Student Welfare Team
The Student Welfare Team meets weekly. The purpose of the team is to support teachers with strategies to help students with special needs. The teachers send a referral form to show what strategies they have already tried and a description of the problems facing the student in the learning situation. The members of the team have different occupations to get a holistic view of the student. The members of the team are our special needs pedagogues, our nurse, our councilor, our coordinators and our head of school. If necessary the team can also consult
external experts ex. the school psychologist, the school doctor, the Special
Pedagogy Resource Center in Älmhult, the Social Services, Barn och elev-hälsan
as well as BUP (the Child Psychology unit at the hospital). In most cases the
team support teachers with strategies to meet the needs of the student inside
the class-room. If there is a need for students to be raised in the SWT, the
information should come from the class-teacher of mentor. When parents are
concerned, they talk to the class teacher or mentor.
The Student Welfare Team is always involved if a students need to change groups or class. The team will use assessment tools (Benchmark for reading, ISA for Math and pedagogic investigation) to test if a student is ready to move up a grade. When classes are re-grouped the team is always involved to make sure that the social and emotional wellbeing is considered.
* The Special Needs policy (one to one support)
* The role of the SEN-department
* The School Counsellor
* The School Nurse
* The school psychologist.
The SWT sometimes sends referral forms to the school psychologist. She works for all schools in the commune and the waiting list is approx. 1-3 months. Prior to her visit, the school has to complete an investigation to track the student’s strengths as weaker areas. She starts her investigation by meeting parents, the SWT and the class-teacher/mentor. This is to form a picture of how eh students act at home and in school in different situations. Next, she meets the student. Sometimes he observes the students during the school-day, but most times she starts with the assessments straight away. She uses tests to test language, cognition, memory etc. Then she creates a report and calls parents and school to a feedback meeting. The investigation can show the school more about the specific needs of the child, to make sure that we work with strategies to match the needs better. Sometimes she recommends parents to continue with an investigation at BUP, in order to get a diagnose ex. ADHD or autism. Sometimes the investigation shows that we should involve a logoped or the BEH (Barn och Elev Häsan). With the consent from parents the school can use the school psychology investigation to send a referral to BUP. In most cases, BUP also gives feedback to the school, but this has to be done with the consent of the parents. A diagnose doesn’t automatically mean that a child gets a one to one support.
When the SWT suspect that a student has a language difficulty, we send a referral form to the logoped. This is not a speech therapist, so she will only work to assess the needs of the students and suggest strategies. She meets with the child to do some language tests. This can end up with a dyslexia diagnosis. If the student has language or speech difficulties, they are sometimes offered special equipment to support meet their needs. Ex. A specially equipped computer.
The social services can be contacted for various reasons. In case of suspected
abuse, everyone who works in the school has an obligation to contact them. If
we have a serious concern for the child the school has to report, so they can
start an investigation. The social services can also be contacted when the
family is in need of a family pedagogue, to support with strategies to help the
child at home for ex. In Sweden the social services mostly work to support