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Schools. It's organised by the Ministry of Education Community Partnerships team

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and we have five of our presenters here today and we are very privileged and lucky to have them today.

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Um,

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a warm welcome to everyone and thank you for joining us today on a Monday, especially if you've been busy throughout the day.

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Um, we're going to kick start with the correct here.

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Kahikatea kahikatea pikia vakarewa Karungaa Hiria Kakori Yuki faka Murimi.

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Poor attitude to Pullman amari Humana tikanga mathuri umaya purpurina mokopuna naranga Tyra Moore pupu kati hai teehee Mariota.

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My name is Nasreen and I'm the Senior Advisor for Community Partnerships based in Auckland and I'm joined today by my colleague Award Award Hackers. He's also in Auckland and he looks after Hamilton and I have my team member from Wellington, Cynthia Soto

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in another team member from Christchurch, Zara Imam Zade

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in. All of my team members are going to support throughout the webinar.

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Um, just a few housekeeping before we start. Um, there's going to be recording of this webinar.

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Please keep note that your mic and your cameras are turned off as we don't want the Wi-Fi to be affected because of the large number of participants.

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Question and answers is going to be through the Q&A on top. If you can see beside chat, Q&A is there on top.

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Chet is disabled because Q&A is going to be managed

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in the segment for question and answer is going to be after all the presenters have presented.

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Please stay present, remain for full session so that you can get all the information that's going to be shared today.

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And for your questions and your comments, please make it short, make it concise so that we are able to answer them.

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And now we're going to start with one of our first presenters, which is Huda Purvis. She's the Deputy Principal in Asanko.

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Huda is a passionate educator with over a decade of experience in schools across New Zealand and overseas. She's currently the DP in Sango at Tema Tauranga,

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with previous leadership experience in learning support, digital learning and team leadership roles. Holding a Bachelor of Science in Psychology and Biology,

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a postgraduate Diploma in Teaching and a Masters of Education, Buddha is committed to culturally responsive and inclusive education.

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She's especially passionate about growing teacher practise, student wellbeing and driving innovative learning through a holistic Houda based approach.

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Over to you, Hoda.

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Thank you

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kid Akoto. Thank you Nesrine for the warm welcome kiddo. Coach everyone, everyone go with the proviso Co Ingua. My name is Heather Pervez. As Nasrin mentioned, I am a Senco and Deputy Principal at Timatanga School, which is a little primary school in the South of Auckland.

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Today my aim is to give you an insight into the role of a SENCO and how they can support children and find out schools. I've tried to answer some of your questions that you've already shared with us around how you can support your summary care at home.

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Please bear in mind that this is just a sort of general overview of what is Sankyo does. Every school, the role looks a bit different. Some schools don't have the same car so it can it can vary quite a bit. But this is just from my experience and just a general insight of what it might look like. So a Cinco is a special education needs coordinator and this is a school based role focused on managing and coordinating programmes and support for learners with additional needs. Again, not every school will have had some schools

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might have another member who does this sort of part of the job, but there might be a classroom teacher, they might be in senior leadership or sometimes they do have learning support coordinators at some schools as well. So

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all right, there we go. So what is a Sinco? As mentioned, it could be a teacher or a school leader. They are qualified teachers. They coordinate with teachers, teacher aides, parents. It could be social worker and schools as well, as well as other agencies like the ones you'll hear from today like RT, LB&MOE and their job the same who's job is to ensure that students receive the appropriate support and resources to achieve their full potential and thrive in an inclusive learning environment.

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What that might look like. So part of a Cinco's job is identifying needs. So they would be working with staff to identify and assist students who may have special educational needs.

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They might also support by developing plans which is creating and reviewing Ip's or also called individual education plans for students who have additional learning support.

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They might also coordinate provision. What that means is they might oversee the implementation, implementation sorry of special education policies and programmes within the school. They might start an initiative to support those learners that need additional support.

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A big job of Asenka as well is to support staff in school and that's as we mentioned, my passion as well is to make sure that teachers are well supported, to be able to support the tamariki in the classroom. So Sencos might provide guidance and support to teachers and teacher aides to ensure that they can effectively support students that have additional needs.

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They might also, well, they actually need to monitor the progress of students. So they're track tracking and monitoring the progress of all the students that are on their register that they support and make sure that they're receiving appropriate interventions. And there would also be working with lots of stakeholders. So that would be Perrance and other agencies as mentioned before, Moe, they might also be speech language therapists or occupational therapists and other professionals and agencies to coordinate support.

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Another part that's not mentioned on the slide is sort of applying for support as well. So Cinco would be your go to person if you're looking for support from Moe or RTLB or any other agency. They can help guide you. They can also, you know, part of their job is also managing budget and prioritising with the funding goes.

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They also, if you are your child is at high school, they might also look at the coordination of a special assessment conditions for students that needed. But overall they just wear a lot of hats. So there's quite a bit that they have to do. Every school again is different. So what each Cinco does could look quite different.

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So the students that thinkers would support also

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can very generally there are neurodiverse learners and a learners that might have some disabilities or learning needs. This would include students that are hard of hearing, blind students as well any, any additional students that need that additional support.

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They might also support students who have communication or behavioural needs, including any sensory sort of needs that students might have. So some ASD students there might be diagnosed with autism spectrum disorder or a DHD students as well might have some sensory needs. So you know, they might need sensory toys etcetera. So they can support, they support those students as well,

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gifted learners. We've got our English language learners as well, which are Esso learners, refugee students or any other students that would be at risk of not achieving

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or risk of disengaging from learning overall.

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Other learning needs that are not mentioned and could include specific learning difficulties like dyslexia, dyscalculia as well. But a big part of my role at my school because I am, I've got a hoarder focused approach, which is wellbeing. It's around that emotional and social difficulties that students might have. So Sinkhole can also support student with emotional programmes or social stories etcetera that can support students

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who are facing those challenges.

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So this is more centred around questions

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that were asked when you registered. So from here on, I've sort of tried to cater on to those, cater to those questions.

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So how might these students be supported at school, At each school and for each student, support might look very different. Support can also be based on the size of the school, the budget, the needs of the school as well. But this is these are some ways that schools do support those students. So the biggest form of support is differentiated classroom teaching. Especially in primary schools, it's expected that teachers cater to the needs of all the tamariki in their classroom.

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We also have learning support assistants or teacher aides. This comes from funding and I'll talk a little bit about where this funding might come from in a minute. But they can also support students one to one or in small groups as well, which goes to the next point, which is individual or group interventions. So again, that could be supported by teacher aides, but that could also be supported by senior leadership team at the school. Sometimes they run intervention programmes, etcetera,

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a collaboration with external professionals as I mentioned earlier with RTLB, Moe, et cetera, and monitoring that progress. So it's important that we monitor each student progress and also creating an inclusive school culture.

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I'll be with strengths are celebrated. So it's not just focused on challenges and there are appropriate interventions put into place as students. All students feel included.

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I was talking earlier about the funding. I'll talk about on the next slide about the funding streams where we can get support. But part of school funding comes from what's called support for inclusion funding used to be called the SEG grant and that's up to schools how they use it. So again, they might use them for interventions, they might use them just for teacher right time for some students that needed or they might have some other resources that they might buy with it. That's up to the schools how they use that.

