At Pahoia School we are committed to providing an inclusive learning environment where differences are valued and celebrated and high expectations are held for all learners. As a school we are committed to developing best practice for all students. We recognise that some learners have particular educational requirements to support learning, communication, social/emotional, behaviour, sensory, physical, health needs and/or abilities. 

We understand and value that it is our school’s role to ensure we identify, support and foster the needs of those students who have special educational needs, including those who have specific learning difficulties and those who are gifted or talented, in order that they may reach their potential and experience success and a sense of achievement in their learning and interactions with others.

Key Principles:

• Special education needs are highly individual. They can be specific or complex, mild or severe, short or long term.

• Teachers have a responsibility for providing adequate teaching and learning support for all students in their care including those with specific learning difficulties and those in at risk learner groups.

• Learning preferences are identified and celebrated with strengths recognised – as opposed to focusing on learning disabilities, deficiencies and deficits. Teachers notice learning differences and adjust their practice.

• Learning environments are responsive to the needs of all learners, learners feel safe and valued, are engaged and motivated.

• All staff develop strong partnerships with parents and whanau to strengthen pathways to learning.

• Early identification and intervention is vital in order for the learner to access the curriculum.

• Internal and external support personnel and agencies (i.e SENCO, Teacher Aides, Resource Teacher Learner and Behaviour (RTLB),Resource Teacher of Literacy RTLit), Group Special Education (GSE), Speech and Language Therapist (SLT), Occupational Therapist (OT) work alongside teachers to adjust and improve practice so that best practice can be embedded and benefit all learners.

 • Most learners will be catered to through differentiated programmes within the classroom, while some may require provision beyond the classroom such as a modified classroom programme, an in school programme for specific learning needs targeted teacher aide time, and specific parent involvement and support. In some instances an Individual Education Plan (IEP) or a Group Learning Plan (GLP) will be developed and implemented by all necessary parties.

• Commitment to ongoing assessment of personnel, physical and other resources to meet the specific needs of our learners with special educational needs.

• Regular review of special needs practices to ensure changing needs are appropriately met.