AAC
Alternative augmentative communication
AAC is a term that is used to describe various methods of communication that can help people who are either unable to use verbal speech to communicate or need enhancement. AAC methods vary and may be personalised to meet each individual's needs.
ASD
Autism Spectrum Disorders
Autism is a neurodevelopmental condition that affects approximately 93,000 New Zealanders. The traits associated with autism span a wide spectrum and lead to a different way of seeing the world and interacting with others.
ESOL
English Speakers of other Languages
Students who are born in a country where English isn't the primary language are entitled to English Language tuition in their school.
EIT
Early Intervention Teacher
EIT's support the learning of preschool aged children with special education needs by working closely with the adults in the child’s life e.g. parents, teachers and other professionals, including other Ministry staff and health specialists.
ERO
Education Review Office
The Education Review Office | Te Tari Arotake Mātauranga (ERO) is the New Zealand government’s external evaluation agency. We evaluate and report on the education and care of learners in schools, kura, kohanga reo, puna reo, and early childhood services.
ERO publishes reports about services on their websites, which can help inform whānau when looking for schools.
ESW
Education Support Worker
Education support workers (ESWs) are part of a child’s teaching team. They are there to support the centre to support the child’s learning. This may look like working alongside a child or working with other students, to give teachers the opportunity to connect with a student.
GATE
Gifted and Talented Education
All students need to have education providded for them at the level they're at. For some students, this will involve being extended and challenged to continue developing their skills in areas they're gifted in
GTP:
Graduated Transition Plan
HHN:
High Health Needs
Support available for students with high health needs, often students who don't qualify for ORS will be able to access support through this fund.
IEP/IP
Individual Education Plan/Individual Plan
An Individual (Education) Plan (IP/IEP) is the plan that is developed to support your child when they are at school. It should outline how, who and when regarding goals for your child.
LA (/TA)
Learning Assistant (/Teachers Aide)
Learning Assistants (Teacher aides) work in different ways to support the teacher in making sure all students are able to access learning that suits their needs best. While they’re an important part of a learning support team, it’s the teacher who remains responsible for learning and behaviour.
LSC:
Learning Support Co-ordinator
This is a relatively new role and not all schools in Christchurch are funded for a Learning Support Co-ordinator.
Learning Support Co-ordinators work to identify and plan for the learning support needs of all children and young people in the school or kura, including those with moderate needs and who are gifted, and provide specialist help to support classroom teachers.
MoE:
Ministry of Education
MoE are the boss of the funding. They're the ones we need to convince to invest in our neurodivergent learners.
NZSL
New Zealand Sign Language
One of the official languages in New Zealand. All schools in New Zealand should include NZSL in their classroom learning.
ORS:
Ongoing Resourcing Scheme
The Ongoing Resourcing Scheme (ORS) provides support for students with the highest ongoing levels of need for specialist support. The scheme enables them to attend school and participate alongside other students.
OT:
Occupational Therapist
Occupational therapists provide therapy and support to people with limited ability to carry out everyday activities because of illness, injury or disability.
PD
Professional Development
Teachers are required to continually upskill and increase knowledge in all areas. If a child has specific learning or behavioural needs, teachers will attend PD to ensure they're equipped with the knowledge to best support the learner.
PHN
Public Health Nurse
Each school will have a liason PHN who can work with teachers and family to support students. Can refer to Nurse Maude for incontinence if toileting issues.
RTLB:
Resource Teacher of Learning and Behaviour.
RTLBs are fully registered teachers who work with school staff, whānau, and other services to provide positive outcomes for children.They help teachers and schools to better support children with learning or behavioural needs, develop skills in behaviour management or curriculum adaptation.
SEA:
Special Education Advisor
Work closely with schools, teachers and whanau to support them plan to meet the special education needs of children and young people within their learning and home environment.
SENCO:
Special Educational Needs Co-Ordinator
The SENCO ensures that children with special educational needs and disabilities within a school receive the support they need. This might look like:
Overseeing the day-to-day operation of the school learning support programmes
Supporting the identification of children with special educational needs.
Co-ordinating support for children with additional needs
Meeting and engaging with whānau, learning assistants and external agencies to ensure inclusive education
Ensuring that the school maintains up to date records of all pupils with an IEP
SESTA
Specialised School Transport Assistance - This is available to students who need additional support to get to school. It needs to be applied for by the school. Students who are accepted may get transportation to school or a contribution towards costs of getting to school.
SLT:
Speech Language Therapist
Speech-language therapists (SLTs) are the experts in supporting effective communication, speech and language and safe eating, drinking and swallowing for everyone. Speech-language therapists work with people of all ages.
SWiS:
Social Worker in School
Social workers work with the most at-risk tamariki, their families or whānau and schools to develop plans to improve their safety, wellbeing and educational outcomes. This family or whānau involvement is also vital to achieving long term successful outcomes.
SWiS social workers are employed by NGOs, not the school, but they work in partnership with school staff as part of the school community.