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Here are some supports that are available. Some of these people will talk after my presentation so you'll get to hear from them.

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These are again, supports can vary

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in what they look like at each school and for each student. This is sort of the mainstreams of funding or the main ways that schools generally apply for support.

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So I'll talk about ORS, which is ongoing resource scheme. So this is probably the hardest funding to get because with this one, you have to show that the student is actually very high needs. A high needs are very high needs, but this formal funding does support students until they're 21 years of age.

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Other support that we can get eyes from the ministry so we have to apply again. So if you're looking at absolute behaviour support, speech, language therapy, occupational therapy or even physiotherapy support for students generally the same code would apply to the Moe and we'd have someone come in and assess and talk to the parents. It's all done through with parents consent.

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It's RTLB. I will have an RTB speak after me. So you'll hear more about that. But at schools we, we have a lot of Rtls at the school that I'm working at because they've and have a range of knowledge. They've got very specific knowledge around certain learning needs, etcetera. They can support with resources, they can support with screeners. So we can't diagnose students with learning needs or, you know, even autism or ADHD or dyslexia. But sometimes

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you can help with screeners to see, yes, they might be at risk and they might guide the parents to what the next step would look like for that.

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But I think a big work of RTLB is empowering teachers again. So they do work a lot alongside teachers to support the students.

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We've also got in class support, which is some students, different schools depending on the size and the needs get allocated number of in class support, which is five hours a week, so one hour a day. So some students might be supported this way.

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These forms of support can mean teacher rate, time or support in the small groups that we talked about

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if parents are looking for diagnosis. So if you're looking for diagnosis for ASD, autism, ADHD, dyslexia, that's done through a paediatrician or specialist places like spelled which does the dyslexia assessment. Generally, people who are working within the school are not experts in those areas that they can diagnose.

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I just quickly want to touch on the other support. So the I talked about English language learners, which is our ESOL learners. So a lot of schools have programmes running for that. They might again be 1 to one or whole group setting, small groups. They also provide refugee support. So refugee support can come from Moe in terms of funding the Ministry of Education, which is a bit more than the ESOL learners

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sometimes, as we know for refugee students, it's also language can be a big barrier.

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So that funding can be used for translators and teacher aides that could support that student in that same language or again, based on these in a different way.

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Add the two forms of fundings I haven't mentioned. They are I RF, which is interim response funding. If something's needed urgently, sometimes schools can apply for that one and also transition support. So there is transition support available for students coming into primary school from early childhood and also going out of primary school into high school. Sometimes that's done through RTLB, sometimes that's done through OE, and sometimes it might just be the school supporting that transition.

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Now this was a a question that was asked a lot about how you can support your child.

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The most important thing is that you are your child's advocate. We've got teachers and people working at school who also are But you know your child best. You spend the most amount of time with them.

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So

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advocate for your child.

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It's also important to attend the parent workshops, any parent meetings that they have at school, any events. Sometimes schools have, they might have some evenings where they talk about how you can support your child with reading, writing, or sometimes they might have support around anxiety or online use, etcetera. So if you can, where possible, attend those

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also discuss your concerns with the teacher and I've said and or team leaders. Sometimes you know

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you might need to take it to the team leader because it's a issue that's out of the teacher's hand

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or teacher can't support you. But sometimes if you feel like you haven't been heard as well, which can happen, I do encourage that you talk to the team leader. You can also request to meet the same call and the other leadership if you know there isn't a person that's

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the single at that school. But there would be someone who supports students with learning needs and can support parents as well. And I've also put down their reach out to supports. There's a lot of community based programmes around and there's also social worker in schools

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do reach out and they can also then help guide to the next place. So a social worker in school might not be able to support you, for example, but they would know other agencies there might support you with specific issues.

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The process of support is around identification that I mentioned the saying those are responsible for, and then we have the planning, the IP

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after that, its implementation in reviews. So parents are involved in that process and should be involved in all of that process. So if your child is getting any support at school, you're within your right to ask for what this is looking like. What's the progress that the students making? How can you know if you want to support them at home as well, you can ask for that as well. It is really important that schools and parents work in partnership.

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So we have to make sure that that's happening. And so please reach out.

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There is support out there,

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it's just sometimes a matter of asking.

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So this is the last slide around how you can support those neurodiverse learners at home as well.

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I've got some examples here, sort of not very general, ohh, sorry, not very specific. They're quite general, but you can also find a lot of things online. If you are looking to support students with a specific neurodiversity, for example, there are resources on the ministry website as well and they're quite good. If you want, you know, looking to support a DHD and learners or learners who have autism or any other neurodiversity,

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we can look for specific ways of supporting them online. We'll go through some of these.

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So

18:44
one way that learners can be supported at home and in the classroom as well. So all of these also apply to classrooms is creating a supportive environment where you know their sensory needs are considered. So having a calm space, especially when they're emotionally dysregulated, it's a good idea to have a little space where they can go and calm down that's distraction free with minimal platter. And some some students, some neurodiverse students may benefit from fidget toys

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to channel excess energy with this as well. For a lot of our students that have additional needs, structure and predictability is very important. So establishing routines in predictable environments to help children can help them feel secure and understand what to expect.

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Got movement breaks? So, you know, most students, actually all students have a short attention span, but some students, for them it can be even shorter. So it's a good idea to have movement breaks to break up the longer activities, especially if you're doing things like homework at home with them. Don't expect them to work with you for 30-40 minutes or an hour. Maybe do 15 minutes, take a break, and then come back to the activity.

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If you are struggling with them not being able to follow tasks or your instructions, it might be a good idea to break down those instructions as well, just into smaller chunks. Instead of giving them 10 instructions, you just go one or two, three sometimes if they're older and and just

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you break those tasks down

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and play to their strengths. All our learners have strengths. So it's about tapping into those trends and using that to your advantage. So you identify that strain and build on it. So even if they're not interested in reading, they're interested in dinosaurs. Make your reading about dinosaurs or you know, your maths about dinosaurs, just as an example.

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I've got another thing here about encouraging open communication with the children and the teacher as well, because I do think that that's really important. That's why it's on 2 slides. Please do communicate with the with the teachers, but also talk to the child as well. You know, the children do know what's hard. The children do know a lot of the times what's going on. And sometimes even if they're not sharing it with you verbally, you might be able to see some triggers. You might be able to see, you know,

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they're getting really agitated and stuff, and that's still a form of communication. So do listen to that

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and umm,

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you know, preempted

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give them the space that they need or talk to them about it as well. So they're feeling a bit

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dysregulated. You can talk to them and say, hey, looks like you're a little bit upset. How about we calm down South? That's still that communication that you've got with them,

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I think. I'm sorry, going back to

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the thing that I had at the top. So I've got this note on my device that reads Taki Watanga, which is a trial word for autism, but it means in their own space and time. So it's used

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for students who have autism, but it translates to in their own time and space

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because all children work in their own time and space, as do all adults. We all have different strengths, we all work at a different pace, we all learn in different ways. So it's really important to keep that in mind as well. So if your child is learning differently, if your youngest child is learning differently to the oldest one,

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every child is different. It doesn't mean that there's something wrong or something's not quite right. But if you are concerned, please do talk to yeah, yeah, the teachers, the same Co etcetera. And also just be kind to yourself as well. Job of appearance quite hard as well. And in if you do have learners that have additional needs, it can be even harder. So be kind to yourself as well and ask for support. There is usually a lot of support available and there are people who who would love to support you

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as well at schools as well. So please do ask. That's it from me. And if you've got any questions, please do feel free to put them in the Q&A and we'll try to answer them later on. Thank you.

