Assessment of support needs
|
Support plans are followed-up and evaluated* |
31.5 |
41.0 |
14.5 |
2.6 |
10.4 |
There is a specific and accessible support plan document* |
37.7 |
36.8 |
12.1 |
3.1 |
10.3 |
Staff involved in support plans meet regularly* |
24.6 |
37.2 |
20.8 |
6.3 |
11.1 |
It is clear who is responsible for the student’s support plan* |
28.0 |
37.6 |
18.8 |
7.1 |
8.5 |
School applies formal assessments of NDDb-difficultiesc* |
29.7 |
33.1 |
10.2 |
4.1 |
22.9 |
In case NDD suspicion, the school health team refers to clinical services* |
47.8 |
34.7 |
5.9 |
1.8 |
9.8 |
Recommendations from clinical services are used for support planning* |
27.9 |
41.1 |
9.3 |
2.3 |
19.4 |
Use of individualized support
|
|
|
|
|
|
Transitions are prepared for with student’s participation* |
16.1 |
30.2 |
15.5 |
5.2 |
33.0 |
Transitions are prepared for individually and specifically* |
24.8 |
35.1 |
13.3 |
3.3 |
23.5 |
When a student with NDD starts in the school, prerequisites for adequate support are evaluated* |
12.1 |
25.4 |
20.6 |
12.3 |
29.6 |
Everyday individual adaptations in the classroom and schedule are provided* |
27.0 |
45.7 |
15.8 |
3.6 |
7.9 |
Support from of personal assistants/supervisors is provided |
10.9 |
29.9 |
26.7 |
13.8 |
18.7 |
Students receive the individual special education support needed*
|
18.3 |
38.9 |
24.7 |
12.8 |
5.3 |
Teachers that fit the student are selected for teaching* |
10.7 |
27.7 |
19.5 |
29.1 |
13.0 |
School rules are adapted to student’s needsd* |
37.2 |
35.3 |
14.7 |
4.3 |
8.5 |
Students are offered alternative options to demonstrate knowledgee* |
47.4 |
33.8 |
5.7 |
1.1 |
12.0 |
School offers certain case managementf* |
14.2 |
26.7 |
19.3 |
8.4 |
31.4 |
Implementation of a structured learning environment
|
Rules are communicated clearly so that student with NDD understands |
41.2 |
42.1 |
6.3 |
1.2 |
9.2 |
Routines are an essential part of teaching |
50.5 |
39.3 |
5.4 |
1.0 |
3.8 |
Clarity and repetition are used in the communication with NDD students |
33.9 |
47.5 |
7.3 |
1.9 |
9.4 |
Changes to procedures are communicated to NDD student as early as possible |
30.5 |
44.4 |
10.3 |
2.3 |
12.5 |
School has distraction-free work stations |
15.8 |
25.9 |
32.7 |
18.8 |
6.8 |
Instructions are short, concrete and stepwise |
30.8 |
49.0 |
9.9 |
1.9 |
8.4 |
Students are offered organizational aidsg
|
25.7 |
43.6 |
13.2 |
3.3 |
14.2 |
School uses visualization of schedules and timeh
|
37.3 |
42.1 |
10.2 |
2.9 |
7.5 |
Individual changes applied to schedule/teaching
|
Individual support is integrated into whole class teaching* |
24.1 |
43.1 |
12.4 |
3.8 |
16.6 |
Strategies for handling stressful situations are provided* |
16.2 |
40.3 |
19.7 |
3.7 |
20.1 |
Students’ interests are integrated in teaching* |
17.1 |
38.8 |
21.9 |
4.0 |
18.2 |
Development of students’ communication skills in individual and group context* |
31.3 |
39.9 |
10.0 |
2.7 |
16.1 |
Development of language/communication is always part of the support for students with NDD* |
27.6 |
41.1 |
11.5 |
2.8 |
17.0 |
Training of students’ social skills in individual and group context* |
37.1 |
36.9 |
9.8 |
3.7 |
12.5 |
Training of social signals and rules are part of the support for the NDD student* |
29.5 |
39.5 |
14.1 |
3.3 |
13.6 |
Functional response to behavioral characteristics
