OPPORTUNITIES TO BUILD GREATER TEAM SUPPORT
Semester two has begun. We’re over halfway through the year so it’s a good opportunity to set some new goals to keep you and your child on track.
Nationally Consistent Collection of Data
The start of the second-semester coincides with the August date for Nationally Consistent Collection of Data (NCCD) completion. The NCCD collection happens annually and is due for completion in August each year.
Teachers use their professional judgment to determine:
- which of their students are being provided with a reasonable adjustment because of disability, as defined in the Disability Discrimination Act 1992 (the DDA) and the Disability Standards for Education 2005
- the level of adjustment that students with disability are being provided with, in both classroom and whole of school contexts
- the broad category of disability under which each student best fits.
Engage with your school to access supports
With School Reports received and data available parents have a fresh opportunity to engage with schools and revisit the supports available to your child.
Children with ADHD need a collaborative framework to facilitate classroom success. Your child’s teacher is now more familiar with your child and can reflect on the strategies that have or haven’t worked. It’s a great time to connect, listen and collaborate. Teachers often welcome ideas and input from parents.
Who should you meet with?
Ideally, your meeting should include the teacher and Learning Support Coordinator (or similar) – and possibly your child as their input and buy-in adds to awareness and success of any plans.
What to take to the meeting
Your child’s Semester 1 school report – this will highlight the areas where the school sees room for improvement. It gives you an opportunity to open the conversation about additional supports.
Ask the teachers about any unclear aspects of the report. Teachers can express in their own words positive observations and encouragement – which is important for the child to hear.
An IEP / Individual Learning Support Plan
If you have an IEP bring it to the meeting for review. If you don’t have one – you could prepare the basis of one and ask your teacher/school and child to contribute to. The idea is to identify primary and secondary areas where change/improvement is possible for your child and then outline how each party will support that happening. An important component is to agree on a regular review timeline – such as at the start of each term. This document is useful for keeping everyone on the same page – and evaluating whether the planned supports have in fact been given.
Thriving with ADHD Resources
Consider giving your child’s teacher a copy of the guide ADHD in Primary School. The guide has been written to assist teachers really understand ADHD and how to best support students with the disorder.
Bring printed reports from your child’s paediatrician or educational psychologist. This is useful also if you need to ask for exam provisions.
Bring positivity, empathy and spirit of collaboration.
Be informed about your state’s Education Policies and refer back to them often. As the NCCD ADHD podcast says – ‘everyone benefits from a team approach.’
Have we missed anything? Do you have any tips or resources you are happy to share? Will you be planning a meeting like this? We’d love to hear from you. Our community is so much stronger together.
- The NCCD is a good introduction to responsibilities for students who fit the Disability Discrimination Act 1992
- The Classroom Adjustments Podcast is newly released on the NCCD website. It details the ways schools can meet the needs of students with ADHD. It’s very short and you can print out the transcript. The podcast paints a useful picture of everyone’s responsibilities as well as offering some practical tips. In this podcast, listen to a student, parent, teacher and expert discuss potential adjustments that can be made in class and find out more about Attention Deficit Hyperactivity Disorder (ADHD).
- A printout of the PAAA Report “Parent and carer experiences of ADHD in Australian schools: Critical gaps” could be useful. It’s a tool to educate teachers and shows your connection to advocacy efforts.
- The Resilience Doughnut is a model about combining strengths to thrive
- Dr. Greene’s Collaborative & Proactive Solutions model
- Understanding IEPS Understood.org