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1. Get started

Start by watching a short video. Then read the cartoon, quotes and key principles. They introduce the main ideas covered in this module. Discuss these as a group. The learning outcomes describe what you’ll achieve once you’ve completed the six steps.

My World My View - Short Version

Module 3 Cartoon
We’ve always had that expectation for him – that he will succeed, that he will have what he needs to make his learning ok — and he’s just lived up to our expectations.

— Principal

Almost all schools were positive about including students with special education needs. Their commitment to including these students was underpinned by school values and culture, and demonstrated by leadership, shared responsibility and partnerships with parents and whānau. Schools identified positive ways they included students with special education needs, and were very confident about being a fully inclusive school.

— Inclusive practices for students with special needs in schools, Education Review Office, 2015, p. 2

Module 3 Csp1566

Key principles

  • Some students require extra support at school for their physical and personal care and communication. Teacher aides are a valuable resource providing this support. 
  • Support for physical and personal care and communication should be provided in ways that respects the students, treats them with dignity and considers how they want to be supported.
  • Learning must be visible for all students, no matter how much support they require. Meeting a student’s health and care needs should never be at the expense of their education.
  • Teachers and teacher aides are powerful role models in the ways they support students with complex needs. Their interactions are likely to impact the way other students view and treat their peers.
  • Schools should have a documented plan on how to provide physical and personal care for individual students who need this support. Responsibility for the provision and quality of support is shared across a team of people. Therefore, the plan should be developed collaboratively by all those involved, including the student, their families/whānau, teachers and teacher aides and specialists. 
  • Teacher aides providing personal and physical care for students should have access to appropriate training and support.
  • The role of teacher aides supporting a student with high communication needs includes helping other people, including peers, to communicate effectively with the student.

Learning outcomes

This module is intended to support teachers and teacher aides to achieve four aims:

  1. Recognise that supporting students with complex needs requires:
    1. empathy and respect for students’ preferences and dignity
    2. access to relevant school policies, students’ individual plans and other appropriate support, for example, training.
  2. Identify ways to:
    1. show respect for students
    2. access support for meeting students’ needs.
  3. Trial a jointly agreed strategy for working with students who require physical or personal care or who have communication needs.
  4. Reflect on and evaluate the effectiveness of the strategy, using the questions in this module.