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

SPONSORED BYEhlers-Danlos Society Learning Conference, December 2018

Partnering with your school to facilitate positive outcomes for

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


Outline ● The Stats

● The Systems

● The School


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


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


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


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


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



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



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

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


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.


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.




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.


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.


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.


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.


Who’s at the table?


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

● Record● Inform● Facilitation● Future

Emily Bruining, 2018

Emily Bruining, 2018

COMMUNICATION


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


"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...


● 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


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

http://www.scsa.wa.edu.au/


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.


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

http://www.scsa.wa.edu.au/


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


Aleisha (15) year 11Barrier

● pain & fatigue

● sitting is difficult

● poor sleep

● Struggling with handwriting

● Not participating in sport at school


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


● poor sleep




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


● poor sleep



● Student reluctance to take advantage

of/or to facilitate the plan


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


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


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


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


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.


Important Takeaways:● Build a positive relationship with your 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.



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

viewed by others.




viewed by others.

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

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




viewed by others.



● Make time to reflect/review




viewed by others.



● Make time to reflect/review

● Know the constraints of SCSA


Thankyou

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

Documents