How to choose an appropriate school for your child with special needs

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Below are some definitions of the types of support classes available;

Support classes provide individual programs within a regular school setting. If appropriate, the student is integrated in to other classes within the regular school.

IM Support Class: Mild Intellectual Disability (from age 8yrs): A class consisting of 18 children who have a mild intellectual disability. Classes are available from Years 3 onwards.

IO Support Class: Moderate Intellectual Disability: A class consisting of 9 children with a moderate intellectual disability.

IO/IS Support Class: Moderate/Severe Intellectual disability: A class consisting of 6 children with a moderate to severe intellectual disability.

IO/IS Class - Support Class Language: A class consisting of 6 to 8 children from Kindergarten to Year 2. Students receive an intensive educational and communication program. A child needs to be within the average range of cognitive ability and have a moderate to severe language disorder to be eligible for this class.

Support Class - Physical Disability (P): To be eligible for a Physical Disability Support Class students must have a significant physical disability and/or significant health impairment that requires regular support from allied health personnel. Physical Disability Support Classes are located in regular primary and secondary schools. There is a maximum of 10 students in each class.

Support Class: Emotional Disturbance (ED/BD): Emotional Disturbance Support Classes provide individualised educational and behaviour management programs with a regular school or special setting school setting. A thorough assessment will be required from a specialist medical practitioner or a registered psychologist with appropriate expertise that describes the behavioural difficulties. A class consisting of 6 for children with emotional or behavioural difficulties.

Special Schools – SSPs (School for Specific Purpose): Special Schools provide students with individualised programs similar to those offered in support classes in regular schools. However students enrolled at SSP Schools will have more than one disability and require an intensive level of support. Students can be enrolled from 4 years of age. Special schools should have smaller class sizes, support staff, and access to a range of external support services, such as therapist, as needed.

Support Class Autism: A class consisting of 6 children with an autism spectrum disorder. These classes care specifically for children with an ASD and have a focus on visual learning. Please be aware that these classes are not available in every school district.

Guide and Checklist - for Choosing a School

STEP 1: EXPLORE OPTIONS Children with special needs can be enrolled in a main stream class with additional supports, in a support class (IM or IO class), satellite class or in a special school. Parents need to explore each option and decide on what they feel is most appropriate. See what school options are available in your local area. Ask for a list of schools from the different sectors including NSW Department of Education and Training (DET), Catholic Education Office (CEO), and the Association of Independent schools (AIS). Visit schools in which you are interested.
Handy Hints Attend open days for the schools you are interested in. Look at the school's website. Ring the school and request a prospectus. Importantly, talk to other parents who have been through the process. Remember you are the expert about your child.	When looking at different schools you could consider the following questions: What are your expectations for your child with special needs? What are the needs of other children in the family? Do you prefer co-educational or girls/boys only? What are the transport needs? Can your child learn to travel to school independently or will you need to transport him/her? (You can apply for special transport assistance if needed). What are the financial considerations? Is full inclusion in a mainstream school your preference? Do you want access to a specialist setting and /or special education trained teachers?
STEP 2: UNDERTAKE RESEARCH Speak to the Principal. Phone or if unable to reach them, write a letter asking for an appointment to talk about the possible enrollment of your child. Talk about the needs of your child, full disclosure will help you most.
Handy Hints The best way to know if a school is right for your child/ren is for you to get to know the culture of a school. Spend time in the school at recess and lunch time and during transition times (if applicable with individual schools). This will allow you to get a feel for the school and how it works. Learn its culture and your family will know if this is the right school.	School culture & inclusion Does the school culture fit with your child? Did the principal and staff seem genuinely supportive? Does the school philosophy specifically acknowledge different abilities and learning styles? Do you feel that the school staff will understand your child's needs? Are there signs of inclusion? Are there structured activities at lunch time to encourage inclusion? What programs are in place to effectively deal with bullying? Does the school have a written policy in relation to students with Disabilities? How many children with disabilities (or receiving additional funding) does the school currently have?	Rating of school culture Excellent Very Good Good Average Poor Rating of inclusion Excellent Very Good Good Average Poor Effective Bullying Policy/Strategy Excellent Very Good Good Average Poor
	Environment Are the school grounds safe and secure? Are there quiet areas such as a library for your child to go to if feeling sensory overload?	Rating of the School Environment Excellent Very Good Good Average Poor
	Funding & Support What are your child’s capabilities,strengths and challenges? Is there additional funding support available and to what extent? Is the parent community supportive and involved? Is there one staff member who has overall responsibility for children with special needs (e.g. Learning Support Teacher)? Does the school have access to therapists (e.g. occupational therapist, speech therapist etc)? Do staff members undertake professional development in disability? What is the student to teacher ratio for all classes? Is before and after school care available?	Rating of Funding Excellent Very Good Good Average Poor Rating of Support Excellent Very Good Good Average Poor
	Curriculum Support Does the school have an introductory program to assist children transitioning into the school or an organised transition program for children moving from primary to secondary? How structured (prescriptive or open-ended) is the curriculum? Is there enough flexibility? How does the school support those students needing additional support? What does the curriculum offer beyond the statutory subjects? Co-curricular activities? Does the school offer clubs, interest groups, etc? Do all students have access to specialist facilities (eg library, art rooms, science and technology laboratories, etc)? How and where is ICT (Information and Computer Technology) incorporated into the program? What access do children have to the computers (class time and recess time)?	Rating of Curriculum Support Excellent Very Good Good Average Poor
	Communication Support How does the school see the role of home and family in the education process? What input would the school expect from the family? How will you be able to stay in touch with progress? How often do you get to speak to your child's teachers? Is it possible to speak informally to the teachers at the end of the day, or keep in regular email contact? How does the reporting and assessment system work? Parent-teacher interviews? What parental involvement in school activities is welcomed?	Rating of Communication Excellent Very Good Good Average Poor
STEP 3: AFTER THE DECISION IS MADE Once you have made a decision and chosen a school- What can you do to help?
Handy Hints	Attend all transition planning meetings prior to the start of the school year. Provide the school with a one page profile of your child covering: -Information on the strengths of and challenges for the child (a balance between the two) -Things that may trigger a behavioural difficulty -The best way to manage a stressful situation, what works best (and what doesn't work well) -Permission to pass on all relevant information to members of the teaching staff (including relief teachers) -Information regarding whether your child knows about their diagnosis -Preferred management strategies for siblings (they are not the parents, and should be allowed to carve out their place at school) Let the school know that you are eager to be involved. Be part of your child's individual education planning process. Supply the school with relevant documentation such as assessments, reports, etc. Share any particularly useful resources with school staff.