# data[].attributes.headline
For people who has never written an in-depth IEP before, there should be an example to refer to for correct language and what is classed to be an IEP goal. Possible PDs around this would be great.

# data[].attributes.subject
For people who has never written an in-depth IEP before, there should be an example to refer to for correct language and what is classed to be an IEP goal. Possible PDs around this would be great.

# data[].attributes.body
Having a shared understanding of the purpose of the IEP and the process. There are many different voices in an IEP and often contradict each other on steps and procedures. We need a clear view of what is required and simplify process as much as possible.

# data[].attributes.headline
Consider the whole life learning journey towards independence

# data[].attributes.subject
Consider the whole life learning journey towards independence

# data[].attributes.body
Self care are central to well-being and independence. A focus needs to be on making sure the child and environment facilitate learning by focus on toileting, eating, mood, behaviour.... then learning can happen

# data[].attributes.headline
Supporting processes include the voice of child and whanau BEFORE IEP is formulated

# data[].attributes.subject
Supporting processes include the voice of child and whanau BEFORE IEP is formulated

# data[].attributes.headline
Child's voice should be central when possible as laid out in Article 7 UN Convention on the Rights of Persons with Disabilities (CRPD)

# data[].attributes.subject
Child's voice should be central when possible as laid out in Article 7 UN Convention on the Rights of Persons with Disabilities (CRPD)

# data[].attributes.body
3. States Parties shall ensure that children with disabilities have the right to express their views freely on all matters affecting them, their views being given due weight in accordance with their age and maturity, on an equal basis with other children, and to be provided with disability and age-appropriate assistance to realize that right.
-This process can facilitated through communication supports such as visual, Talking Mats, AAC etc
https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities/article-7-children-with-disabilities.html

# data[].attributes.attachment_link.readable_text
1. States Parties shall take all necessary measures to ensure the full enjoyment by children with disabilities of all human rights and fundamental freedoms on an equal basis with other children.

2. In all actions concerning children with disabilities, the best interests of the child shall be a primary consideration.

3. States Parties shall ensure that children with disabilities have the right to express their views freely on all matters affecting them, their views being given due weight in accordance with their age and maturity, on an equal basis with other children, and to be provided with disability and age-appropriate assistance to realize that right.
Next: Article 8 - Awareness-raising List of Articles

# data[].attributes.attachment_link.title
Article 7 - Children with disabilities | United Nations Enable

# data[].attributes.attachment_link.description
1. States Parties shall take all necessary measures to ensure the full enjoyment by children with disabilities of all human rights and fundamental freedoms on an equal basis with other children. 2. In all actions concerning children with disabilities, the best interests of the child shall be a primary consideration.

# data[].attributes.headline
Parents are the actual first teachers of their children- what are their goals for their child?

# data[].attributes.subject
Parents are the actual first teachers of their children- what are their goals for their child?

# data[].attributes.body
Not always to learn reading and writing. Maybe more to do with mobility, social connection and toileting independence!

# data[].attributes.headline
Parent voice should be foundation of document

# data[].attributes.subject
Parent voice should be foundation of document

# data[].attributes.headline
Focus on the values of Te Whāriki as foundational for access to the primary school curriculum, especially for our new entrants who haven't been exposed to these learning processes

# data[].attributes.subject
Focus on the values of Te Whāriki as foundational for access to the primary school curriculum, especially for our new entrants who haven't been exposed to these learning processes

# data[].attributes.body
Social competence and emotinal regulation are foundational for learning
https://tewhariki.tki.org.nz/en/teaching-strategies-and-resources/wellbeing/he-mapuna-te-tamaiti

# data[].attributes.attachment_link.readable_text
He Māpuna te Tamaiti - Supporting social and emotional competence in early learning

He Māpuna te Tamaiti is a resource designed for kaiako in early learning settings. It promotes proactive, intentional approaches to supporting the development of children's social and emotional competence. The book comes with a set of cards for use in daily practice and during professional learning conversations.

Download the complete PDF book (7MB)

He Māpuna te Tamaiti self-paced, online modules

The Education Learning Management System has seven, self-paced, online modules which take you through the key topics outlined in He Māpuna Te Tamaiti:

Kupu whakataki | Introduction

Te taiao manaaki | Creating a supportive environment

Te whakapakari whatumanawa | Promoting emotional competence

Ngā pūkenga whakaratarata | Promoting social competence

Te hāpai ako me te whaiwāhitanga | Supporting learning and engagement

Ngā tūmomo whanonga | Understanding behaviour

Te whakaataata, te uiui, me te whakaoti rapanga | Reflection, inquiry, and problem solving

These online modules are designed to be used in unison with the He Māpuna te Tamaiti workbook, to further support you in supporting the development of children's social and emotional competence.

# data[].attributes.attachment_link.description
Supporting social and emotional competence in early learning - He māpuna te tamaiti book and videos.

# data[].attributes.headline
Consider the goals being about the environment and communication partners as well as the ākonga

# data[].attributes.subject
Consider the goals being about the environment and communication partners as well as the ākonga

# data[].attributes.body
https://tewhariki.s3.ap-southeast-2.amazonaws.com/public/Teaching-strategies-and-resources/Files/He-Mapuna-te-Tamaiti-self-assessment-tool.pdf

# data[].attributes.headline
Consider a different framework based on early childhood curriculum? Especially for junior classes?

