How to get access to the Intensive Wraparound Service
To get access to the Intensive Wraparound Service (IWS), seek a referral from one of these:
- a member of the Ministry’s Special Education staff
- a Resource Teacher Learning and Behaviour (RTLB)
- the student’s Ongoing Resourcing Scheme (ORS) fund-holding school (including Day Special Schools).
The referrer discusses the referral with the school and parents or caregivers before going ahead.
The person making the referral completes the application form. They gather information about the student, their history, background and needs. The student themselves and the people involved with them all have the opportunity to contribute.
Information must include:
- Frequency, severity and duration of behaviour
- Learning levels and gaps
- Impact on the child/young person's engagement and participation in the classroom at school, at home and in the community.
Examples of relevant information:
- physical health (sight, hearing, medical needs), height and weight
- activity and energy levels physical development, and gross and fine motor skills
- the child/young person's place in the world
- attitudes and values, including motivation to succeed, ambition to do well now and in the future, attitude to learning and school activities, attitude towards others and their property
- awareness of danger to self and others
- cognitive and executive functioning ability to access learning in the classroom
- language and communication skills including the ability to understand and express themselves verbally and nonverbally
- mental health strengths and concern
- s how the child/young person views their own development and social functioning
- social skills, peer influences and ability to make and maintain friends in and out of school
- willingness to engage in social activities
- awareness and involvement with family/whānau and iwi
- family functioning, and the match between parenting skills and the child's needs
- sense of belonging to social groups and disorders of attachment.
Include relevant information related to autonomy, control choice and identity:
- self esteem and belief that things could be better
- preparedness to change
- confidence to try new things and seek ways to improve
- sense of self and safety as part of a wider community
- organisation and goal orientation life skills, self-care, and independence at home, school, and in the community
- self-control and self-management including regulating own emotions ability to manage impulsiveness and defer rewards knowledge and understanding of cultural heritage
- preferences and level of engagement in enjoyable activities in and out of school (note engagement in both organised and informal activities: sports, music, arts, hobbies, clubs, etc)
- ability to access preferred activities
The referral goes before your Prioritisation Panel made up of:
- a school principal
- a Special Education manager
- an RTLB Cluster Manager
- an IWS service manager
The panels usually meet at least once per school term. Your referee can discuss the resources available to provide help in the meantime such as the Interim Resource Fund.
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