your child’s feelings, including how comfortable your child is in the new setting. How does your child respond to change, small or big? formal and informal support networks not just for your child but for the whole – family, including support from family friends, your child’s friends and others that could assist in preparing your family and child to be a part of a new school how information is shared between education settings? For example, does the preschool talk to and information with the school? Preschools and schools can also assist a child through changes by: meeting and listening with your family and looking at what supports and resources may assist your child at school communicating with previous schools. Families need to consent to the sharing of information. Consider any programs/teaching methods/ individual approaches that families, other educators or allied health professionals have used that are helpful and if possible need to be continued respecting your child’s thoughts, ideas and preferences in the process contacting other professionals who could provide information to assist in meeting your child’s learning needs. Your consent is required for this to occur making changes, needed, to the learning, social or physical environment seeking funding for support where needed. Children’s rights in education Both the United Nations Convention on the Rights of the Child and the Convention on the Rights of Persons with Disabilities state that children with disability have rights to education that are fair and equal. Commonwealth and South Australian anti-discrimination laws contain standards that all schools have to meet. The rights of children with disability to participate fully in education and community life are protected under the Disability Standards for Education (2005). Knowing the rights of your child and being aware of what schools and other community services are legally required to do is crucial in advocating for your child’s learning needs.
your child’s feelings, including how comfortable your child is in the new setting. How does your child respond to change, small or big? formal and informal support networks – not just for your child but for the whole family, including support from family friends, your child’s friends and others that could assist in preparing your family and child to be a part of a new school how information is shared between education settings? For example, does the preschool talk to and information with the school? Preschools and schools can also assist a child through changes by: meeting and listening with your family and looking at what supports and resources may assist your child at school communicating with previous schools. Families need to consent to the sharing of information. Consider any programs/teaching methods/ individual approaches that families, other educators or allied health professionals have used that are helpful and if possible need to be continued respecting your child’s thoughts, ideas and preferences in the process contacting other professionals who could provide information to assist in meeting your child’s learning needs. Your consent is required for this to occur making changes, needed, to the learning, social or physical environment seeking funding for support where needed. Children’s rights in education Both the United Nations Convention on the Rights of the Child and the Convention on the Rights of Persons with Disabilities state that children with disability have rights to education that are fair and equal. Commonwealth and South Australian anti-discrimination laws contain standards that all schools have to meet. The rights of children with disability to participate fully in education and community life are protected under the Disability Standards for Education (2005). Knowing the rights of your child and being aware of what schools and other community services are legally required to do is crucial in advocating for your child’s learning needs.
2014-ready-set-go.docx