Glenbrook SEN Process Overview July15 -...

Written by Lysandra Stuart -‐ SENCO – 2013 Updated by Lysandra Stuart and Robyn Shears – July 2015

"Glenbrook School provides an inclusive and trans-‐disciplinary learning environment for all students so that they may reach their potential".

Table of Contents

1. Glenbrook SEN Pedagogy

2. Glenbrook SEN Process

3. Glenbrook SEN Syndicate Register (Whole school register can be found in Google Drive)

4. Class-‐ Student Progress Meetings

5. IEP's of students on SEN register

6. BMP of identified students

7. Additional Support Programmes at Glenbrook

8. Assessment -‐ SEN Support

9. Glenbrook Transition

10. Role of the SENCO

11. Glenbrook Description of SEN

12. Glenbrook Exemplars

13. Recommended Professional Readings


1. Glenbrook SEN Pedagogy Glenbrook School recognises the New Zealand Government's vision of "Success for All-‐ Every School, Every Child". At Glenbrook School we understand that school learning should be a positive experience for every person including those with special education needs. We are an inclusive school who provides educational access to ensure the full participation and achievement of all learners.

Students with special needs at Glenbrook School can be defined as those students who may have cognitive, emotional, medical, physical, communication, social, sensory, behavioural, neurological, psychiatric or environmental barriers to learning. These students may need extra support or resources, specifically planned for learning differentiation and, or enhanced learning relationships.

Glenbrook School will endeavour to seek out support, advice and resources to assist not only students with special needs but also the class and the family. We provide support for teaching adaptions so individuals may work towards achieving at or above level 1-‐ 3 of the NZ curriculum depending on their needs.

Glenbrook School provides an inclusive trans-‐disciplinary approach to special needs. This means that we work as a team on goals that are achievable and specific to the student's need. The team includes the family, class teacher, teacher aide, SENCO and where needed, other agency support. The goals set are measureable, attainable and reviewed at regular intervals.

Plans and support for students with special needs are based on current evidence and data. These are presented through our Student Progress Meetings. At times, other data is gathered from the class teacher, staff, SENCO and family. Before any support is requested, Glenbrook School gathers evidence of concerns and utilises their own support base first.

Glenbrook School recognises that not all students require an IEP. However those who do have an IEP will have it reviewed with the team every six months. The IEP process at Glenbrook School follows the guidelines of the Ministry of Education's Collaboration for Success (2011)-‐ Individual Education Plans. Where possible the whole team will attend the IEP including the student. Glenbrook recognises the power of student voice and that we are successful when we all work together.

At Glenbrook School we recognise the importance of transition at all levels. Transition includes times when a student enters school, changes classes, changes school or prepares to leave. Glenbrook School has a whole school transition programme in place.

The key to learning for all our students at Glenbrook School is collaboration, quality teaching and partnerships based upon evidence. We value all students and staff at Glenbrook School and their right to learn and be included. We work as whakawhanaunatanga. This is the privilege of Glenbrook School.

" Mehemea ka moemoea ahau, ko ahau anake, Mehemea ka moemoea a tatou, ka taea e tatou. If I dream, I dream alone, If we all dream together we can succeed ".

Te Kirihaehae Te Puea Herangi (1883-‐1952) Maori Leader.


Inclusion at Glenbrook School What does being inclusive mean?

Inclusive education is about the full participation and achievement of all learners. In fully inclusive schools, children and young people with special education needs have a sense of belonging as they participate as much as possible in all the same and adapted activities as their peers.

• How effectively does Glenbrook School support the presence, participation and engagement of students with special needs?

• How effectively does Glenbrook School promote achievement and outcomes of students with special education needs?

Whole School Culture, Attitudes

Glenbrook School is an inclusive school with a trans disciplinary approach to meeting the goals of students with special needs. These are taught with our school values, PB4L matrix, key competencies, school principles and specific learning areas.

Commitment, Leadership and Shared Understanding

The Principal, Senior Leadership Team and Board of Trustees are committed to inclusion through:

• Development and use of appropriate policies and plans to guide practices and processes. • Curriculum planning and appraisal of teaching and learning acknowledges and caters for SEN. • The thoughtful allocation of resources for students with special education needs • Setting high expectations for all staff, students and whanau. • Ensuring staff understand our responsibilities to meeting student needs in planning, assessment, reporting,

acceleration support and deliberate acts of teaching. • Providing relevant and ongoing quality SEN professional development for staff. • Annual review of SEN.