23:09
Thank you, Huda, for that very informative and clarifying presentation. It's good to hear from you in the processes that you explained as well. I will now move on to our second speaker who is Olivia, Olivia Tinkler.

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Olivia has taught for more than 15 years both in New Zealand and overseas in both state and private education systems. She has two pre school age children and is currently working as an RTLB.

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Excuse me where she will explain in central Auckland supporting schools to lift achievement and improve wellbeing for the students in Fano. Over to you, Olivia.

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Thank you. Thank you, Nazarene. I'll attempt to explain what I do. I had to try and do this with my family, a couple of family members in the weekend. And yeah, it's always quite difficult to try and explain what you do to people that you know, let alone people who are on a webinar. So I'll do my best.

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So I am here as representative of the RLB service,

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which is something that is available to students in all schools, all state schools across New Zealand.

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Firstly, Coto called Olivia Tukwila called Waka Totowa called topiary team owner call Kitty Kitty Dora ho Cortana Kimiko a Ho Anohana Coto Tina Coto, Tina Coto, Katya I. My name is Olivia, I grew up in Hamilton and I now work in central Auckland covering the western half of the central SMS and Waiheke and Great Barrier islands. We have quite a diverse coverage area. We have students from

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many, many different ethnic and cultural and linguistic backgrounds

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and it's a very, you know, it's an incredibly diverse area with a lot of strengths within our communities and I really appreciate that. I've been in RTLB since the beginning of 2020 and in that time I've seen a lot of changes post pandemic for teachers

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in the classrooms and in schools

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as well as in the community. I've also become a parent in that time, which also brings a new lens to my practise.

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And before becoming an MTLB, I was a teacher for over 10 years, both here in New Zealand and overseas.

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Um, so

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yeah, to my next slide, who or what our RTLB,

25:50
Firstly, RTLB stands for resource teacher of learning and behaviour. So we are registered teachers, We still have our practising certificates, we get into classrooms as much as possible. And when we were allowed to, we take over classrooms and you know, teach alongside teachers if they'll let us often, you know, as much as we love our jobs, we do miss the classroom. So it's really nice to be able to get back into our, our original profession.

26:16
Um, we do have specialist training in student learning and behaviour. So there is a post grad diploma which alter all RLB S are right to

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and and I finished mine last year

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and that specialist teaching post grad just sort of expands our knowledge and our

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awareness of, you know, different ways of working with students and in schools.

26:48
What we do is we work alongside schools and teachers

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to understand what's happening with a particular student and what might be making learning harder.

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We focus on supporting the adults in

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your child's life, like teachers and school staff, to make changes that will better meet your child's needs in the classroom. The goal is to make sure the environment, teaching opportunities and support are right for them so that they can thrive.

27:17
We follow a strengths based perspective and we use an evidence lead practise. So as Huda mentioned before, all children have strengths. We like to focus on what is going right in a student's world, what are they good at, what are the interests and we like to use that to build on where they may need extra support.

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Um, and we combined that with our knowledge of, you know, the best evidence practise that we have to make suggestions and support teachers to make changes in their classroom practise and support schools to also support the students.

28:00
OK, so we work together with others to provide practical advice, advice and support and we'll use a strength based approach. As I just said. We also respect the cultural beliefs of those who interact with and we follow a practise sequence known as HIPAA. So HIPAA, which I'll talk about in a moment, just kind of as a sort of a circular sequence that guides our practise and supports what we do in schools.

28:28
The process works with the first step being the school

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and the RLB liaison. So there's a liaison RTLB, who works in every school

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to her discusses the learning needs of particular students that may have been sort of identified by the Sinco or by other teachers. And we discuss what kind of options there would be in terms of what we offer as a service.

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The school then contacts the appearance and they discuss what options there are if ATL be involvement is the right step.

29:08
If it is felt that this is the right course of action, the school will contact the RLB service and make her formal request for support.

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Parents need to give their consent in order for any RTLB referral to take place and it is an informed consent. So parents have the right to see the information that is written or recorded about their child and see the reason why the support was the request for support was made.

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So all information is as as the F for you to see. It's really important that it's transparent. And as a parent, you have the right to decline a service or withdraw consent at anytime if you felt that that was the right option.

29:54
There are three meetings. So in our sort of practise sequence we have the first meeting, which is with the RLB, the FANO there

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teachers and representatives from the school, usually the SINCO, to better get to know the student. This is where we get together and we discuss

30:11
what's going right for the student, first of all, because it's really important that we maintain that strength based perspective.

30:17
Umm,

30:19
within look at, you know, what

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potential

30:24
needs the student may have and any concerns that anyone has, whether that's the school, the teacher, or the parent are raised.

30:34
We then make a plan to collect information, so that's usually through classroom observations,

30:42
some assessments, conversations with teachers, with the student as well collecting student voice

30:52
and our communication with the Fano as well. We always say that yes, we are this known as a specialist teacher, but really the specialists are the students, family and teachers because they are the experts on that student.

31:08
After we go into classrooms and spend some time collecting the information, we will have a second meeting, which is the action plan or Tar Tai meeting, where we come together as a team

31:21
and we

31:23
look through the data. We sort of identify if there's any obvious triggers or you know, for certain behaviours or any obvious trends in terms of when support might be needed, whether that's in a particular subject area or whether that's at a particular time of day.

31:42
And we then discuss a way forward. So we think how can we best address these particular challenges within a certain time frame? So we work within a 20 week roughly time frame. 20 weeks is equivalent to two school terms that can be extended under certain significance

32:07
that says like flexible. But generally around that sort of 20 weeks or half a school year as kind of that's what's sort of been recognised as the best time frame to ascertain whether or not this particular kind of support is working. And if it isn't, then how to change tack and what to do instead. So within those 20 weeks, so sort of from sort of like,

32:36
you know, just a rough kind of estimate. So from like sort of five weeks into the project, we start working with teachers, you know, coming in, putting the plans in action, whether that is,

32:50
you know, creating a behaviour plan with the school or modelling lessons, Co teaching lessons with teachers, providing resources, social stories, you know, first thing charts,

33:03
those kinds of things that are useful to sort of have in the classroom. We also can provide things for home as well. So we often make resources or, you know, give support to Fiano for them to carry on the same things at home. It's really that's been shown to be really useful that the language is consistent across the different settings.

33:33
Maybe if everybody is working from the same page.

33:37
And then after we've had those weeks of support and we do, you know, there's a lot of discussion and that time when we back and forth, you know, between the teacher and the same Co and the parents and the RTLB and the student, we come together again and we have a third meeting, which is our review meeting.

33:55
And this is where we review how the support has gone and make a plan for the support to continue with our RTLB involvement. So this is where if it is a successful plan,

34:06
then it will be able to be carried on without the constant need for an RTLB to be present and, you know, checking in on everybody. The best plans are sustainable and that's what we aim for.

