedy, Ian Pumpian, Diane Ryndak, Roberta Schnorr, Marti Snell, Steve Taylor and others. Information on how to order is available on the TASH website: www.tash.org/publications.
Although the author draws extensively on developmental and cognitive psychology research, his aim in writing the book is to make such information easily accessible to practitioners. To this end he has produced a book which is jargon-free, straightforward and contains a wealth of prac tical strategies for all those involved in the teaching of reading. Some difficulties in learning to read are identified and explained and interventions to prevent or overcome these difficulties are described. Practical suggestions and recommendations are made for the assessment of reading and some basic assessment materials are provided in the appendices: Content includes: • • • • • • • the reading process and the skills involved teaching methods and specific strategies a balanced approach to instruction learning difficulties in reading assessment, intervention and support appendices - brief assessment items an extensive reference list
Reading and Learning Difficulties: Approaches to Teaching and Assessment Westwood, P. (2001) The central theme of this book is that a balanced approach to teaching reading, which combines the structured and explicit teaching of critical knowledge and skills with the best features of the whole language approach, is the most effective way to teach reading to a wide range of students. Westwood offers a variety of research-based teaching approaches while drawing heavily on his extensive experiences in education over forty years and his understanding of how children learn to read.
Available from: ACER 347 Camberwell Road Camberwell Vic 3124 Phone: (03) 9835 7447 Fax: (03) 9835 7499 Website: www.acerpress.com.au
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SPECIAL EDUCATION
The Association of Independent Schools Term1, 2002
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SPECIAL EDUCATION
The Association of Independent Schools Term1, 2002
WEBSITES
Here are a couple of websites with free materials which can be downloaded and used with your students: www.crosswinds.net/~rozalski/WorksheetsUnlimited. html A super website whic h is being constantly updated, full of printable ‘supplementary’ worksheets starting from the basics in literacy and numeracy plus a few extras. Easy to access and can be printed in colour if desired. Well worth a look. This site is being re-entered after crashing, but currently includes: • Lesson samples and support material for ‘100 Easy Lessons’ by Seigfried Engelmann, Phyllis Haddox and Elaine Bruner • Dolch Sight Words • 110 Phonics Worksheets • Chore Cards (e.g. making a bed) • Charts (daily/weekly lesson plans, To Do list, blank multiplication grid, home/school diary, reading record and story paper). • Certificates and Merit Cards (coupons) • Number Concepts (matching numerals to objects) etc. • Reading Readiness • Patterns (What comes next?) • Rhyming (matching pictures) • Handwriting (five fonts) Also available on CD Rom. www.abcteach.com A quality site offering free printable activities and lessons for kids, parents and teachers. It includes theme units, reading, maths, writing worksheets, word puzzles, colouring pages, shape books, etc. It is updated frequently. Details of some of the materials are as follows: • Basics: reading, maths, writing, handwriting, colours, shapes • Research/Reports: report and research forms • Teaching Extras: awards, certificates, labels, signs, assignment sheets • Games/Puzzles: crossw ords, word searches, number puzzles, online games • Portfolios: covers, forms, self-assessments • Fun Activities: colouring pages, dot to dots, mazes • Shape Books: animals, holidays, nature, sports.