Partnerships with Parents and Whanau

At Glenbrook School our inclusive practice includes developing constructive, open and honest partnerships with parents and whanau. We do this by:

• Talking with parents and whanau about the strengths and interests of their child at IEPs , CCCs and other learning opportunities.

• Working together to improve students’ wellbeing and learning with korero, kanohi ki te kanohi, differentiation, Student Progress Meetings or other support.

• Communicating frequently and responding effectively to any concerns raised in conjunction with SENCO, Senior Leaders and if appropriate the Principal.

• Working with families so that students attend all EOTC activities where appropriate. • Support families when dealing with outside agencies, Ministry, visits and appointments where appropriate. • Making provision for medical treatments to occur at school including Health Plans, First Aid and other

medical professional development for staff. • Attending and working through professional development as a team.


School-‐ Wide Systems and Practices

At Glenbrook School we have a SENCO or Special Needs Co-‐ordinator. She is Deputy Principal, Robyn Shears. We also have Senior Syndicate Leader, Ally Davidson who is learning to support SEN as a leader, as she has an interest in Special Needs. Mrs Davidson will transition into the SENCO team.

Special Education and inclusion is a team approach at Glenbrook School. We believe this builds staff capability, provides effective transition and creates a positive accelerated learning environment for all our students and their whanau.

All students with learning, behavioural and emotional needs are recorded on our SEN register. Each syndicate has a copy of the needs in their syndicate. The Principal, SENCO and teacher aide have a copy of the whole school register. A digital copy is also held in google docs for all staff to access.

Teachers are expected to update their Student Progress Meetings plan in Reading, Writing and Maths each term. Up to date data, collaborative strategy planning and collegial korero are recorded. These are then applied to unit plans, weekly plans and lessons. Resources, including teacher aide led support programmes, are driven by the most need.

During student assessment, some students with special needs receive reader-‐ writer assistance. Some students also receive additional time. This is discussed and identified by the SENCO and learning team.

The SENCO and Principal communicate regularly with teacher aides about the progress of their programmes. Data and staff korero inform the effectiveness of these programmes. These are then reported to the Board of Trustees and staff.


2. Glenbrook SEN Process Glenbrook School School Wide System and Process for Students with Special Needs

Concerns about student's learning, emotional, physical, medical or environmental behaviours are shared with SENCO verbally. This is then followed up with an email to the SENCO. Students are identified through the Student Progress Meeting using achievement data and teacher observations. These are shared and minuted at syndicate meetings. Senior Leaders report to SENCO.

Class teacher to collate current assessment data and narrative observations for SENCO. (This aligns to our PB4L process of data collection)

No -‐ Data kept in eTap.

Further action required

Yes -‐ Family hui called. Student entered onto SEN register. Data and evidence is gathered and recorded in eTap.

SENCO and student's team to identify SEN plan. This may include referrals to the following by the SENCO…..

• In-‐school intervention

• MOE Referral • Psychologist • Police

• Whirinaki • Taikura • Therapy • RTLB • Health Camp • Speech and

Language Support • NVCI • Counselling

• Occupational Therapist

• Behavioural Intervention Team

• IEP -‐ Individual Education Plan

• Public Health Nurse

• Wrap around service

• High wire trust • BMP -‐ Behaviour Management Plan

• Family Support services

Students are grouped on the SEN register according to level.

Level 1 : SEN Concerns. Needs some group differentiation and monitoring.

Level 2: Student has at least one support agency involved and some minor secondary behaviours. Priority for in-‐school interventions for level 2 students.

Level 3: Student has more than two support agencies involved, maybe more than one diagnosis and minor secondary behaviours. Most students at level 3 would require an IEP or Individual Education Plan.

Level 4: Student has support agency involvement, major secondary behaviours and uses a lot of staff time. All level 4 SEN students require a BMP or Behaviour Management Plan and / or IEP. They maybe part of the check in / check out system within PB4L.