# data[].attributes.subject
Consider a different framework based on early childhood curriculum? Especially for junior classes?

# data[].attributes.body
https://www.education.govt.nz/early-childhood/teaching-and-learning/he-mapuna-te-tamaiti/

# data[].attributes.attachment_link.description
Level of compliance
Main audience
Other Recommended [image src=“https://assets.education.govt.nz/public/Uploads/recommend2.png” id=“17410″ width=“83” height=“83″ class=“leftAlone ss-htmleditorfield-file image”] Educators, Teachers and Kaiako
Learning support practitioners and managers All Ear…

# data[].attributes.body
Less words in documents. Makes these more accessible for students, ESOL and also more friendly and less 'official'

# data[].attributes.headline
IEP that reflects everyday living skills at school and home, individualised for that particular student. IEP should be short, smart and to the point, not long. The process of using the smart targets from the IEP should be key. Transferring smart goals from IEP to class. 

# data[].attributes.subject
IEP that reflects everyday living skills at school and home, individualised for that particular student. IEP should be short, smart and to the point, not long. The process of using the smart targets from the IEP should be key. Transferring smart goals from IEP to class. 

# data[].attributes.headline
Extra goals/needs identified through the year may not be written up as IEP goals

# data[].attributes.subject
Extra goals/needs identified through the year may not be written up as IEP goals

# data[].attributes.body
My parents always request for a physical goal as part of their IEP.

# data[].attributes.headline
Goals set to based on the child's interest. 

# data[].attributes.subject
Goals set to based on the child's interest. 

# data[].attributes.headline
Is the primary school curriculum goal setting models suited to special needs? Or would Te Whāriki suit better?

# data[].attributes.subject
Is the primary school curriculum goal setting models suited to special needs? Or would Te Whāriki suit better?

# data[].attributes.headline
Sometimes I feel that new goals are moved to the next year when we didn't really get any where near completing the previous ones

# data[].attributes.subject
Sometimes I feel that new goals are moved to the next year when we didn't really get any where near completing the previous ones

# data[].attributes.headline
my parents tend to be more interested in other goals usually behaviour related or self care ones and very rarely show interest in the goals decided at the beginning of the year.

# data[].attributes.subject
my parents tend to be more interested in other goals usually behaviour related or self care ones and very rarely show interest in the goals decided at the beginning of the year.

# data[].attributes.body
Make it simple and clear and include parents voice

# data[].attributes.headline
Goal to be clear and simple and  successful.  Wordy document parents do not seem to ever ask questions about IEP or curiosity towards it. ..maybe not so relevant and meaningful for parents.. 

# data[].attributes.subject
Goal to be clear and simple and  successful.  Wordy document parents do not seem to ever ask questions about IEP or curiosity towards it. ..maybe not so relevant and meaningful for parents.. 

# data[].attributes.headline
Te Whāriki's four principles might be better suited to special needs setting? these principles are interwoven with these learning areas:Mana atua – wellbeing.Mana tangata – contribution.Mana whenua – belonging.Mana reo – communication.Mana aotūroa – exploration.

# data[].attributes.subject
Te Whāriki's four principles might be better suited to special needs setting? these principles are interwoven with these learning areas:Mana atua – wellbeing.Mana tangata – contribution.Mana whenua – belonging.Mana reo – communication.Mana aotūroa – exploration.

# data[].attributes.headline
Student input gained e.g. via Talking Mat

# data[].attributes.subject
Student input gained e.g. via Talking Mat

# data[].attributes.headline
how can the procedures be implemented into the timetable along with all the other learning areas and the behaviour strategies etc

# data[].attributes.subject
how can the procedures be implemented into the timetable along with all the other learning areas and the behaviour strategies etc

# data[].attributes.headline
not too long or wordy. Limit number of goals and pages

# data[].attributes.subject
not too long or wordy. Limit number of goals and pages

# data[].attributes.headline
Is the experience positive for learner and whanau?

# data[].attributes.subject
Is the experience positive for learner and whanau?

# data[].attributes.body
Parents may feel intimidated

# data[].attributes.headline
Collaborative  - priority goals for family and looking ahead to the future

# data[].attributes.subject
Collaborative  - priority goals for family and looking ahead to the future

# data[].attributes.headline
Environment of hui - sets whanau at ease (e.g. seating, not all on laptops...)

# data[].attributes.subject
Environment of hui - sets whanau at ease (e.g. seating, not all on laptops...)

# data[].attributes.headline
Whare Tapa Whā model?:whānau (family health)tinana (physical health)hinengaro (mental health)wairua (spiritual health)

# data[].attributes.subject
Whare Tapa Whā model?:whānau (family health)tinana (physical health)hinengaro (mental health)wairua (spiritual health)

# data[].attributes.headline
NOT USER FRIENDLY!! I rarely go back to the doc once its been signed off!!

# data[].attributes.subject
NOT USER FRIENDLY!! I rarely go back to the doc once its been signed off!!

# data[].attributes.headline
What are the barriers we want to reduce? How can we?

# data[].attributes.subject
What are the barriers we want to reduce? How can we?

# data[].attributes.headline
Parents don't really have an input in the goals - we come with pre thoughtout goals

# data[].attributes.subject
Parents don't really have an input in the goals - we come with pre thoughtout goals

# data[].attributes.headline
Parent participation during the goal generating process

# data[].attributes.subject
Parent participation during the goal generating process