SEN department

At Rosmini College we are committed to

recognising, respecting and responding
to diversity.

Schools responsibilities:
New Zealand schools' accountability for recognising and responding to the
diverse needs of students increased with the introduction of the Special
Education 2000 (SE2000) policy and the 1999 revision of the National
Administration Guidelines (NAGs)
NAG 1.iii and NAG 1.iv make it obligatory for schools to "identify students and
groups of students (a) who are not achieving; (b) who are at risk of not
achieving; (c) who have special needs [including gifted and talented
students]... " and to " ... develop and implement teaching and learning
strategies to address the needs of [these] students....
The three Rs of diversity (Recognise, Respect and Respond) were introduced
to assist schools with identifying students needs.

SEN students:
Learning barriers due to:
SLD: specific learning differences (dyslexia, dysgraphia,
dyspraxia, ASD, APD, ADHD,)
Physical disabilities
Medical conditions (diabetes, epilepsy, )
Head injuries
Students with psychological conditions or in emotional turmoil need
to see Mr. Hughes (they can still be given SAC)
Students with behavioural problems need to see the deans
(sometimes SAC too).

Special needs register

Google drive
Staffshare
Special needs register 2016
Easy way to access is if you star the file.
Continuous updates!
SEN register is summary only, more info in student files!

How to read the register

Name

First
name

Buhmann Gabriel

de Kort

Dick

Gabriel

Gleeson

DOB

Primary
School

ADHD
ODD (oppositional
defiance disorder)
14.11.2
Autism
000
St. John's Dyspraxia (mild)

Jos

28.05.2
000

Ethan

Kristin
Middle
school
25.07.2 up to year
000
10.

Theo

28.09.2
000

Patrick

Special Need

29.11.2
000

Dysgraphia
Hand tremors

Dyslexia
Dysgraphia

Poor fine motor skills

Specific areas of need

Assistive
Technology

Agencies and
reports

SAC

Poor organisation
Processing
Anxiety
Gifted
Socially awkward

Tablet

RTLB 2013
CYFS 2014

Computer/writer
Extra time

Poor fine motor skills

Computer

EdPsych Report
2012
EdPscyh Report
2015

Computer/writer
extra time

Slow processing speed

handwriting speed

word
processing

EdPscyh report
2014

writer/computer

Poor coding skills (affects written

work)
poor reading skills

EdPsych Report
2014

Reader
writer

Visual processing
Poor handwriting

OT report 2007
EdPsych report
2007
Language Therapy
report
computer

computer

Health

TA support

Comments

hand tremors

Colour-blind
Hearing impaired

Mum very sick (sees

psychologist)
Has been bullied in past

Due to seizures at birth.

Sit him at front of class

Why do we identify these students?

Awareness!!!!!
Classroom accommodations to enhance learning
Use of assistive technology
SAC
Programs
Outside agencies

Request for SAC (special

Assessment conditions)

Students who are eligible are on the register.

Students can be referred by teachers, parents or
students.
Certain criteria need to be met:
For reader (needs to show at least 2 of the following)
Discrepancy between oral comprehension and reading
comprehension
Reading continuous text or sentences at a speed which is
below average for their age
Decoding difficulties: comprehending continuous text or
sentences at a level which is below average for their age.
Untimed reading accuracy is below average for their age.

For writer (needs to demonstrate at least 3 of the

following):
Spelling which prevents communication
Handwriting: pace and production is slower than average for their age
Writing is very difficult to comprehend and is largely illegible for
someone who is not familiar with it
There is a discrepancy between verbal expression and written
expression, evidenced by a marked difference in fluency, coherence
and sophistication of expression
For additional time (documented evidence of at least 2 of the
following)
Slow processing
Low working memory
Slow reading
Slow writing
Rest breaks, enlarged paper (A3), separate accommodation

SAC request form:

Record of SAC form:

Reason for all this paperwork:

Assessing needs of our
students!!!!!!!!!!!!
Compulsory evidence for SAC
applications
Referrals to other agencies
Continuous support from 1 year to
next.