7. Glenbrook SEN Interventions

1. Early Words

Early Words is a programme of one-‐on-‐one systematic five minute word-‐focused lessons. During the five minute lesson, the child is taught, or retaught, a high frequency word at both word and sentence level. The emphasis is on accuracy and fluency. At Glenbrook, Students in the New Entrant class are identified to complete the Early Words programme. This identification usually happens after their first term at school. Early Words should be a student’s first intervention. Early Words can be administered by a teacher, Teaching Aide, other staff member or parent helper. 2. PWP-‐ Paired Writing Programme

The paired writing programme is based on a peer tutoring approach in written language. The tutor and tutee relationship can be established within the class or cross groupings across classes’ tutors work with their tutee to encouraging writing, correct sentence structure, spelling accuracy and writing speed. There are similarities with both programmes, the RTLB would normally work with the classroom teacher and train them in how to set the programme up, train tutors, coach and support tutors along with monitoring and evaluating the programme. Normally, the programme consists of a tutor/tutee working on a writing task together, this could be a fictional story using picture cues or ideas suggested by the tutor to write about, the more skilled student (tutor) guides and encourages the younger student (tutee) using the recommended tutoring steps that the tutors have been trained in.

There are several reasons why this programme is successful firstly, it provides individualised learning for the tutee, encourages greater student control of learning, assists tutors own understanding, provides practice at earlier levels for the tutor, it helps to develop the tutors confidence and competence and it encourages a tutor’s sense of responsibility.

3. Q60


Quick60 is a small group intervention programme designed to bring groups of up to five struggling students to year-‐level in reading and spelling in 60 quick lessons or fewer. Quick60 is a fast and easy-‐to-‐administer programme.

1 The books are sequential and levelled to commonly used levels. 2 Each Quick60 book has an in-‐depth Lesson Plan and Colour Coded Assessment Check Sheet. 3 To appeal to older students, the books are all factual and photographed which makes them look and feel

more mature that the text actually is. 4 The programme can be used with small groups of up to five students and can be implemented by a teacher

or a teacher aide without further training. 5 Each Quick60 lesson plan is very explicit. Each lesson has seven components that remain consistent

throughout the programme. These are Quick Quiz, New Word, Quick Read, Quick Check, Quick Write, New Skill, and New Book. Emphasis is given to reading and spelling. A new skill that draws the students attention to print and helps them spell, is introduced in each lesson in the Alphabets Books and Factual Books Set 1 and Set 2. Each lesson also provides for fluency practice, comprehension, vocabulary instruction and writing. Subsequent lessons provide opportunities for revision and consolidation.

At Glenbrook Quick 60 is taught by two of our Teaching Assistants. They take small groups of 4-‐5 children and work through the lessons starting at Set 1. It is used to improve the reading and spelling of your child.

Students are chosen for Quick 60 because of their assessment results. This is done in consultation with the class teacher and SENCO (Miss Shears). Quick 60 takes an average of 2 terms to complete, although some children require longer. Quick 60 is used for students who have already completed the Early Words programme and who are not accessing Reading Recovery.

4. Toe by Toe

What is Toe by Toe?

Toe by Toe is a multi-‐sensory reading manual for teachers and parents. The name Toe by Toe was chosen to signify that a student makes progress by the tiniest steps -‐ one toe at a time. However, even though the steps taken are small, the student can clearly measure his or her progress right from the first page. The student's confidence and self-‐esteem are boosted as a result. Toe by Toe benefits students with a diagnosis of dyslexia but can also support those students who are having general difficulty with spelling, reading and phonics. The Toe by Toe system is one book which the student works through at a minimum of three days a week. The programme generally takes 6-‐12months to complete, and the severity of the students learning problem can be reflected in the time taken to complete the book. Each Toe by Toe lesson should take approximately 15minutes. Toe by Toe is appropriate for students 7 years and older. The Toe by Toe book costs $40 and needs to be paid for by the student’s family. A Teacher Aide and parent helpers are used to run the programme within Glenbrook.


5. Reading Recovery

Reading Recovery is an early literacy intervention that provides trained one to one teaching for children who have made slow progress learning to read and write in their first year of school. Most New Zealand schools provide this catch-‐up opportunity. Student’s reading and writing is assessed close to their sixth birthday and the lowest scoring children come in to Reading Recovery as soon as a space is available. The children taken into Reading Recovery are those who have made least progress relative to their classmates. With one to one teaching children make faster progress because the teacher can design the lessons to suit a particular child's strengths. Students will be taught in a one to one situation with a specially trained teacher for 30 minutes every day for a period of about 12-‐20 weeks, depending on how long is needed. In each day's lesson they will write a story and read many little books. Most children catch up quickly with the average level of their class. A small number of children are identified for further assessment and ongoing specialist help. At Glenbrook Primary School, our Reading Recovery teacher works from 9am – 11am and will work with 4 students each day.


