Supporting students and families

Part of the Assist role is supporting families and schools in relation to assistive technology. Recently I had the opportunity to work as part of the team supporting Tala,a student who had recently returned to NZ and lives with his Grandparents. Samoan is spoken at home. Tala had an early dagnosis but it is possible that he has not been a consistent wearer of hearing aids and therefore has not had good access to the any spoken language. He came to assist's attention via an RTD who was working in the class that Tala was in with another child with a hearing loss. When she mentioned Tala to me and asked what to do I made a couple of suggestions based on our conversation. Firstly for her to encourage the school to suggest to Grandad that he takes Tala to his local dr and ask for a referral to the audiologist or if he was already under an audiologist that the dr was aware of ask if an appointment could be made. If this was not able to be done I could contact the audiologist to get him referred or an apportionment booked. My second suggestion was that Tala may meet the criteria for an RTD application. I asked for the class teachers email and asked the RTD to mention to the class teacher that I would be in contact in regards to coming in to do an observation and talk to him about how we could best support the child, the family and also the class teacher. This initial email opened the lines of communication, the class teacher got back in touch to say that an RTLB was also involved and he had given her my email details so we could also communicate. This then led to phone conversations and emails to fill me in on the family background and what support had been implemented so far. As I had only spoken to Grandad over the phone and not had met Grandad and we were looking at how assist could support Tala a meeting was organised with Grandad. At this meeting a plan of action was discussed in relation to what the RTLB was doing, the class teacher and assist was doing. This gave us the opportunity to talk with Grandad about any questions he might have. what came out of the meeting: continued support with literacy (ESOL), continued support by T.A, continued support from RTLB - with books going home that were of high interest but at a level appropriate for Tala. Assist would apply for RTD support and also look at the option of a FM application. Did I have any concerns? Yes I wasn't sure how much of what was being discussed Grandad fully understood. I could see that the school had a relationship with the Grandad and I knew that in relation to getting paperwork signed that this would be the best way to get this done. What can I do about this? I need to find out more from the class teacher or RTLB? re their thoughts on if Grandad is understanding fully what is being discussed. I am also wondering if a Samoan interpreter could be used at our next meeting? I don't want to be disrespectful to the Grandfather but at the same time I want to know that he is understanding what is being discussed and the papers he signs. New learning for me: Previously Tala had been called Tj but Grandad now wanted him to be called Tala as he was 'a big boy now' I need to learn if this is the norm for Samoan families re children's names, and if there are other customs that I need to be aware of. From that meeting I have applied for Tala to be on the RTD caseload and he has been accepted. Pre FM trial forms have been sent to the class teacher and returned and an FM roger pen and receivers ordered. Unfortunately when I went fit the fm system Tala was not wearing his new hearing aids as he had been to audiology to get them. Tala was not able to tell me when he would be going to audiology. Talked with Tala about his new roger pen - I needed to keep my language simple in relation to what I knew Tala could understand eg the pen would be his, but not yet and receivers not fit his hearing aids. Need his new hearing aids. Upon ringing audiology I discovered that the new hearing aids had not arrived yet. This is being followed up and Lisa at audiology is going to let me know what has happened to the hearing aids. For me I need to follow up - use of a Samoan interpreter is the appropriate? - Samoan customs and protocol that I need to be aware of in my Assist role. PTC 1 - Relationships - engaging in ethical, respectful, positive and collaborative professional relationships with akonga, colleagues, whanau and agencies, groups and individuals in the community. PTC 2 - demonstrate commitment to the well being of all akonga - acknowledge and respect the languages, heritages ad culture of all akonga PTC 5 - Show leadership that contributes to effective teaching and learning -undertake areas of responsibility effectively PTC 7 - Promote collaborative, inclusive and supportive learning environment - demonstrate effective management of the learning setting which incorporates successful strategies to engage and motivate akonga. (use of the FM system) PTC 9 - Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of akonga - select teaching approaches, resources, technologies and learning assessments that are inclusive and effective for diverse akonga. - use of fm technology - provide better access to what is happening in the classroom what class teacher and peers are saying, promote appropriate social interactions, opportunity to be involved. PTC 11- Analyse and appropriately use assessment information which has been gathered formally and informally - communicate assessment and achievement information to relevant members of the learning community. - application to RTD caseload, observation for assistive technology application. PTC 12 - Use critical inquiry and problem-solving effectively in their professional practice - critically examine their own beliefs, including cultural beliefs, and how they impact on their professional practice and achievement of akonga. - - lack of knowledge is not excuse - its an opportunity to learn and develop my understanding. (my next step)