partnering with your school to facilitate positive ... · day to day logistics – movement around...

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Partnering with your school to facilitate positive outcomes for

your childJeanette Sealy – Learning SupportCoordinatorEmily Bruining – Occupational TherapistRobyn Hickmott – Physiotherapist

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Outline ● The Stats

● The Systems

● The School

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Stats about children with HSD:

● 48% are less active and less able to participate in sports● 41% miss time from school● 40% report handwriting difficulties

● 24% report “problems at school”

Adib et al, 2005

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Research also tells us that:

Children with HSD who danced on average 3.3hrs/week reported:

● fewer unstable joints

● lower pain levels

● and found pain to be less problematic, affecting less of their body

● less fatigue

● better QOL in the subdomain of school functioning

Nicholson et al, 2017

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It is essential for us to explore and understand the impact of the child’s challenges on school, home and their social life.

Engelbert et al, 2017

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Many children reduce physical activity and stop participating in physical education due to fear of injury or pain

Engelbert et al, 2017

Interaction Institute for Social Change | Artist: Angus Maguire, 2016

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The System

● Disability Discrimination Act (1992)

● Disability Standards for Education (2005)

● Legal obligation to ensure that students with a disability can access and

participate in education on the same basis as other students.

● ‘Reasonable adjustments’ - enable students to participate in education on

the same basis as other students.

https://www.education.gov.au/disability-standards-education-2005

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People covered under the Act include those with:

• Disabilities (including learning, intellectual, physical or sensory)

• Genetic conditions

• Mental and physical illness

• Those with HIV/AIDS

• ADHD

• Carers and associates of people with disabilitieshttps://www.education.gov.au/disability-standards-education-2005

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Nationally Consistent Collection of Data (NCCD)

● Provides a helpful framework to schools. ● Identifies the types and number of disabilities.● Levels of adjustments needed by individual students.

Processes and policies vary from school to school but must meet legal obligations.

https://docs.education.gov.au/documents/guidelines-nationally-consistent-collection-data-school-students-disability-2018

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Where does HSD fit?

● Types of Impairment- physical, sensory, social/emotional, cognitive.

● Levels of adjustment - quality differentiated teaching, supplementary, substantial, extensive.

● Hypermobility Spectrum Disorder is classified as a physical impairment.

● The level of adjustment depends on the individual’s needs and can change over time and across curriculum areas.

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Reasonable Adjustment

● Any measure or action taken to assist a student with any impairment toparticipate in education on the same basis as other students.

● Considers the student’s learning needs and balances the interests of allparties affected, including those of the student, the education provider,staff and school cohort.

https://www.education.gov.au/disability-standards-education-2005

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Potential Barriers in Education

● Day to day classroom routines – sitting for prolonged periods of time, poor

ergonomic seating.● Day to day logistics – movement around the school, weight of school bag,

length of school day.● Expectations for camps, excursions, co-curricular activities etc.

● Participation in the set school sports program and associated events due to

injury and pain management.● The impact of fatigue and injury on daily attendance.

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Potential Barriers in Education cont’d

● Psychological dysfunction – anxiety, depression, perception of peers, staff

etc.

● Student engagement in proposed plan.

● Academic requirements – handwriting requirements, timed assessments,

assignments and workload.

● Lack of school based resources.

● Lack of knowledge or understanding of HSD and its impact on the

individual.

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Examples of Reasonable Adjustments:

● Rest and movement breaks.● Provision of ergonomic furniture or equipment.

● Reduced workload.● Assessment accommodations e.g. rest breaks.

● Use of computer and assistive technology in non-assessment tasks e.g.Speech to Text software.

● Modifications to school based Physical Education program.● Modifications to camp activities/requirements and sports activities.

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Starting a positive partnership with your school

● Face to face meetings or alternative communication methods

● Identify one or two clear priorities which will improve the student’s school

experience, and write them into a plan

● Have a proactive focus

● Let the school contact know what you would like to discuss.

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Who’s at the table?

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At the Meeting- R.I.F.F.!

● Record● Inform● Facilitation● Future

Emily Bruining, 2018

Emily Bruining, 2018

COMMUNICATION

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Ongoing communication

● Use the communication method agreed upon● K.I.S.S● Plan for excursions and changes in sport programs to maximise kid’s

participation!● Changes to the plan● Take advantage of opportunities to meet and discuss when proposed by

the school - even when things are going well, it can be valuable to reflect

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"Writing, to me, is simply thinking through my fingers"

Isaac Asimov

● “Nice” handwriting is not a goal (unless you want a career as a calligrapher!), but a means of expression

● There are many means of expression, including typing, drawing, multimedia, music, scribing...

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● Detailed Assessment for Speed of Handwriting (DASH) with an Occupational Therapist

● Occupational therapy intervention:○ Remedial approach ○ Compensatory approach ○ Build core and upper limb strength and control

● School Curriculum and Standards Authority (SCASA) requirements

Intervention

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The School Curriculum and Standards Authority (SCASA)

Recognises that:● Students with a diagnosed disability, impairment or medical condition may

be disadvantaged in timed assessments.● Adjustments may need to be made to the exam conditions to facilitate

student access to the assessment.● It is not about creating an advantage but about assisting the student to

demonstrate their knowledge, understanding and skills fairly in ATARcourse examinations.

www.scsa.wa.edu.au

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SCSA guidelines for Year 12 ATAR Course Examinations

● The granting of special examination arrangements is not automatic.● Medical and/or psychometric evidence plus supporting school-based

historical information is required.● SCSA indicates the parameters around the evidence of the diagnosis

required and the types of arrangements that might be granted.● The most commonly granted arrangements include rest breaks (non-

working time) and the use of specialised equipment e.g. desks, chairs,cushion, slope board etc.