8. Assessment support for students with Special Needs At Glenbrook School we identify that some of our students with special needs have additional time during assessments or a reader, a writer, or a reader and writer in order to capture their learning. We encourage our students with specific needs such as dyslexia, to ask for this support, so that they are confident and capable to ask for this support when they attend secondary school. For some of our students, this will be an IEP goal. Students who are identified in the Student Progress Meeting as working at Well Below may have the option for a reader, writer. Students with special needs may use a laptop for easttle writing, however if this choice is made, the spelling rubric will not be used, but a teacher judgement. Students with special needs who sit an easttle Reading task will have a paper copy rather than an adaptive digital assessment. A reader or writer will be a class teacher or a teacher aide as organised by the SENCO. Most students would not need a reader- writer until Years 7 or 8. Students with special needs may have an additional 10% of the allocated assessment time to complete the assessment. Additional time is only allocated to year 7 or 8 students identified on the SEN register, younger students who are ORS funded or on Stage 4 of the Glenbrook School SEN register.

Reader – Writer Guidelines The aim of the reader/writer is to assist the student to overcome their learning difficulty. The Job of the Reader

• As a reader you are the eyes of the student. • Both you and the student will have a copy of the assessment. • You will read the assessment to the student clearly and at a speed they can

follow. • Make sure that they can easily hear what you are reading. • They may ask you to re-read instructions or a passage. Do so clearly and wait for

them to ask you to read again. It is NOT your job to interpret the question or words for the candidate. To do so would invalidate their results.

• Please be patient if the student works slowly and avoid giving the student facial expressions or being hesitant if you see mistakes being made.

• Before they start writing check that the student is in the correct place for recording.

• A reader cannot use a computer for a student. The student may use a computer for writing their answers.

• A reader is not there to encourage or prompt the candidate to work harder or faster in the assessment. To do so could invalidate their results.

• if the student needs a break, or to stop, then please give the student a few minutes before continuing.

Glenbrook Assessments that may require a reader: EasTTle Math


The Job of the Writer • You are the hands of the student and it is your responsibility to write the answers

for the student • Both you and the student will have a copy of the assessment. • Make sure that you are writing any answers in the correct place. • Make sure that the student can easily see what you are writing. Only write the

words that they use and in the order that they say them to you. • It is NOT your job to interpret or to make suggestions about what you think the

student is trying to write. To do so would invalidate their results. • You are to spell all words correctly and may add punctuation. • You must not copy any sentences that the student has written. They must speak

their words to you. • A student may sketch out a few ideas on the working/planning paper in their

booklet for long answers or essays. They may then read from this. The student must not write out an answer and then read it to you or have you copy it.

• The student may ask you to re-write an answer they have already given. • Do not appear impatient if the student works slowly and avoid giving the student

facial expressions or being hesitant if you see or hear mistakes being made. • A writer cannot use a computer for a student. • A student may be required to draw a diagram or map etc. to show an independent

command of the skill being shown. A writer may add words or labels only as directed by the student.

• A writer is not there to encourage or prompt the candidate to work harder or faster in the assessment. To do so could invalidate their results.

• Glenbrook Assessments that may require a writer: easTTle Maths The Job of the Reader/Writer

• As a reader/writer you are the eyes and hands of the student. • Both you and the student will have a copy of the assessment. • Make sure that you are writing answers in the correct place. • You will read and write the answers for the student. Make sure that they can

easily hear and see what you are reading or writing. Read instructions clearly at a speed they can follow and only write the words that they use and in the order that they say them to you.

• It is NOT your job to interpret the question or words for the student or to write what you think they are trying to say or to make suggestions about what they might write. To do so would invalidate their results.

• You will spell the words correctly and may add punctuation. • You must not copy any sentences that the student has written. They must speak

their words to you. • A student may sketch out a few ideas on the working/planning paper in the

assessment for long answers or essays. They then read from this. • The student must not write out an answer and then read it to you or have you

copy it. • The student may ask you to re-write an answer they have already given. • Please be patient if the student works slowly and avoid giving the student facial

expressions or being hesitant if you see or hear mistakes being made. • A reader/writer cannot use a computer for a student. • A student may be required to draw a diagram or map etc. to show an independent

command of the skill being shown. A reader/writer may add words or labels only as directed by the student.