Teacher aides:
In-class assistance
Small group out-of-class tutoring
Testing
SAC
Maori/Pasifika tutoring
Tutoring

What works in class for SEN

students, works for most students!
Repeating instructions and asking student to repeat
back (deaf nod)
Multi-sensory learning approach
Routine and organisation (and help with organisation)
Pre-teaching, vocabulary lists
Encouragement
Making it relevant

Diabetes Type 1:
William Anderson Year 8

Luke Gilbert year 11

Epilepsy
Reef Lough year 7 (frequent seizures)
Luke Nolloth Year 7 (no seizures recently)
Sam Reinen Year 10 (seizures)
Connor Hughes year 13 (petit mals)

Anaphylactic:
Max Byrne: anaphalactic to eggs, nuts, shell
fish, bee stings - epipen in office, Phenergan
for minor reactions.
Josh Torres (nuts)
Joe Marshall: anaphalactic to nuts epipen
in office
Fernando Shewon (nuts)
Patrick Yarker: food allergy epipen in
office

Anaphylactic:
Jack Butler: anaphylactic to eggs, nuts,
shellfish- epipen in office
George Brajkovic: anaphylactic to peanutsepipen in office
Ryan Lynch: anaphylactic to nuts- epipen in
office
Tony Carroll: anaphylactic to nuts- epipen in
office, Phenergan for minor reactions.
Leo Ganley: anaphylactic to peanuts, milk,
kiwifruit epipen in office

Heart conditions:
Matthew Blackwell year 7

Connor Johns year 10

Joseph
Strategies:
1. School boundaries: same as
other intermediate students +
classroom of Jen, Carl or Paul H
during breaks.
2. All school rules apply to Joseph.
3. Appropriate behaviour personal
space (will be working with
Owen and Geoff)
4. Social behaviour black or white

Relevant PTCs

7. promote a
collaborative,
inclusive and
supportive learning
environment

i. demonstrate
effective
management of the
learning setting
which incorporates
successful strategies
to engage and
motivate konga
ii. foster trust,
respect and
cooperation with and
among konga

8. demonstrate in
practice their
knowledge and
understanding of
how konga learn

i. enable konga to
make connections
between their prior
experiences and
learning and their
current learning
activities
ii. provide
opportunities and
support for konga
to engage with,
practise and apply
new learning to
different contexts
iii. encourage konga
to take responsibility
for their own learning
and behaviour
iv. assist konga to
think critically about
information and
ideas and to reflect
on their learning

i. demonstrate
knowledge and
understanding of
social and cultural
influences on
learning, by working
effectively in the
bicultural and
multicultural
9. respond
contexts of learning
effectively to the
in Aotearoa New
diverse language
Zealand
and cultural
ii. select teaching
experiences, and the approaches,
varied strengths,
resources,
interests and needs
technologies and
of individuals and
learning and
groups of konga
assessment activities
that are inclusive
and effective for
diverse konga
iii. modify teaching
approaches to
address the needs of
individuals and
groups of
konga

11. analyse and

appropriately use
assessment
information, which
has been gathered
formally and
informally

i. analyse
assessment
information to
identify progress
and ongoing
learning needs of
konga
ii. use assessment
information to give
regular and ongoing
feedback to guide
and support further
learning
iii. analyse
assessment
information to
reflect on and
evaluate the
effectiveness of the
teaching
iv. communicate
assessment and
achievement
information to
relevant members
of the learning
community
v. foster
involvement of
whnau in the
collection and use
of information about
the learning of

Hi Mrs Trenberth,
I got E for the novel part and I got M
for the other part of the test.
Thankyouforall the help and
support over the past weeks. Mostof
all forgiving me the confidence and
makingme feel like I could do it.
Logan

Students according to diagnosis

31
33
74
4
4
3
3

22

3
1

11

2
3
2

14

3
8

11

2
2
7

2
15

7
6

1
0

11

11

# on register

medical/

clinical

Special needs diagnose

School diagnose

No diagnose, but flagged

Special needs students at Rosmini College 2016

44

22

1111111

11

2222

222

dyslexia

dyspraxia

dysgraphia

ADD

ASD

APD

dyscalculia

OCD

Sensory processing

Irlen

Hearing

allergies

diabetes

ODD