|
|
|
|
|
|
Staffs get time to discuss NDD student’s behavior and support plans* |
22.1 |
36.4 |
24.9 |
8.1 |
8.5 |
NDDs student’s needs are known even outside of the classroom, in the rest of the schooli* |
18.5 |
33.9 |
22.3 |
7.5 |
17,8 |
School offers space for rest and withdrawal* |
24.5 |
35.5 |
23.3 |
8.8 |
7.9 |
There are individual crisis plans for challenging situations* |
15.1 |
29.2 |
22.3 |
13.2 |
20.2 |
Staff discusses how to avoid minor signs of difficulties* |
47.1 |
1.9 |
39.8 |
5.4 |
5.8 |
Self-regulation techniques, such as reward systems are used in the work with the student* |
22.6 |
37.5 |
17.3 |
5.6 |
17.0 |
Cooperation with parents
|
|
|
|
|
|
There is mutual exchange of knowledge about the student with NDD between home and school* |
38.9 |
40.4 |
6.1 |
1.1 |
13.5 |
School uses caregiver’s knowledge to optimize support* |
43.1 |
36.9 |
5.4 |
0.6 |
14.0 |
Caregivers have access to a specific responsible contact person* |
45.6 |
28.1 |
6.1 |
2.9 |
17.3 |
There are regular exchanges between caregivers are responsible staff around the student with NDD* |
46.4 |
35.6 |
5.9 |
2.2 |
9.9 |
Decisions taken around the student are taken together by parents and school* |
42.7 |
37.5 |
4.4 |
0.3 |
15.1 |
Parents are viewed as experts of their child* |
31.4 |
38.2 |
9.8 |
2.5 |
18.1 |
Consideration of peer-relations
|
|
|
|
|
|
The school applies programs to develop peer relations |
14.8 |
28.5 |
22.9 |
15.4 |
18.4 |
NDD students are prepared for unstructured social situations* |
26.6 |
40.2 |
15.5 |
4.0 |
13.7 |
In case of group-work, the composition of the group takes into account knowledge of the student with NDD* |
43.7 |
36.3 |
5.1 |
2.9 |
12.0 |
Peers are involved in the social support development for students with NDD* |
16.2 |
31.2 |
20.5 |
12.5 |
19.6 |
There are selected peers who students with NDD can refer to for help/advice (e.g. mentor systems)* |
3.4 |
8.0 |
24.1 |
46.2 |
18.3 |
Peers who regularly interact with NDD students are aware of their needs* |
29.0 |
46.2 |
10.3 |
1.5 |
13.0 |
The student with NDD is viewed an individual with strengths and weaknesses, not merely problems* |
46.9 |
37.1 |
9.5 |
0.9 |
6.5 |
Students at the school are used to handle diversity* |
47.0 |
41.4 |
8.0 |
0.8 |
2.8 |
Staff education/professionalism
|
|
|
|
|
|
A support oriented view for students with NDDs is natural in our school* |
42.1 |
36.3 |
11.5 |
4.0 |
6.1 |
Staff understands that individualized support might be necessary for a given student with NDD* |
65.9 |
25.2 |
4.0 |
1.4 |
3.5 |
There is regular exchange with external NDD experts* |
17.4 |
29.0 |
20.2 |
10.1 |
23.3 |
School can provide information about support and treatment of NDDs outside of the school* |
8.9 |
17.0 |
16.9 |
15.5 |
41.7 |
Responsibilities around the support of NDD students are clear among the personnel* |
19.4 |
37.8 |
20.9 |
7.9 |
14.0 |
Based on the planned support for NDD students there is regular exchange with other involved professionals* |
18.1 |
32.0 |
16.9 |
5.5 |
27.5 |
The school staff has basic knowledge of NDDs* |
24.0 |
42.3 |
13.9 |
3.5 |
16.3 |
Various school staff has advanced knowledge of NDDs* |
28.1 |
31.5 |
16.1 |
4.3 |
20.0 |
A special education view and related support means are part of the school philosophy for NDD students* |
28.3 |
41.7 |
16.1 |
3.9 |
10.0 |