• A reader/writer is not there to encourage or prompt the student to work harder or faster in the assessment. To do so could invalidate their results.

Glenbrook Assessments that may require a reader and a writer: Easttle Maths


For many of our SEN students, participating in this process will be a learning process of its own. It will assist them in preparing for Secondary School and the Reader/ Writer processes there. Once the assessment is completed, check to see if the student needs a drink, a quick break or a short walk before returning to class. Many of our SEN students will experience stress and/or anxiety before, during and even after the assessment. If at any time the behaviour becomes an issue, stop the assessment, give the student a break and return the student to class. Follow up will be made by the class teacher or SENCO. Once all eAsttle assessments are completed, Teacher Aides or the class teacher will enter the data exactly as it appears on the hard copy assessment. Any questions or conundrums please see Lysandra or Robyn.


9. Glenbrook Transition for SEN students At Glenbrook School we provide transition opportunities specific to the individual need of the student. This can include beginning in a new classroom at any level, movement from one class to another or movement from one school to another. The transition team includes korero and learning plans with the family, SENCO and class teacher. At times our SENCO or class teacher will endeavour to visit the previous educational provider in order to develop the appropriate transition plan. Transition plans may include; social stories, increased visits and observations for familiarity (for both the student and teacher), possible team meetings with previous teachers and external agencies. It is important at Glenbrook School that we have detailed transition plans and information for the child’s next teacher so that the child’s learning and well being is supported effectively and positively. During all times of transition, the student’s voice, which includes which can include questions, opinions and points of view are considered. The student’s voice and transition plan will be shared with all staff, depending on the child’s level of SEN. This improves the teachers’ knowledge of the student and creates a base of useful strategies to respond to the students needs. At Glenbrook School we value and welcome the student and his/her family.


10. Role of the SENCO Position Description

The role of the SENCO at Glenbrook School is to lead, facilitate and manage the learning and inclusion of students with special needs so they may realise their potential.

Responsible to: The Glenbrook SENCO is responsible to the Principal.

Leadership of Learning Support

o Ensure staff understand and follow the Glenbrook SEN process. o Development and leadership of learning support programmes through Student Progress

Meetings, IEPs and class programmes. o Share and update collaboratively special needs policy, procedures and SEN register. o Manage the SEN budget and plan. o Manage and maintain SEN assets and resources. o Report to the Principal, Senior Leaders and BOT on SEN and the effectiveness of SEN

programmes. o Work and lead initiatives with students who have special learning needs. o Lead and ensure IEPs occur twice a year with the class teacher, whanau and student. o Lead and manage the pastoral care of students. o Co-‐ordinate agency referrals where appropriate. o Liaise closely and regularly with whanau and class teacher of SEN students. o Leadership and co-‐ordination of teacher aides and their timetables. o Liaise with Principal appropriate PD for all staff each year. o Develop and maintain positive, open and honest professional relationships with outside

agencies, whanau, students and staff with a SEN lens.

Student Learning Programmes

o Support class teachers to plan and develop learning programmes that meet the specific needs of students.

o Review Student Progress Meetings and support teachers with shared knowledge and strengths.

o Support and monitor the effectiveness of additional learning support programmes led by teacher aides.

o Manage assessment support for students with special needs in conjunction with class teachers and teacher aides.


11. Glenbrook Description of SEN The descriptions below are for students we have currently at Glenbrook School. ASD: Autistic Spectrum Disorder http://seonline.tki.org.nz/Educator-‐tools/ASD ASD is the name for a group of conditions where a student has a noticeable delay or difficulty in three important areas of development:

1. communication 2. social interaction 3. cognition (thinking) In addition many younger students with ASD have difficulties with over or under reacting to sensory information. Aspergers Syndrome http://www.autismnz.org.nz/about_autism#1 Autism Spectrum Disorder includes Asperger syndrome, which is a form of autism at the higher functioning end of the autism spectrum. People with Asperger syndrome are of average (or higher) intelligence and generally have fewer problems with language, often speaking fluently, though their words can sometimes sound formal and ideas which are abstract, metaphorical or idiomatic may cause confusion and be taken literally. Unlike individuals with 'classic' autism, who often appear withdrawn and uninterested in the world around them, many people with Asperger syndrome try hard to be sociable and do not dislike human contact. However, they still find it hard to understand non-‐verbal signals, including facial expressions. Dyslexia http://www.speld.org.nz/dyslexia.aspx Dyslexia is a phonological-‐based learning disability. Dyslexia affects individuals throughout their lives; however, its impact can change at different stages in a person’s life. It is referred to as a learning disability because Dyslexia can make it very difficult for a student to succeed academically in the typical instructional environment, and in its more severe forms, will qualify a student for special education, special accommodations, or extra support services. Dyspraxia http://www.speld.org.nz/dyspraxia.aspx Developmental Dyspraxia (also known as Developmental Coordination Disorder and the Clumsy Child Syndrome) is a neurologically based disorder of motor function, affecting the gaining of new skills and the carrying out of those already learned.’ Behavioural (for many this is a secondary need and a result of communication frustration).

ADHD: Attention Deficit Hyperactivity Disorder http://www.speld.org.nz/adhd.htm A persistent pattern of inattention and hyperactivity– impulsivity that is more frequent and severe than is typically observed in individuals at a comparable level of development. ADD: Attention Deficit Disorder http://www.speld.org.nz/adhd.htm ADD is attention deficit without the hyperactivity SLD: Speech and Language Delay http://inclusive.tki.org.nz/guides/speech-‐language-‐and-‐communication-‐needs/ Students with speech, language and communication needs may need support with understanding and using language, speaking clearly and fluently, and interacting with others. Global Development Delay or Developmental Delay Syndrom (DDS) http://www.ccsdisabilityaction.org.nz/new-‐to-‐disability/types-‐of-‐disabilities/developmental-‐delay Developmental delay is a descriptive term used when a young child’s development is delayed in one or more areas, when compared to other children. These areas of development may include: 6 gross motor development: how children move 7 fine motor development: how children manipulate objects and use their hands 8 speech and language development: how children communicate, understand and use language 9 cognitive/intellectual development: how children understand, think and learn social and emotional development: how children relate with others and develop increasing independence. Global developmental delay is when the child is delayed in all or most areas.


Health Needs Cystic Fibrosis http://cfnz.org.nz Cystic Fibrosis (CF), a genetic condition, that occurs when the affected gene is inherited from both the mother and the father. The life expectancy for a CF patient is 35-‐40 years. The CFTR* gene gives instruction to our body’s cells to make a protein that controls the movement of salt in and out of the cells. If there is a coding error in the DNA of the gene it can reduce or eliminate its effectiveness. In CF, these changes in salt movement cause changes to the water balance in cells and cause mucus to become thickened and to build up, leading to the health complications associated with CF. The type and severity of CF symptoms varies from person to person. In some people not identified with CF through newborn screening, there may be health problems that indicate the presence of CF, such as: Salty-‐tasting skin Slow weight gain, failure to thrive, even with good appetite Wheezing, coughing, pneumonia Abnormal bowel movements Lungs Almost everyone with Cystic Fibrosis will sooner or later develop lung disease. However, when it occurs and how bad it is differs from person to person. Digestive System Cystic Fibrosis mainly affects the digestive system by mucus blocking the pancreas, stopping the digestive enzymes produced from making their way to the gut to digest food. This complication can cause malnutrition and malabsorption even though the patient has good appetite. Epilepsy http://www.epilepsy.org.nz/main.cfm?id=1 One in fifty people have epilepsy at some point in their life. Epilepsy is a common neurological disorder that affects 1% to 2% of the population. The people affected have recurring and spontaneous seizures. There are different types of seizures but they are always due to bursts of electrical activity in the brain. These bursts are caused by a chemical imbalance responsible for the transmission of impulses. The cause of epilepsy can be due to severe head injury, strokes, birth trauma, brain tumours, toxins, brain infection, brain diseases, genetic condition or drug abuse. In many cases the cause is unknown. Stroke A stroke is a biological event (sometimes called a "brain attack") that happens when blood flow to the brain stops, even for a brief second. Blood carries oxygen and other nourishing substances to the body's cells and organs, including the brain. When an ischemic stroke occurs, these important substances can't get to the brain and brain cells die. This can permanently damage the brain and cause a person's body to no longer function normally. Triplegia Triplegia is a medical condition characterized by the paralysis of three limbs (Triplegia Muscle Anatomy). A person with triplegia can be referred to as triplegic. While there is no typical pattern of involvement, it is usually associated with paralysis of both legs and one arm. The condition is commonly associated with cerebral palsy, although conditions such as stroke can also lead to it. Students with Triplegia will have an intensive physio programme that will be supported at school. Cerebral Ataxia The cerebellum is the area of the brain responsible for controlling muscle coordination. If it becomes inflamed or damaged, you may suddenly lose coordination. This is called acute cerebellar ataxia (ACA), or cerebellitis. Symptoms of Cerebral Ataxia include: -‐ Gait/Posture abnormalities -‐ Fine motor incoordination -‐ Speech and swallowing difficulties -‐ Visual abnormalities -‐ Increased fatigue -‐ Cognitive and Mood Problems


