Education

Education in NZ

NZ Ministry of Education (MOE) policy documents

Success for All – Every school, every child : on inclusive education.
MOE information sheet - a detailed breakdown of the elements of inclusive schools (what an inclusive school looks like)
Inclusive Education - Guide for Schools
For more info on Education in NZ/Special Education/Inclusive Education and your child's rights, see Inclusion.

Handy Resources

Dr Jude McArthur’s handy resource booklet on inclusive education in NZ: Learning Better Together
Code of Children’s Rights in Early Childcare and Education
Collaboration for Success: INDIVIDUAL EDUCATION PLANS (IEPs)
School Transport Options - Specialised School Transport Assistance (SESTA) for special needs students in NZ

Angelman Syndrome and Education

Just as every ‘typical’ child is unique and learns differently, so too, do children who live with Angelman syndrome. They may share some common traits related to the syndrome but their motivation for learning and their unique personality and general outlook on life will be based on personal interests and individual abilities.

Students who have Angelman syndrome can learn to communicate, read and write. It is important to understand how AS can affect learning by affecting sleep patterns, memory, sensory processing, and motor planning - and also how seizure medications may have on effect on concentration. It is helpful to know about:

the medical/physical overview of AS
the unique behaviours and how they might be presented in the classroom
the learning profile, practical strategies, how to adapt the curriculum
management around educational setting
transition planning

How Angelman Syndrome affects learning

Angelman Syndrome for Educators – a great resource by Erin Sheldon, published by The Angelman Network

Because Angelman syndrome is rare, there is no specific training provided for staff who work with students with AS. Families of children with AS find it disheartening when their children enter a school system that is ill-prepared to teach them. The general rule is 'presume competence' for best outcomes.

Read more on Presuming Competence in the classroom, here.

Education Supports for Angelman Syndrome: Genetics Education Materials for School Success (GEMSS) provides an an excellent resource page with info for teachers/aides working with students who have Angelman Syndrome.
Teaching Learners with Multiple Special Needs - Some Angelman Tips: - Kate Ahern
What is a robust vocabulary in AAC?

The Individual Education Plan (IEP)

"There is a strong need for families and teachers to have a shared ‘up to date’ knowledge and understanding of AS so that effective communication and collaboration on behalf of the student can develop."

In NZ, IEP stands for “individual education plan”. The “IEP process” is the ongoing collaborative process by which IEPs are developed, implemented, and reviewed.

From the Ministry of Education (MOE):

As a parent, it is very important to go into an IEP with a strong resolve - feeling confident and positive. If you are feeling emotional, depressed or anxious, make sure to take a support person along with you, your partner, social worker or close friend/whanau.

The role of staff members is to provide your child with an education so the discussion should focus on how best to support your child and remove barriers so your child can access the curriculum. It should be a positive experience for all.

If you can go into this meeting as a fellow 'assistant' in this team process, it becomes easier to detach from all the parental emotions you might experience. If you feel your voice is not being heard or you feel bullied at any point, refer to the Inclusive Education section on this page.

AS Education - Facebook Pages/Groups

Angelman, Literacy, and Education - to discuss issues related to literacy.
Angelman Academy

"To achieve literacy, there must be reading. To achieve reading, it must be meaningful. To achieve meaningfulness, there must be communication. To achieve communication, there must be experience. To achieve experience, there must be opportunity. To achieve opportunity, there must be care and understanding.” (Laurie Hinzman).

Information for Teaching professionals

AAC (Augmentative and Alternative Communication) in the Classroom

AS and Literacy

Literacy for All: In conversation with Dr. Caroline Musselwhite
Robust Literacy Instruction for People Who Use AAC - Carole Zangari. PrAACtical AAC supports a community of professionals and families who are determined to improve the communication and literacy abilities of people with significant communication difficulties. It was founded in 2011 by two SLP professors, Carole Zangari and the late Robin Parker, around a shared passion for AAC
Literacy for All: Blocks for Building Literacy Success: Jane Farrall and Chris Lennon
5 Videos demonstrating the classroom use of the 4-Blocks of Literacy to create accessible learning experiences.
How to use the “Checklist of Communicative Functions and Means”

Supporting AS in the Classroom

Remnant Books - Practical information and ideas
22 reasons why a child can’t sit still
What is CVI
The Yes/No Series - Part One, by Kate Ahern - Teaching YES/NO to learners with multiple needs

Writing – using alternative pencils

Writing with 'alternative pencils' involves using any method of writing that doesn't necessarily use an actual pencil. This can be in the form of paper flip charts, eye gaze boards, keyboards, alphabet charts on communication devices, etc. The following articles describe different ways of approaching writing with students who can not independently access traditional writing tools.

Anxiety and Challenging Behaviours

Anxiety is a key concept to understanding the student with AS. Many of the challenging behaviours displayed by these students are related to anxiety and frustration. Typical anxiety-producing situations include:

Transition times
Teasing/Bullying
Unclear communications or instructions

It is important to do the following:

Access and model an appropriate communication system/device as early as possiblePost a time-table for the student
Give a warning when a transition is about to occur
Make clear who is to address their particular needs
Communicate AS needs to other classmates as appropriate

A General Learning Profile for a student with Angelman syndrome

Relative learning strengths:

Good long-term memory skills
Receptive language
Basic maths skills
Basic reading skills
Good visual skills/memory
Social and friendly

Learning Weaknesses:

Expressive language (needs AAC system)
Poor gross motor skills (including balancing skills)
Sometimes poor fine motor skills
Sequential processsing deficit
Difficulty with abstract concepts
Poor short-term memory
impulsive

Some Practical Tips:

Visual schedules
Use flash cards and/or picture symbols to communicate wants, needs and transitions
Verbal reminders
Once things are set in motion, it can be difficult to be flexible
No more than two-step directions
Adapted assignments or homework
Ask – don’t demand
Extra travel and set-up time
Provide opportunities for student to work in pairs
Social skills programmes
Provide opportunities for physical activity
Empower all who are involved with the student to be an authority
Use social stories to teach life skills
Reciprocal communication between home and school when changes occur