34:21
You are welcome to bring any support people you would like to bring with you to meetings. So you know, the three meetings, feel free if you have someone else you'd like to bring, whether that's, you know, someone else from your family, an extended family member who spends a lot of time with your your child or a translator or somebody from the community that you feel would be really helpful to have the you're absolutely welcome to bring that with you.

34:48
Okay, this is a slide that just sort of

34:52
shows our practise sequence. So this is hypocrite or so if you are, if you are involved in an RTLB referral, you'll see this this graphic which just talks about how we work and it's sort of like it's sort of a circular shape because we'd like, you know, it's not a linear thing. We do sort of come back to certain things at certain points and just review that it is working the way we want it to work. And if something isn't working, then we go back and we try something else.

35:22
We don't just continue on with the same thing hoping that it will work eventually. We're pretty flexible and yeah, we try. And to make it so that it is like a like a sustainable model. Our seven guiding principles are that we are mokopuna and farno centre. So that means that we hold the child at the centre of our work

35:44
and the piano is an extension of the child,

35:48
which is. Yeah, as a parent myself, I understand this, um, really deeply that your child is, you know, your precious gift that you are putting out there into the world. And so anything that happens to your child happens to you as well. So that's why we really value the FUNO input. And you know, they are the best experts on their child. So it's really important that they are informed and involved

36:15
at every step

36:17
and and we encourage as much input from from families as possible.

36:22
Shouldn't just be something that you are just sitting back and observing. We encourage and invite parents to be active participants in the process.

36:33
We're strengths based. As I said before, every child has strengths. Every child is not just one thing. So it's really important to recognise that at every stage and and keep that in the forefront of everyone's mind.

36:50
We're collaborative. So like I said, we invite a range of opinions. It's not something that is

36:57
that an RLB will go away and write up a plan and then everyone has to do this because it's the best practise model. It is a collaborative effort.

37:07
Everyone has to sort of have a say. Is this going to work in your classroom, for instance, teachers, or is there something that you feel you can

37:16
parents like? Is it something that's going to work? If it's not OK, let's try something else. It's, you know, it's about everyone having a say in this process.

37:24
We are culturally affirming and responsive.

37:28
You know, we, we really value other insights and diversity and perspectives on issues.

37:35
Yeah, especially because, you know,

37:38
sitting students may have a certain belief about something and we need to know that so that we can work alongside them and the Alfano,

37:47
um, we're inclusive and we try as much as possible to avoid situations where we have like withdrawal groups or things like that. I mean, sometimes those things are necessary, but on the whole, it's we kind of embrace the idea of inclusive classroom where, you know, every student is involved as much as possible in the classroom routine.

38:15
You know, that that that is what the data says as the best for their academic and social and emotional development. And also this has, you know, the benefit of supporting other students in those classrooms who may also have similar needs. I don't think I've been into a classroom in the last five years as an RLP where there has been only one child with like an entirely

38:46
dependency of needs that there is so much crossover with with so many children. So it's important that, you know, everyone gets the opportunity to benefit and it also just kind of helps to

38:58
to make the teachers life hopefully a little bit easier too.

39:02
We're logical. That means we look at how classrooms operate, how schools operate and what the wider environment looks like. So it's not just

39:13
about, you know, we, we saw this in this this classroom observation at 10:20. We sort of think, OK, well, you know, this was after a fire drill or, you know, this was a moment where, you know, there's been something else happening previously or there was something else coming up that could have been causing anxiety. So we do look at a wider picture

39:35
and we're evidence informed as I said earlier. So we we try to bring together all the relevant information to make the best possible plan for what we do.

39:47

 

39:52
OK, so how can finally help? As I said earlier, Fanno are an essential part of the team, your participation and meetings and knowledge and your experiences of your child.

40:01
As respected and valued in the TLB service, you can work at home with your child to support the goals in the collaborative action plan. And often in our meetings we will have discussions around a home goal or you know, what can be done to support what the school is doing in the classroom. So that could be a having like a another copy of visuals that goes home that are, or a social story that parents can read. If there's going to be an event at school, you know, he's a social story about that. We're going to go through this at home. We're going to read it

40:34
tonight before bed and we're gonna, you know, prepare ourselves for that so that, you know, that also supports what the teachers are doing in the school.

40:44
Yeah. You can work at home with your child. Just what the goals. And please don't hesitate to ask questions. You know, that we we try and to be as open and approachable as possible. We do invite parents to contribute

41:02
and obviously, you know, there and especially in the areas that I work in,

41:10
their range of duty means that sometimes, you know, appearance may not have English as their first language. And that can sometimes be a little bit of a barrier in terms of, of asking questions or, or feeling that they are able to, you know, find something out or pushed into something. And again, you know, please make sure you have, you know, if, if you need any support with anything like that, you know, the schools, you know, obviously very happy to help and we can also support with that as well.

41:40
Yeah, because the the more questions that you have answered, the better the outcome is going to be for your student, your child.

41:50
So this is just a little bit of an overview around what we do.

41:54
So we have the three tiers of support.

42:01
So tier one, which is universal learning support non is Tim Martha

42:07
student needs can be met through inclusive and effective classroom practise. So this is where we work alongside teachers to think, OK, you know, we've noticed that the student

42:19
has issues in their transitioning time, you know, they may be dysregulated during transitions. So how can we support them to, to make those transitions a little bit easier between, you know, you know, reading and maths, for instance. And just, you know, maybe there's things in the classroom that we can tweak. Maybe we can put a system in place for everyone so that everyone can be, you know, just having a little bit more notice, for instance, that it, it's going to, you know, change to,

42:47
to reading in 5 minutes time or little, little things like that that we can do in the classroom. Tier 2 targeted learning support. So student needs can be met through targeted small group supplementary support. So that might mean like a

43:02
a particular focus on a reading group or a particular focus on a group of students who may need some support with

43:10
emotional regulation and finding ways that we can do that through a group situation. And then finally on the Tier 3, which is tailored learning support, students needs can be met through intensive individualised learning support or specialist intervention. So this may be more of

43:30
more about a particular individual student referral where you know the support may be

43:40
slightly more targeted to one student and their needs. And again, that is something that can be discussed with the whole team and we figure out what that will look like.

43:57
Again, a little bit more information on that. Tailored support is not necessarily 1 to 1 support. And I should probably mention that as a RTLB, we don't normally work 1:00 to 1:00 with students. The reason being for that

44:13
we have 20 weeks to try and affect our affect and change and then you know, we step back. So if a student has been given 11 to 1 support for 20 weeks and then that is suddenly cut, it is not going to be sustainable.

44:33
Um, so we try to think of sustainable solutions as much as possible. So normally that isn't 1 to 1 support, although it may include some instances of 1 to 1 interactions with RTLB and students

44:51
you know. Tailored support may include seating arrangements, specific strategy, tool or piece of equipment such as a wind then chart, a social story, a pencil grip, or assistive technology.

45:02
It may also include increased teacher scaffolding or different ways of presenting information for a particular student. Again, we try to make it so that it is sustainable for the teacher as well, because teachers are incredibly busy, as we all know,

45:19
and they're also trying to make all of the kids of their own students. So the more we can make it easy for them, the better.

