How do I complete a successful Assistive Technology Application?

The process to access technology for our priority learners we need to be accurate in what we do and the information we provide. This is valuable bits of information from our lead specialist OT Lyanne to help us getting it right.

Application goes to a district panel to discuss needs of student. After that goes through regional process. Therefore applications need to be accurate.

Peer Review process is only required if you have not had 2 successful applications go through the process.

Eligibility Section

- RTLB students are eligible must be receiving 2.5 hours ind A time for 4 hours with TA small group time or SENCO support.
enrolled in a regular school or home schooled
have specific learning need
limited access to the curriculum using standard classroom technology
be supported by one of the following Ministry or school initiatives:
- Ongoing Resourcing Scheme
- Speech-Language Service
- Severe Behaviour Initiative
- Resource Teachers; Learning and Behaviour
-Service for students with moderate sensory impairments and physical disabilities
-School High Health Needs Fund
-Special Education Grant (SEG) - must have

BYOD compulsory schools - ministry will fund over and above the school specifications. ie: mouse, adaptive keyboard etc

Student, Environment, Task SET framework) must be followed to get applications through.  

• They don't need a lot information on student. 
• What can't they do, and why they cannot access the curriculum. 
• 8 lines not screeds
• Do not need to submit the IEP anymore 
• Key IEP goals for assistive tech - Consider how are you going to measure it will work for the trial? 
• Must consider transitions to next school and included into transition planning. 

Recognised Apps - clicker, book creator, handwriting without tears, read and write, anything around written communication. Maths apps are also considered.

Fill in first seven questions of application - share with Lyanne and she will implement a trial ipad then you can complete the application.

Work samples should just be photos inserted into the application forms.

Quoting - DTSL is very fast. Noel Leeming, Cyclone, are govt suppliers.

Must have parent / caregiver information filled in. They must also be on the assessment team.

How is neuroscience research helping us to understand ASD?

Neuroscience is helping us so much in education today with new research coming out all the time now. Brain scanning and imaging is assisting us to not only learn how the brain works but also how emotions affect learning, how the different areas talk to each other, what environmental factors affect engagement for learning. 

Check out this article about ASD students and writing. Very interesting report on neuroscience which I have highlighted below. Please read the whole article though. Great information for all educators. 

autismdigest

'Until recently, medical science believed that ASD affected only those areas of the brain that controlled social interactions, communication, and problem solving. However, with the advent of brain-imaging tools, new information has emerged. For example, recent brain research has shown that there are significant differences in the way the entire brain functions in individuals with ASD. The most important difference appears to be in the way the various areas of the brain communicate with each other. In the brain of a person with ASD, messages don’t get sent from one section of the brain to another with the same frequency and efficiency as they do in the neurotypical brain (Mostofsky et al. 2009). The “parts” often work well, but they don’t “talk” with each other!'

Responding to and Understanding Self-Harm?

Self Harm affects 1 in 5 people in NZ

Types of self esteem - it can take many forms; 
cutting
self loathing
eating disorders
relationship destruction
drugs and alcohol
online behaviours towards self harming
burning themselves
hair pulling and scratching
biting nails til they bleed
repetitive attaching of injury or wound 
seeking fights 
staying in an emotional abusive situations

It can lead to an addiction!

WHY
- it feels good
- adrenalin rush
- relief - distracts me from other pain
- cyclic of highs and lows
- escapism 
- overcome sense of numbness form depression
- helps them to feel something again
- an emotion pain can't be seen - provides reality to their pain
-dysmorphia - feeling of completely worthless, not meeting expectations of family
- mutilation - "I'm ugly anyway"

Self harm is coping - suicide is the next step to end the pain permanently!

Self harm can lead to suicide!

Can happen with any age group! 
Self harm is not contagious but the talk is. 
How to self harm is accessible on you tube!



Steps you can take;
- ask that scars are covered so students don't talk about and keep others safe
- seek person to inform support buddy family informed 
- establishing positive mindfulness takes time and they need help. Can't do cold turkey.
- The way we respond to them is important. They cannot read emotions in heightened state. 
Say "I'm really glad you came to me - I'm not angry" 
Keep it together and don't show how you feel by what you see. 
"What was your intention here?"
"Who caused these marks, how long has this been going on for?"

Scribble book - using colour to describe how they are feeling for the day. 
Glitter bottle - relax breathing

B - bite your tongue
E - empathy
A - avoid argument
R - reflect - tell me why, what is the block?
S - self efficacy - what would you like to do?

Once family has been contacted you must always follow that up. There are many reasons for doing this. 

Its better to do something than nothing at all! 

Get them to a GP!

Who do we go to for help?

• Family GP
• Public Health Nurse
• Harakeke Counselling Team
• Private counselling service
• Youthline or Lifeline - weekend support
• Arowhenua Whanau Services

What is FASD?

FASD - Foetal Alcohol Syndrome  - it is not a behavioural issue!


Although there is no research, it is suggested that at least 1 out of every 100 live births are born with FASD; 600 newborns affected per year. 
The prediction is there will be an increase in Christchurch due to earthquakes

They worry about others but have no idea how their words affect others. Restorative Justice doesn't work for these kids

They are very determined - persistence beyond what we display

We need to help them understand how their brain works. 

They are great with elderly, young children. They really want to do a good job and be a role model. They identify with young children. 

They don't hold grudges. They may get angry but the next day you will be their best friend. 

Things to consider

Quiet spaces for learning and working

Transition times are danger times

Individual study carrels - decorate with things that calm them