Phenylketonuria (PKU) Phenylketonuria (PKU) is a condition in which the body is unable to process an amino acid found in certain proteins. The amino acid, phenylalanine, is found in high-‐protein foods. PKU is rare, but NZ babies are regularly screened for it at birth as part of the heel prick tests because any exposure to phenylalanine in a child with PKU can cause serious health problems. PKU is treated by avoiding exposure to phenylalanine. Phenylalanine is found in protein-‐rich foods like milk, cheese, nuts, eggs, chocolate, soybeans, and meats. Other dietary sources of phenylalanine include sugar free products that contain artificial sweeteners made with phenylalanine. Anaphylaxis Anaphylaxis is the most severe form of allergic reaction, often affecting several parts of the body, including either breathing difficulties, a sudden drop in blood pressure, or both. Symptoms typically occur within 30 minutes of exposure, often within five minutes, and usually develop rapidly. It is rare for the onset of symptoms to be delayed for hours after exposure. Glenbrook School students with anaphylaxis have a health plan and Epipen stored in the school medical room. Additional SEN descriptors ODD: Opposition Defiance Disorder http://www.kidspot.co.nz/article+3145+164+Understanding-‐Oppositional-‐Defiance-‐Disorder.htm Oppositional defiance disorder is a behavioural disorder that is thought to affect one in 10 children under 12 years, with boys outnumbering girls by two to one. The disorder can be seen in children as young as three years and consists of a pattern of negative, defiant and hostile behaviour that isn’t grown out of. A diagnosis of ODD is considered if your child exhibits at least four of the following behaviours for more than six months:

-‐ Regularly loses his temper and is often angry -‐ Argues with everyone, particularly adults, and easily becomes resentful -‐ Actively defies – or refuses to comply with – requests and rules -‐ Tries to annoy people -‐ Blames others for his misbehaviour -‐ Displays spiteful or vindictive behaviour -‐ Is moody, particularly touchy and easily annoyed by others -‐ Has low self-‐esteem -‐ Becomes frustrated easily

PDD: Pervasive Developmental Delay Syndrome The term "pervasive developmental disorders," also called PDDs, refers to a group of conditions that involve delays in the development of many basic skills. Most notable among them are the ability to socialize with others, to communicate, and to use imagination. Children with these conditions often are confused in their thinking and generally have problems understanding the world around them. They include ASD, Aspergers, Childhood disintegrative disorder and Rett disorder (which result in the child losing functions over time).


13. Recommended Professional Readings The Ministry of Education has a range of resource booklets which are kept in the SENCO office. Autism Spectrum Disorder (ASD) June 2012 http://seonline.tki.org.nz/ASD/Resources-‐and-‐tools/ASD-‐for-‐educators/Read-‐online-‐version Inclusive Practices for students with special needs. March 2015 Education Review Office http://www.ero.govt.nz/National-‐Reports/Inclusive-‐practices-‐for-‐students-‐with-‐special-‐education-‐needs-‐in-‐schools-‐March-‐2015 Developmental Dyspraxia January 2015 http://inclusive.tki.org.nz/assets/inclusive-‐education/MOE-‐publications/MOESE0043DevelopmentalDyspraxia-‐booklet.pdf Speech, language and Communication needs January 2015 http://inclusive.tki.org.nz/assets/inclusive-‐education/MOE-‐publications/MOESE0044SpeechLanguageandCommunicationNeeds-‐booklet.pdf Attention-‐Deficit/Hyperactivity Disorder (ADHD) January 2015 http://inclusive.tki.org.nz/assets/inclusive-‐education/MOE-‐publications/MOESE0040-‐ADHD-‐booklet.pdf

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