45:27
That's our

45:28
very briefly, assistive technology is a T assistive technology. It's specialised equipment and remote sorry and technology that assists students to access and participate in learning. For example, the

45:41
remote microphone hearing aid, which is known as an RHA, which is a system where you have a student within a a headpiece. Ohh, sorry, an ear earpiece and the teacher wearing like a microphone attached around the neck, which transmits the audio into the ear so that it's a little bit less of a barrier between what the teacher says and hearing that across the classroom.

46:12
Text magnifier, Braille resources, software like speech to text or word prediction. I just want to mention for the Rematch A, some pieces of

46:21
assistive technology like the RMH A system do require a specific diagnosis. So the MH A requires a diagnosis of audio processing disorder or a PhD in order for that to be accessed.

46:36
Funding for assistive technology could be considered if the equipment the student requires is specialised and different from the equipment available in the class or the school. For instance if they have iPads in the classroom. But it would, it's felt that actually the student would probably benefit from a Chromebook instead of an iPad.

46:54
Sometimes in the course of an TLB referral, it may be decided by the team that assistive technology might be needed. So this would be editors one of the goals and the plan and then we would support the school to work towards a referral for that.

47:08
The application will be submitted to the

47:12
no way a moderation team which decision but the GP service. We don't have the jurisdiction to decide whether or not the applicant

47:20
and and successful.

47:23
So just quickly go through these. I know I'm conscious of time. How long does the TLB service last? So as I said, normally about two terms with an average of 15 weeks of implementation. So like that first five weeks meeting, data gathering and then 15 weeks of implementation before review review.

47:44
Can we expect the child to make curriculum expectations after 2 terms of RRBS sport support?

47:50
So 2 terms of RTLB support is usually not sufficient to meet curriculum expectations if your child is working, say, 3 curriculum levels below where the cohort would be.

48:03
Therefore, we measure the child's progress against this specific goal noted at the beginning of the process

48:09
and then at the end. If there's little to no progress if what if there is little to no progress at the end of the RTB support,

48:17
we support teachers to set specific goals that are achievable for the student. They implement evidence based strategies and monitor that these are being frequently used in the classroom and by school staff. With consistent use of tiered interventions. It's expected that there will be some progress. And yeah, and sort of like 95% of the their cases that I've worked on, we've seen progress and in the other 5% we've ended up, you know, re referring with a different plan in order to, you know,

48:46
that student and support the teachers and the fun are to, to get closer to our original goal.

48:54
And an unusual situations where there may be little to no progress after 2 terms. Then the team will discuss other factors that may be implementing, ohh, sorry, impacting progress. We may identify other avenues of support such as the GPMOA or the Curry Centre in Auckland. There may be other local depending on the part of the country that you're in, local support agencies for you as well.

49:20
Do we need any psych report to be able to refer a child for RTLB support? No, you can. You can refer anyone who needs learning or behaviour support,

49:30
um and if they have any psych report they don't need to be referred to an RTLB but sometimes it can be a recommendation.

49:42
Can the school request for support and multiple curriculum areas?

49:45
We try to focus on just one curriculum area for each request for support

49:51
and how often can we send referrals for the same child. So it's recommended that time is spent in beating the strategies from the previous referral before making further requests for support. However, as heard mentioned before, request for support can also include transitions to new schools or new year levels. RTLB support students all the way up until the end of year 10. So if they're at, if it's felt that it would be beneficial for a student to have support with transitioning between schools, even though they've just finished

50:22
a referral, that can be something that can be negotiated as well. My last slide, I'll raise some taking up so much time.

50:30
Our website is this is my own cluster website. So this is cluster seven in Auckland's website. However, if you Google ATLB,

50:41
there will be there's 40 RB clusters across the country, each working in different geographical areas. So there will be a local one for you.

50:51
Yeah, thank you.

50:54
Stop talking now. Thank you, Olivia. I'm mindful of the time and I'm also aware that

51:01
the Wi-Fi may be having issues for some of us. And if we are dropping off, it's because of the weather wars.

51:09
Um, we're gonna move on to the next presenter, which is Tanya Engineer. She's the education sector Educational Psychologist

51:18
with Ministry of Education and she's based in SW. She was born in India and attended intermediate college and university in Auckland. She completed her graduate diploma in Educational Psychology practise at Victoria University. Her work has only has always been with young people as a nanny, teacher aide, day care staff, AP mentor, a programme leader for university entrance in a safety programme, facilitator for children recovering from family violence. Passion lies in building

51:49
relationships with the father she supports, drawing on these trends skills to support their young ones growth change for themselves.

51:57
Over to you Tanya.

52:01
Kira Carter Namaste Cortana engineer Tokyo ingawa called Kaimata hernado aho. So Kira namaste. I'm Tanya. I am one of the educational psychologists that works with the Ministry of Education. I'm based in Auckland at the moment, but my ****** Papa and heritage is stood India. But I have called New Zealand home for about 22 years. This year, so very briefly, I'll be talking about how I support children and families across school

52:31
and explain what fires and educational psychologists look at when talking about a child's needs and what we all can do to support the wellbeing of our children as well. I do want to preface this by saying neurodiverse is a very hot term at the moment, but I'd like to unpack that a little bit by saying, you know, neuro talks about your mind, your brain, your body, your person. How does that function? And diverse is obviously

53:02
speaking to the diversity of how our brain can work as well. So looking at how any brain, any kind of person can function in their in their way, that's what we'll be focusing on as well. And I invite to think, invite you to think about your own diverse ways of learning and being in the world as well. So to give you an example of that quickly, when somebody is reading something to me, I often zone out

53:32
because I don't I don't really attend to the things if I'm hearing it, but if I need, I need to look at a piece of paper. So that's just my way of learning, and I hope you can unpack some of those as well as we talk about the image in front of us. So following the principles of their Thirty or White Target or Tail Maris or Mari Culture, educational psychologists often see wellbeing like a fuddy or a house that's a house in the middle

54:03
with four strong walls and a foundation and our child right at the centre.

54:09
So we talk about Tahiti Nana, which is our physical health. So this includes body language, energy levels, how alert a child is, how a child can navigate their space, can talk about things like balance and the way they sit, the way they carry themselves. We're looking to see how a child engages physically with their world.

54:35
We also talk about tahirul, so our spirit and our wellbeing and our beliefs. So it focuses on a child expressing their cultural identity, how they view themselves, how their confidence and spirit may be strengthened, and their feeling of belonging to their space, whether that's at school, home and community.

54:58
To Havana, which is all of you here today, You know our family and our relationships. So this will include immediate family, friends, cousins, teachers, community groups, and anyone that a child considers important in their life. So we ask how strong those child's connections are to those people, what the child can learn from each of those relationships and how these relationships shape the child's development and their identity. So people

55:29
that they connect with, how they present themselves as well, what do they consider themselves to be important to those people? So you know someone some might think, ohh, I'm my teacher's favourite student or you know, I'm Nana's favourite. How they are interacting with the people and what they bring to each other.