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SPECIAL EDUCATION
The Association of Independent Schools Term1, 2002
PROFESSIONAL DEVELOPMENT
WRAP-AROUND-KIDS
The WRAP-AROUND-KIDS program provides school support for students with medical conditions that impact on academic outcomes. Date: Venue: 1st March 2002 University of Technology - Sydney Eton Road Lindfield $150 for principals and no charge for one additional staff member. Jude Foster Fostering Partnerships Pty Ltd PO Box 803 Coffs Harbour 2450 Phone: 6651 4051 Fax: 6651 4056 Websites: www.wraparoundkids.com www.fostering-partnerships.com
DISABILITY & DIVERSITY: Successful Living
The seventh Hippocrates and Socrates Conference presented by CHERI; co-sponsored by CDDS. Keynote Speaker: Professor Barry Carpenter, OBE Sunfield School, U.K. Dates: Venue: 15th & 16th March, 2002 Westmead Hospital Darcy Road Westmead One day $152 Two days $266 Leslee Edwards Phone: 9845 3017 Fax: 9845 3082 Email: LesleeE@chw.edu.au
Cost:
Contact:
Cost:
Contact:
TERMS
Teaching Early Reading More Successfully The TERMS course is for teachers of students in the important early years of schooling (K-2). The course outlines effective, research-based strategies, identifies critical components of an early reading program and presents a sequence of instruction that has been shown to significantly boost the performance of beginning readers as well as reduce the incidence of later reading failure. Although the course is designed for implementation in K-2 classrooms, the scope and sequence of skills and many of the suggested strategies are applicable to older students experiencing difficulties in learning to read. Contact: Sue Stacey, AIS Phone: (02) 9299 2845 Email: sstacey@aisnsw.edu.au
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SPECIAL EDUCATION
The Association of Independent Schools Term1, 2002
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SPECIAL EDUCATION
The Association of Independent Schools Term1, 2002
Advance Notice:
Workshops for Far North Coast Schools As a result of the Therapy Review, a proposal has been put forward to contract the Independent Living Centre (Qld) to present three individual 3 hour workshops demonstrating the latest technology and equipment available for students with special needs. Intended Sites: • • • Ballina - Southern Cross School Mullumbimby - site yet to be confirmed Lismore - site yet to be confirmed
At each site a two hour seminar in both the morning and afternoon will be delivered with a one hour hands-on exploration of equipment following each seminar.
Intended Outcomes: 1. To enable teachers, parents and children to access specialists and specialised equipment so they can become better informed about technology and equipment options. To provide an opportunity for collaborative problem solving between teachers, therapists and families. To enable some children to trial specialised equipment. To minimize travelling by providing training in local communities. Proposed Dates: 29th April 2002 - 1st May 2002 Where possible, the workshops will be held on pupil-free days at large centralised schools so that teachers from as many schools as possible will be able to attend. If/when approved this initiative will provide a wonderful opportunity to gain information from specialists who are frequently very hard to access in rural areas. Fliers will be sent to school on the Far North Coast as soon as arrangements are confirmed.
2.
3.
4.
While some children will benefit directly be being involved in the demonstration, there is potential for all children with special needs to benefit from parents and professions being better informed.
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SPECIAL EDUCATION
The Association of Independent Schools Term1, 2002
JOURNAL JUNCTION
Rather than having a journal article in this edition, it was decided to list a series of articles on inclusion. These articles were prepared by The Renaissance Group - a consortium of 23 colleges and universities in the United States, committed to effective teacher preparation. The articles can be found on the following website: www.uni.edu/coe/inclusion Details of these articles follow: INCLUSION Philosophy • • • Philosophy of Inclusive Education Benefits of Inclusive Classrooms for All (Children with special needs, children in mainstream classes, teachers and society) A Curricular Process Adaptation and Decision-Making • Decision-Making • Four Step Approach for Team Decision-Making (Sample factors and questions for each of the following dimensions: physical, instructional, socialbehavioural, collaborative). Decisions when Adapting General Education (Curriculum elements and questions to ask in respect to necessary adaptations for individual children). Team Planning Steps for an Inclusive Education Program
•
Teaching Strategies • • • Content/Behaviour Strategies What Does an Inclusive Classroom Look Like? Nine Types of Adaptations (Size, time, level of support, input, difficulty, output, participation, alternate outcomes, substitute curriculum). How to Generate Learning Supports (How to assess and modify games) Adaptations of Common Board/Card Games Snakes and Ladders, Tic-Tac-Toe (Noughts and Crosses), UNO (Assessment checklists and ways to address areas of difficulty).
Preparing for Inclusion • Preparing Students/Teachers/Schools/Parents for Inclusion Involving Everyone in an Inclusive Classroom Helping Parents Deal with Inclusion Administrators’ Role in Inclusive Schools
• • • •
•
• Inclusion Models for a Building Level (Schools)
Resources Books, Internet sites, Organisations
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SPECIAL EDUCATION
The Association of Independent Schools Term1, 2002
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