SECTION 2 : ACCESS TO PRESCHOOL/SCHOOL

This section is to be completed for all children/students enrolling in preschool/school.

Its purpose is to identify additional requirements of individual children/students with disabilities and some children with chronic developmental delay.

Refer to the Children's Services Handbook or the Administrative Instructions and Guidelines for more information.

The following NCP document is that of a Year 2 child in a mainstream primary school

(1) Does the preschool /school need major modifications for the child /student to access the environment?  No
(2) Does the school need minor modifications for the child/student to access the environment?
    Yes - Base classroom away from noise distractions eg roads, music rooms etc
 Classroom acoustics; educational audiologist to check acoustics and suggest necessary
 improvements if required, eg carpet, curtains etc.
(3) Does the child/student require particular supervision/management?
· in the inside/classroom environments?  Yes
· moving between inside and outside play areas? Yes
· the outside play/yard area?  Yes
 Specific individual teaching of emergency action plans.
 Teacher to specifically locate and remove child in the case of fire or other emergency
(4) Does the child/student have a health care plan?  Yes
  Asthma - Action plan for asthma care included
 Head trauma - due to Enlarged Vestibular Aqueduct Syndrome, blows to head can cause immediate
deterioration of hearing. NO heavy contact sports to be played eg Football, Rugby etc. If head trauma occurs, reassure and quieten child. If child is distressed with hearing, contact parent.
Fatigue - Need for rest when considered necessary. Possibility to negotiate for child to be taken home early.
(5) Does the child/student require a health care plan?  Yes
(6)  Does the child/student require personal care (e.g. toileting, eating)?  No
(7) Does the child/student require particular arrangements to participate in excursions? Yes
1:1 adult supervision - adult carer to be made aware of safety issues concerning hearing loss
Optimal seating for any group excursion activity
Information about teaching a child with a hearing loss to be forwarded to organisation hosting the excursion, for any persons who may be speaking to the group.
(8) Does the child/student require particular arrangements for the occasional care program or full day program at preschool? N/A
(9) Does the child/student require special arrangements to participate in preschool/school activities and experiences?
Yes - optimal seating and use of Sennheiser in classroom
Health care plan to be taken into account
(10) Does the child/student require personal equipment (e.g. standing frame, toilet chair)?  No
(11) Does the child/student require technical equipment (e.g. keyboard, switches, adjustable bench tops)?  Yes
  Hearing aids and Sennheiser equipment
(12) Does the child/student require a specialist communication program to be developed?  Yes
  Auditory Verbal Program
(13) Has the child/student had a specialist program (e.g. Makaton)? No
(14) Does the child /student require communication equipment (e.g. Liberator, Wolf) and programminng to use the equipment?  Yes - Sennheiser
(15) Does the child/student require an orientation program to familiarise himself/herself with the preschool/school?  No
(16) Does the child/student meet eligibility requirements for CAFHS access assistant support?  No
(17) Does the child/student meet eligibility requirements for the DECS Preschool Support Program?  No
(18) Does the staff need training and development in order to provide for the child's/student's developmental needs?
 Yes
(19) Does the staff need training and development about specific occupational health, safety and welfare issues?
 Yes
(20) Does student need special consideration for class placement?  Yes - single teacher/classsroom.

SECTION 4: RECEPTION TO YEAR 10 PLANNING - PARTICIPATION IN THE CURRICULUM
 
 

Area for action	Priorities for action		Responsibility for action	Agreements (ie what will happen)
	Content	Essential skill
Literacy	As per regular Class curriculum  LAP support not needed at this stage monitoring to occur throughout year, may need to be included Additional small group/ Individual support	Sequencing  Phonological awareness.  Sight words	Class Teacher (CT) + Teacher consultant(TC) + Parents	CT and TC will collaborate  Request by class teacher on a needs basis (eg early intervention)
Numeracy	As per curriculum	Appropriate correct mathematical terminology to exposed to & reinforced. Congruence between home & school	CT, TC and parents	Home/school communication book.
English	Speaking & listening    Classroom language	Class listening skills Auditory memory  There must never be an assumption that child understands general class- room language.	Class teacher to ensure that any dialogue or instructions are clearly understood & verified	Any homework activities to be written down for parents

· Content will be accompanied by visual aids where necessary (all curriculum areas)
· Support will be provided for teacher to make visual aids (eg SSO, parent)
 
 

Task	Responsibility for action	Agreements (ie what will happen)
DECS speech pathology	Speech pathologist	Consultation as requested by school/parent.  Specific programs to class teacher, visiting teacher, parent as required.
DECS Hearing Impairment Services Teacher consultant	Teacher consultant	Support as required by classroom teacher/parent 2 hours/week
Australian Hearing  Services		Supply and maintain equipment Sennheiser and hearing aids
ENT	re head trauma emergency
Teacher consultant (Hearing Impairment Services) to arrange appropriate T/T to meet child's needs.	TC and class teacher

 

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