Supporting students with special needs

Student’s learning needs are diverse and it is likely that classroom teachers will at times find themselves unsure of how best to cater for an individual student with complex learning needs.

The following flowchart shows the steps Ridgway teachers undertake when they have concerns for student’s behaviour or learning.  If a teacher is concerned about a child’s health, this should be brought to the attention of whānau leader and the senior leadership team immediately.

• After discussion with the SENCO the teacher may be asked to complete a referral form or be directed back to some point in the flow chart.

It is most probable, and entirely appropriate, that by the time a teacher decides that a referral discussion with the SENCO is necessary, that she will already be aware of the actions taken to support the student.  The referral form’s purpose is to highlight the extent of the issues and collate these on one sheet with a summary of the actions undertaken already.  

All information must be available for good decision making therefore teachers should ensure that all information is presented at the time of the referral.  Printed data from eTAP and copies of teacher’s anecdotal notes and formal written observations should also be given to the SENCO.