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SCSA guidelines for Year 12 ATAR Course Examinations

● The onus is on the school to prepare and lodge the application inconsultation with the student, parent, key people at the school andexternal service providers such as medical practitioners.

● A suitably qualified panel appointed by SCSA assess the application anddetermine the special arrangement to be granted.

www.scsa.wa.edu.au

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School based case management● Reasonable adjustments put in place should reflect what the student would

most likely be granted if applying for special examination arrangements in

Year 12.

● Adjustments should be recognised in a documented plan (CAP, IEP etc).

● Adjustments should have been in place over a sustained period of time and

have proven to reduce the functional impact on the student.

● case studies to follow as examples

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Aleisha (15) year 11Barrier

● pain & fatigue

● sitting is difficult

● poor sleep

● Struggling with handwriting

● Not participating in sport at school

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Aleisha (15) year 11Barrier Reasonable adjustments

● regular rest/movement breaks

● preferential seating

● allow cushion/s

● adequate time to copy from board

● use of laptop where appropriate

● monitor & modify homework

● teach to self regulate to manage

fatigue & pain

● pain & fatigue

● sitting is difficult

● poor sleep

● Struggling with handwriting

● Not participating in sport at school

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Aleisha (15) year 11Barrier Reasonable adjustments

● regular rest/movement breaks

● preferential seating

● allow cushion/s

● adequate time to copy from board

● use of laptop where appropriate

● monitor & modify homework

● teach to self regulate to manage

fatigue & pain

● pain & fatigue

● sitting is difficult

● poor sleep

● Struggling with handwriting

● Not participating in sport at school

● Student reluctance to take advantage

of/or to facilitate the plan

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Andrew (12) year 7Barrier

● Chronic pain which moves around a lot

● Recurrent subluxations shoulders & hips

● Several joint stabilisation surgeries

● Uses aids to walk

● POTS- prone to fainting

● Illegible handwriting

● Anxious about all the schoolwork he’s

missed

● Physically deconditioned

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Andrew (12) year 7Barrier

● Chronic pain which moves around a lot

● Recurrent subluxations shoulders & hips

● Several joint stabilisation surgeries

● Uses aids to walk

● POTS- prone to fainting

● Illegible handwriting

● Anxious about all the schoolwork he’s

missed

● Physically deconditioned

Reasonable Adjustments

● Flexibility with uniform

● High locker

● More time to move around school

○ Leave class 5 mins early with buddy

● Faint & POTS plan

● Subluxation/pain flare plan

● Use of pen grips/slope board/rest time

● Health centre access to rest flat

● Physio prescribed exercise plan

○ Done independently during Phys Ed

under supervision of teacher

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Tiffany (6) year 1Barrier

● Injury prone

● ADHD

● Cannot sit still

● Takes longer to complete work

● Easily distracted

● Phys ed teacher concerned re excessive

range and erratic movements

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Tiffany (6) year 1Barrier

● Injury prone

● ADHD

● Cannot sit still

● Takes longer to complete work

● Easily distracted

● Phys ed teacher concerned re excessive

range and erratic movements

● Phys ed modifications

○ Low impact

○ Paced breaks

○ Emphasis on joint control not speed

● Subluxation plan

● Rest and movement breaks

● Hokki stool

● Allow time to copy from board or provide

notes or Onenote

Reasonable adjustments

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Important Takeaways:

● Build a positive relationship with your school.

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Important Takeaways:

● Build a positive relationship with your school.

● Establish a chain of clear and regular communication with the school

around the child’s needs (without swamping the school).

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Important Takeaways:

● Build a positive relationship with your school.

● Establish a chain of clear and regular communication with the school

around the child’s needs (without swamping the school).

● Allow the school to inform all staff involved with the student about

the adjustments.

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Important Takeaways:● Build a positive relationship with your school.

● Establish a chain of clear and regular communication with the school

around the child’s needs (without swamping the school).

● Allow the school to inform all staff involved with the student about the

adjustments.

● Seek input from external therapists (OT, Psychologist, Physiotherapist,

Podiatrist, Specialist, GP) bearing in mind what is reasonable within the

context of the school, staffing, resources.

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Important Takeaways:

● Notify school of your child’s sensitivity to how they want to be treated and

viewed by others.

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Important Takeaways:

● Notify school of your child’s sensitivity to how they want to be treated and

viewed by others.

● Be aware of the need for advanced planning and flexibility around

participation – upcoming events (i.e. carnivals, camps etc.)

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Important Takeaways:

● Notify school of your child’s sensitivity to how they want to be treated and

viewed by others.

● Be aware of the need for advanced planning and flexibility around

participation – upcoming events (i.e. carnivals, camps etc.)

● Make time to reflect/review

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Important Takeaways:

● Notify school of your child’s sensitivity to how they want to be treated and

viewed by others.

● Be aware of the need for advanced planning and flexibility around

participation – upcoming events (i.e. carnivals, camps etc.)

● Make time to reflect/review

● Know the constraints of SCSA

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Thankyou