55:50
We also talk about Tahap Hernado, so our thoughts and our feelings. So we're asking what the child thinks of other people or an and themselves, How do they share their ideas and emotions. We also look at their learning, So what subjects they enjoy, what skills they have, their style of learning. So drawing, writing, building, movement, activities. So just like I said, you know, I'm more of a reader than I am a listener. And how the structure of school

56:22
helps them to participate and let their skills shine. So as Fodder and Olivia has said, we are looking at how a child can express themselves, what are their strengths, what can they bring to the table as well.

56:39
And most importantly, not mentioned on the on that image I can see, but it's tough. Fenia O our land place and our roots, which is the foundation that the house sits on. So it is a link to the land where we get our nourishment and connections. So where do we come from, who we are, what shapes us? It can also be the spaces where a child feels comfortable, safe and able to be themselves. So where they are

57:10
able to express all of these things in their four walls and be really grounded and and able to shine as well.

57:21
So when all these walls are tall and strong and sitting on a stable and safe foundation, our children can learn and grow well. So we work to strengthen each part of the fuddy or the house so that it offers protection and develop skills for the child's wellbeing.

57:40
So it also understand that children don't grow in isolation. There are many parts and layers of influence which you can see wrapping around the house or the funding. And each layer highlights key connections, experiences and wider systems that will help shape the child over time in space. So we call this model the Bronfenbrenner Ecological Systems theory, which is a lot of big words to just say your child is at the centre

58:11
and there's multiple layers of influence that impact the child's world as well.

58:18
So we've got the micro system, which actually is right in the should be actually right in the centre. This is your child's immediate world, your family, your school, your friends, and we work closely with these people to understand the child's needs,

58:35
the meso system which is just below it, which are the connections between those close relationships. So like all of my speakers have said, how the school and the home communicate, how the school communicates with other agencies, and how the home communicates with other people in their world as well. And we help build those strong bridges between these places as well.

59:00
The exhaust system, which is just the third layer out, these are things that affect your child indirectly. So like your workplace or your community services, we can consider how these might impact your child's wellbeing as well. So to give an example, if we are working with the family or school, who says child's neighbourhood school or child's not able to get here on time and is not, you know, being able to settle down in the morning,

59:30
you might actually ask and go, hey, mum and dad, is everything OK to get child to school at time as well? And if it's workplace or, you know, workplace commitments that are keeping you busy, we can start to unpack a little bit of those and say, what can we do to improve those systems as well?

59:49
The macro system, this includes culture, values and laws. So we respect everyone's traditions and beliefs, and we work to make sure your child feels safe and accepted. So with our migrant refugee families, just like myself, there will be things that we bring with us that we call them funds of knowledge. You know, we might not be able to express it or there might not be a word in English that says, you know, translate directly over to what we have. But we have experiences and we have knowledge.

1:00:22
That we can share and there will be a way to express that as well. And chrono system which is kind of wraps around everything. So this is about time and it measures life changes, migration and growing up. And we understand that moving to a new country brings big changes, but we're here to support that journey as well and see what can we draw from that journey

1:00:48
and yours as a skill to adapt to our new environment as well.

1:00:54
So as an Ed cycle, we work with children, families and school. We often come in when someone is finding learning hard. They're having difficulty sharing their emotions or having trouble making social connections or need support to feel safe and understood. At school, we listen to the child, we listen to the parents and we listen to the teachers. We visit homes and schools to understand the environment where the child spends their day, and we look at what's working

1:01:25
and what's not working on all sides of that fighter and all levels of the ecosystem as well. And we also connect with other agencies that may already be supporting you and working together to find ways to help. So like I say,

1:01:41
it does, uh,

1:01:43
often, you know, as when you say psychologist or therapist, we often get a picture of someone sitting on a couch with my glasses and taking notes and saying, asking how do you feel? But assessment is a big part of it. But what, what we're trying to unpack is assessment can be quite organic as well. It doesn't have to be questioned is it doesn't have to be very, you know, sit down workshop kind of things. But we are looking at all aspects of the child and their world

1:02:15
as well to see what we can draw from there.

1:02:19
So the Ministry of Education has many departments, Nasreen's one included, that helped the school to run. They set learning levels, they provide care and protection information for children, I'm sorry, and for teachers and help parents to navigate their children's access to education as well. So our in our practise as an Ed Sykes sits under the learning support department. So if you go from the family to the Ministry of Education across

1:02:49
and you can see the school and ECA, which is where your Sinclair will sit as well. And we sit just off to the side with learning support as well.

1:02:59
So I work with a team of other specialists that can also be called upon to support children if we need. And I have the great privilege of working alongside each one of our role presenter roles today. So the Sinco, the RTLB, they are usually my first point of call and they are what I depend on to connect with the school and parents as well. And I know CDCS disability, which is upcoming, covers wider areas across the city as well.

1:03:29
And that means my support can be on an individual level of the child or teacher, the whole class or meeting with senior leadership to impact the whole school practise. So just as Olivia talked about right now with the three tiers and HIPAA, Karua Ministry of Education follows the exact same practise. So if an RTLB is there or if a Cinco is there, we are all working within the same system and that should hopefully provide the consistency that we need.

1:04:01
Um, if you're worried about your child's learning or wellbeing, you can talk to their teachers or the school. They know how to connect with the ministry learning support team for your school. We also cover specific areas, but you can access all that information through your school as well.

1:04:19
If nothing else, our Moe parent portal, which if you just type that into Google it should show up, or the MO regional office details are all on our website for information on how to contact someone at your local office.

1:04:34
I put the Ministry of Health stuff in there just to say that we do have connections to them in some way. We can work alongside medical professionals and help schools to understand and accommodate A child's medical needs as well. Bearing in mind, like I say, neurodiversity is not just a diagnosis, it is a diverse way of your brain and your body functioning. So every child, every adult

1:05:05
will have a different way of experiencing the world of the way they have. They have been taught how to learn and the way that they take in knowledge and the way that they give that to other people as well. So we are looking to see what every child's unique perspective is.

1:05:24
We respect their culture and values and we want children to feel proud of who they are and where they come from. And we very much depend on walking alongside you as a family and to help your child's skills shine. And we always say thank you for sharing your children with us. I will leave it at that. And I can see a couple of questions that have popped up across the other speakers, and I'll be looking forward to answering a few of them in there, but I'll hand over to

1:05:55
our next speaker as well. So thank you very much for your time and attention.

1:06:03
Thank you, Tanya for that very informative. In short spill, which was good

1:06:10
coming, we've got the CCS Disability Action Group just to request Hummer and Tyler that

1:06:18
we may be running short of time. So you might just have 10 minutes. I hope you can cover your slides in 10 minutes.

1:06:26
So yes, we will try

1:06:31
Cuba.

1:06:32
Um, so our food presenter is Huma Yunus and she's a dedicated community support coordinator with CS Disability Action Group, which is based in Royal Oak in Auckland. She's got over 7 years experience in disability sector whom I has been instrumental in coordinating and delivering tailored support services for children with disabilities and their families, helping them navigate challenges and access the resources then they need to thrive. She's a registered social worker with a strong commitment

1:07:03
the inclusive and culturally responsive practise. In addition to her work in disability support, Huma brings valuable experience working with migrant and ethnically diverse communities, advocating for equitable access to services and fostering community engagement. Her compassionate approach combined with a professional expertise makes her trusted advocate for families in a respected member of social services community. She's going to be joined by one of her colleagues who's going to support her,

1:07:34
Tyler Mode. She's a Senior coordinator at CS Disability Action working in the Child Family Final team in Auckland and she has worked in this for past two years. With the background as a teacher aide in Pegasus unit at Pakuranga College and a Bachelor's degree in Health Psychology, she's passionate about supporting Fanhua in the far North through inclusive person centred practise. Over to you.

