special educational needs policy

 Policy for Students with Special Educational Needs 

Takapuna Grammar School will ensure all students have access to an appropriate education that affords them the opportunity to achieve their personal potential. This policy of inclusion requires the removal of barriers to access and engagement. It is explicit in the Board of Trustee’s policy on Teaching and Learning which determines that “programmes will meet the needs, abilities and interests of the whole school student population.”
Students with special educational needs: Students with individual learning needs, who have the intellectual capacity to meet all curriculum and assessment requirements, and who require special arrangements to attain this level.
Students with special assessment needs: Students with special assessment needs who require special arrangements in assessment conditions to demonstrate their level of attainment.
Special Needs Students: Students with physical disabilities who are part of a specialised unit at Takapuna Grammar School.
The following procedures will apply to all students:
1. Every student brings to the learning situation their own skills, abilities and learning needs. They construct their learning on differing cultural and social backgrounds and have differing learning styles and degrees of readiness and interest. Students need to have an understanding of themselves as learners (metacognition) in order to develop their independent learning skills. Therefore there needs to be a range of activities and resources in each subject that differentiates between learners on these considerations.
2. In all learning contexts teachers will use best practice from the Knowing, Connecting, Relating and Supporting learning behaviours (refer TGS “Teaching and Learning” booklet) to enable students to have equal access to the curriculum. Good practice includes:
• Raising self-esteem and enabling success
• Building on prior knowledge
• Scaffolding
• Employing rich experience and real life contexts
• Creating high expectations
3. Formative and summative assessment, employing a range of methods, will be used to evaluate students’ learning preferences, strengths and weaknesses and to evaluate the success and appropriateness of programmes in delivering the intended outcomes.
4. Students will be given advice and support in selecting their courses of study and qualification pathways to ensure they are appropriate to their intentions, futures and academic abilities.
5. Programmes of study will be both vertically aligned so that students acquire the skills and knowledge required to move from level to level of the curriculum and horizontally aligned so that they enable equitable and required coverage of the curriculum at that level. The skills and knowledge at each level will be determined by the New Zealand Curriculum and the qualification pathways the students are entered in.
6. Takapuna Grammar School supports access for all students to the IB Diploma programme. It endorses the philosophy that IB is derived from as it aligns to the existing Takapuna Grammar School KCRS teaching and learning beliefs.
The following procedures will apply to all students with special educational needs:
7. Support programmes will be available to all students with special educational needs. These could include:
• Learning Support Department coaching and mentoring
• Individual Education Programmes (IEPs)
• Targeted for Success programme support
• ESOL provision
• Learning extension
• International Counsellor support
8. Any grade or credit from an assessment awarded to a candidate in any subject must reflect a level of attainment at the same standard of assessment are applied to all candidates, regardless of whether or not they have special needs.
The following procedures will apply to all students with special assessment needs:
9. For Year 9 and 10 students, the Learning Support Department will determine the level of support, including time allowances and Reader/Writer provisions
10. For IB candidates consideration will be given in accordance with sections A.1.1, A1.12 and A.1.3 of the Handbook of Procedures and special provisions made as outlined in section D1 and D2.
11. For Senior Students the Learning Support Department will assess whether applications should be made for special assessment conditions in accordance with the regulations of NCEA or IB, as appropriate.
The following procedures will apply to Special Needs Students:
12. The school will provide a safe physical and emotional environment where these individual student’s needs are met.
13. Appropriate support will provide opportunities for the inclusion of special needs students in all aspects of school life.