1:08:11
Thank you Nathan, big thank you to you for organising this and welcome everyone as some Nazarene share our intro. My name is Huma Yunus, I'm a community support coordinator with CC assessability action tiles around too. She will join us, me and Tyler will be sharing presentation about CC accessibility action and our services.

1:08:41
Introduction to CCS Disability Action We are the largest pan disability organisation, Altura supporting thousands of disabled people and their families nationwide,

1:08:53
advocating for accessibility, inclusion and human rights providing disability support services direct to disabled people, employment services and leadership opportunities partnering with local communities, businesses and government to remove barriers. Many people know Cici's disability action by original name, Crippled Children's Society. Today we are an organisation that supports people with impairment of all ages across the diverse

1:09:24
cultures of Altera. Our role is to work with communities to identify and remove barriers that prevent people from achieving their goals. Our commitment today is to partner with disabled people, their families and Fano to support them to have choice and control in their lives. While we would obviously prefer that all disabled people have equal opportunities and not need our support and involvement, we are still proud of the longevity of our commitment to serving their needs.

1:10:00
We were founded in 1935 by Doctor Alexander Gillies who, inspired by the polio pandemic of the 1930s and 1940s, mobilised Rotarians to take action to support children affected by polio.

1:10:15
In the 1970's the human right movement began to impact our approach. Today we are one of the largest disability support providers in the country and support people with all types of impairments.

1:10:31
Our approach final centred approach working in partnership with Tamariki children, Fano family and other professionals focus on mana enhancing, community based support commitment to T30 Theo white Sangi principles. We measure our success by ability to connect people with disabilities with a range of life opportunities at every New Zealander might reasonably expect, such as belonging in a family, fano and community, having friends

1:11:02
and relationship, having meaningful choices across all parts of life. This includes where to live, work and enjoy leisure activities. Also where and how to be educated, including lifelong learning, greater choice and control in life,

1:11:21
participating in the community, belonging culturally and spiritually in a way that has a personal meaning.

1:11:34
We work alongside disabled people, families, fano and communities across New Zealand. It's about being in partnership and supporting people to have the life they want.

1:11:44
The core of our approach is about building good relationships and getting to know disabled people and final well. We want to develop a sense of what is important to you and support you to be in charge of your life and living the life you want.

1:12:02
What this means is we often work outside box in more innovative and creative ways to ensure we offer quality outcomes for the people we support. As You See will broadly cover three main areas of work

1:12:15
across all our services. Our core work includes offering good information because it can be challenging, challenging for disabled people to get the information they need at the right time. Community Connections, which involve working with people to build relationship in their community. Find activities that match, intrust and connect with other people with similar experiences to them, or move into education and employment with support they need to succeed. Navigating and planning to assist

1:12:46
people to plan for the life they want. This includes identifying dream goal setting, planning to achieve these goals, Supporting people to work through complex systems, remove barriers and create the life they want. Connecting them with services you might need like equipment, disability support, transport options, resources, and funding. Coordinating so they can get the right people and right support at the right time. Advocacy, which can

1:13:17
involves supporting people to speak for themselves or providing independent support with other agencies or organisations.

1:13:32
Supported Lifestyle Under 19 or Sell under 19 is the contract we hold to support the people with disabilities and we work on this contract under Child, family and final team. Type of support offered under SL19 or Navigating Disability Sector. Supporting FINO to understand and access the services, support and resources available to meet the needs of their tamariki children.

1:14:00
Advocacy

1:14:01
advocate alongside fan or so they feel disability needs are not when they feel the disability needs are not being met. Goal based Working alongside tamariki and final to build support plan around their goals. Information Provide final with individualised information and the settings are a home community and own alongside school

1:14:25
referral process. Who can refer?

1:14:28
You can make a self reform referral or professionals for example Ministry of Education, District Health Board, local Nas such as Sky Karanga can make a referral. Other agencies such as Orange Tamariki Ministry for Children can make a referral. How to refer? Make an enquiry through our website.

1:14:50
We would love to continue the conversation with you. You can contact us by calling our 0800 number which is on the screen or e-mail us

1:15:00
on [email protected] dot NZ. We can. You can also connect us through our Facebook, Twitter, LinkedIn page. The best way to contact us is to send an enquiry through to via our website. Thank you so much for your time.

1:15:19
Thank you. Um, Tyler, would you like to eat something today? Yeah, yeah, good everyone. My name is Tyler Mood. I work alongside Homer in our child family final team, as she mentioned. I just wanted to quickly add, I guess that we are, I guess a community based support. We can work alongside Phyno and schools when they do feel that there are disability needs not being met. Met.

1:15:49
Yeah. Uh, but **** summed it all up very perfectly. And, and we, we look forward to, I guess continuing conversations with you if that is this is something that you're interested in.

1:16:05
Awesome. Thank you, Huma and Tyler for that part of the presentation. It's, it's good to have a balance of what's happening in terms of support for the community as well and families as well. And obviously our other three presenters did a very good job of explaining what's happening in terms of the school. There are a few questions on the chat Q&A section of the

1:16:35
webinar which we're going to try and

1:16:38
answer. Hopefully there's some links that has been shared as well which you can look into.

1:16:44
My colleagues have

1:16:48
they've just posted a post webinar survey, which is a 62nd survey. It's going to call us. Just get you to spend 60 seconds to answer 4 questions.

1:16:58
While we are doing the Q&A, you can click on the link posted by Cynthia and if you can do the survey that would be really helpful for future webinars.

1:17:09
So I will bring up some of the questions and I'll open it to all the speakers in any one of you can answer those.

1:17:18
So the first question that I can see on my screen is from Yanni.

1:17:24
Do Moe psychologists conduct cognitive assessments?

1:17:32
So I'll take that question. Yes, I did. I did respond to Yanni as well. But some psychologists at the ministry are, yes, trained for cognitive assessments, but it is all dependent on the child's needs. So a cognitive assessment is not appropriate for every child. And part of the questions that we ask varna in school will determine if it is and which one. But just to say that a cognitive assessment

1:18:02
is not grounds for diagnosis, we would often refer, actually more often than not refer out to the Ministry of Health for our developmental paediatrician to do their own full health assessment alongside the cognitive assessment as well. So that it is a very comprehensive look at what is the need.

1:18:27
Hopefully that answers then.

1:18:29
Thank you. Tanya,

1:18:32
we have another question from Elmira. Can we request help just to use at home rather than at school?

1:18:40
I came across information that our teachers are doing everything and do not require help for the best benefit of our child.

1:18:49
A little bit unclear, but I think

1:18:52
I'm assuming Elmira, you are asking about funding.

1:18:58
If that's the case, then the funding is for the school, not for individual families. Am I correct in saying that

1:19:07
the presenters,

1:19:12
I can talk to that one? Yes, funding, if it is from the ministry or if it is from our TLB, LSF, anything like that, it is for use at school, it will, it can't be

1:19:25
translated to help at home. Depending on the need of the child though. So for example, if the child has wars funding that they get, parents can get some respite or even through Taikura Trust, etcetera. There are some trust in some agencies that can provide support. It depends what it is, what support you're looking for, if you're looking for funding or if you're looking for learning support or some behaviour support as well. So it would have to be, we'd have to unpack that a bit,

1:19:55
able to understand what the need is and then how that can be supported. So Elmira, if you did want to.

1:20:04
Maybe if, if you want to ask, give us more specifics, you could maybe e-mail that question to Nasreen and she can forward it to us so we can get back to you on that or you can add more information here. Tanya, I see has also responded to that one. Tanya, did you want to add on?

1:20:22
Yeah, I'd say I did say Emily's primarily school based, but we do provide strategies that can be used in the home as well. But it does referrals often only come from the school depending on what the need is for the child. There are a lot of community based support. So that might be able to advocate for home based care as well. And if there's, there's lots of parenting programmes

1:20:51
online and in person that will do support as well. So depending on the need of the child, yeah it would, it would a community organisation would be better to be to do that support.

1:21:06
Did you wanna go as well? Olivia answered the same question

1:21:12
and yeah, just thinking in terms of when I mentioned within a TLB referral, we often do create resources or similar things to the classroom to be used at home. So if it's part of a national beer referral, yes, there will be often some resources that can be used at home to support the child's learning. Otherwise, I would just suggest having a talk to your child's teacher and asking if there is anything, if they haven't got a current RT, I'll be referral for instance, you know, that could be something you could look at or is there something

1:21:42
that that you could be doing at home to support what your child's teacher is doing? And often they will be really happy just to have that conversation with you.

1:21:51
Thank you, everyone. And this question, I think it's for you, Olivia. Can a student have multiple

1:21:57
episodes of a TLB involvement?

1:22:02
Yes. So normally, we would do the 2 terms and then we would leave a probably at least a terms gap to ensure that the strategies from our last referral are being applied appropriately before then looking to make another referral if that's needed.

1:22:22
And we hope that the strategies like uncovered in the first referral would be enough that, that could be sustained by next year's teacher or the next school and so that they wouldn't be in need for another referral. But there are opportunities to have that everywhere. We do get referrals. And like I said, also for transitions between schools, that's often something that we will support with as well. Yeah. You wanted to add anything Hooda from your perspective perhaps

1:22:52
just to add on to what you said like the transition support, often times it does become a full RTLB case following the transition to point depending on the needs of the child and also the the needs of the child might change. So yes, there might have been referred for something this year and then next year you might find that actually something else has happened and they circumstances have changed. So definitely have students who've had multiple

1:23:18
referrals to the RTLB.

1:23:21
Thank you all, um, shown you've got multiple questions there. And I think part of the questions were answered through the presentations. So I'll just ask one of the questions from your post.

1:23:34
Do all students come with a formal diagnosis or is this sometimes identified in other ways?

1:23:45
Anyone. Yeah, I'm happy to answer that question, Sean. I might talk to her a little bit about all parts of your question as well, because you're talking about the intersection of neurodiversity and intercultural dynamics. What I will say is you're right, there is ways of looking at wellbeing that are very culturally specific as well. What I would encourage is a strained space or a skills based view as well. So when we talk

1:24:16
about, like I say, neurodiversity, it might just be that, ohh, we don't, we might not go down a pathway of diagnosis, but we can still say a child is struggling to recognise their phone names or the letter sounds or being able to write consistently for, you know, 20 minutes or a full page because they're not able to hold their body up. So if we look at a thing more of a skill that they need to develop and

1:24:47
actually go, this is how you develop a skill. This is, you know, help. Sometimes it's as simple as going ask your kids to help with the washing at home and you know, pulling the cloth pegs helps to develop their fine motor skills that will be required to hold a pencil for that much longer.

1:25:07
That's something a way of trying to bridge those things of life skills, learning skills,

1:25:14
like with a sensory needs as well. If there's too much noise going on around the child, sometimes a child might try to get louder than the noise and actually, you know, try to get over that and make themselves heard. Or there's the opposite where a child might shut down and say, well, nobody's going to hear me in this loud noise. I won't say anything anyways. So again, unpacking the dynamics of where that child exists and what is it that they are using or communicating through their behaviour

1:25:45
or even through their words that this is what I need. If I need attention, this is how I'm going to get it. If I need help to, you know, sit up and sitting on the mat without any back supporters drew hard, That's what they are communicating as well. So yeah, skills and strengths is A1 wonderful way of looking at it, regardless of whether there's diagnosis or anything. And if there is a diagnosis you can talk to one of the specialists to say hey we might need a little bit more support beyond just the basic practise as well.

1:26:19
Ignite. Ohh, can I add on

1:26:23
with the diagnosis, Not a lot of students don't come with the diagnosis as well. So it would be about contacting the appropriate person at that school and then them getting referrals through RTLB or making a paediatrician referral etcetera, depending on what it is. So going down that path of diagnosis can be helpful sometimes with peers. But as you mentioned, the the intercultural dynamics can actually be quite tricky there as well because in some cultures having a diagnosis

1:26:53
is considered like there's something wrong with you. So often times, you know, we have that at schools. And like you mentioned, Sean, there's different cultures perceive hold it differently. And that's absolutely true. And special needs differently. I think it's important to hear the funnel

1:27:10
and the child standing ground. That's the child's reality, their circumstances and their lived experiences.

1:27:18
And if you feel like that's, um, counteractive to what you're trying to achieve, then absolutely having a conversation with the panel and you know, so considering their cultural value, their cultural norms or dynamics, considering those, but trying to meet them halfway and saying, hey, how can asking them and saying, how can we support your child to achieve this? So actually bringing their expertise because they'll, they'll definitely have it. Hopefully their answers that

1:27:47
things with that. I'm Olivia.

1:27:50
Ohh, I just wanted to add on from what her was saying. And

1:27:55
you don't need a diagnosis in order to have an RTLB referral. Often we do work with a lot of children who do have this particular diagnosis. RTLB don't diagnose that's, you know, more your educational psychologists

1:28:12
or going to visit your GP. But you know, we can support with students who have diagnosis to make those changes in the classroom, support teachers to figure out strategies that are gonna work for those students. But again, you don't need to have diagnosis in order to apply or be accepted for TB support.

1:28:32
Awesome. We gonna wrap that up. Thank you to the speakers for taking out your time today. And I know you all had busy schedules from the morning. You, most of you have been at work and you managed to come in the afternoon and provide this presentation to our community. And we really appreciate it. We're going to close this hoe with the karakia and I'm going to invite my colleague Zara to

1:28:58
closes off with this correct key.

1:29:01
Thank you so much, Naz. Another huge thank you to our amazing panellist and everyone who attended the webinar. We learned so much from your insight and expertise and truly appreciate your time and contribution. Kia for Korea to topple, Keita to ara kya Turkey for Qatar. Hai kya Turkey for katai. Ohh yeah Tikia

1:29:28
cure everyone. Have a good night, Capitano.

1:29:31
Thank you.