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School Plan for Special Education Needs
This plan was formulated as a whole staff with learning support and resource teacher involved on 2nd December
Learning Support Teacher: Colm Moore
Resource Teacher: Kate O’ Callaghan (based in Ballymurn N.S.)
Special Needs Assistant: Rachel Burrell
Situation
Scoil Mhuire, Ballyhogue, Enniscorthy, Co. Wexford
Population of school: 31 pupils
Attending Special Education Teacher (general allocation): 18 pupils
Low Incidence Disability: 2 pupils
In class teaching:
Junior & Senior Infants 6 pupils
1 st & 2 nd Class 10 pupils
3 rd & 4 th Class 10 pupils
Early Intervention for Literacy – Station Teaching
Our school acknowledges the right of all children to be included and encourage an inclusive environment through differentiation of children with S.E.N
We emphasise the need for early intervention and prevention methodologies and realise the importance of all teachers adopting these methods in whole school approach. We have adopted both the Learning Support Guidelines and SP ED Circular 02/05 as common practice in our school.
Defining S.E.N.
Children with S.E.N. are all children who have needs that affect their ability to access the curriculum. We include children with physical disability, cognitive disability and visual/hearing impairment, emotional and behavioural disorders. We recognise syndromes such as autism and autistic spectrum disorders, specific speech and language disorders and gifted children.
Aims of Support Teaching
The principal aim of support teaching is to optimise the teaching and learning process in order to enable all pupils with S.E.N. to achieve adequate levels of proficiency in literacy and numeracy before leaving primary school. We acknowledge the additional needs of pupils with S.E.N. for a more holistic approach to their education, which might include life skills and social skills training, developing communication skills and employing behaviour modification programmes.
Subsidiary Aims
To enable these pupils to participate in the full curriculum for their class level
To develop positive self-
To enable these pupils to monitor their own learning and become independent learners
To provide supplementary teaching and additional support in English and Maths
To involve parents in supporting their children
To establish early intervention and screening programmes designed to enhance learning
To prevent/reduce difficulties in learning
To promote collaboration among teachers in the implementation of whole-
Principles
Effective Learning Programmes are based on the following principles:
Effective whole school policies and parental involvement
Prevention of failure
Provision of intensive early intervention
Direction of resources towards pupils in greatest need
Inclusion of all pupils through differentiation
Awareness of the additional and specific needs of children with S.E.N.
Prevention Strategies
Our strategies for the prevention of learning difficulties are:
Adopting the Stages Approach (Circular 02/05), which promotes differentiation and modified teaching strategies to ensure that the majority of students access the mainstream curriculum.
Development of agreed approaches to language development and to teaching other aspects of English and Maths to ensure progression and continuity from class to class
Provision of additional support in language development and relevant early literacy and mathematical skills to pupils who need it through early intervention programmes
Implementation of whole school/parent involvement, advising on reading to/with children and developing their early mathematical skills.
Differentiation of the mainstream programme using some or all of the following strategies:
Team Teaching (between L.S. Teacher & Class Teachers).
Group Teaching
Modify presentation and questioning techniques to maximise the involvement of pupils with low achievement in class activities
Placing emphasis on oral language development across the curriculum
Providing pupils with extra tutoring in the key basic skills in literacy and numeracy
Setting learning targets at an age appropriate level
Providing learning activities and materials, which are suitably challenging but which also ensure success and progress
Carrying out error analysis of a pupils work to pin point specific areas of difficulty
Using differentiated resources when necessary to cater for the needs of individual children
Early Intervention Programmes
We acknowledge the importance of early intervention, and in our school we will provide programmes to the junior classes. Any concern of teachers about new entrants will be addressed.
These Programmes will:
Be based on a shared expectation of success by everyone involved
Including a strong focus on oral language and laying the foundation for meaningful reading
Emphasise phonemic awareness using specific methods which re-
Engage the pupils in frequent supervised oral and silent reading of texts at appropriate levels of difficulty and monitor their comprehension
Buddy Reading Scheme: from junior infants to second class. Senior infant children reading with/to older children from Senior Room twice weekly. Children read books at home again.
Stress the interconnected nature of listening, speaking, reading and writing.
In Mathematics focus on language development and the development of Mathematical procedures and concepts. It is good practice for teachers to advise parents of the strategies being employed in the classroom.
Staff Roles and Responsibilities
Addressing S.E.N. is a collaborative responsibility shared by all. The Board of Management, Principal, Class Teachers, Learning Support Teacher, Resource Teacher, Special Needs Assistant, Parents & Children. It is important that everyone contributes in the planning and implementation of our school plan on Special Education Needs.
Roles of Board of Management
To oversee the development, implementation and review of the provision for S.E.N. in our school
To ensure adequate classroom accommodation and teaching resources are provided for the Learning Support / Resource Teacher / S.N.A.
Provide a secure facility for storage of records in relation to pupils in receipt of special needs and learning support services.
Role of Principal
The Principal will:
Assume overall responsibility for the school’s policies on Learning Support and Special Needs Education in co-
Work with teachers and parents in the development of the school plan on special education needs
Monitor the implementation of the school plan on special educational needs on an ongoing basis
Monitor the selection of pupils for supplementary teaching, ensuring that this service is focused on the pupils with very low achievement
Will assume direct responsibility for co-
Will oversee the implementation of a whole-
Keep teachers informed about the external assessment services that are available and the procedures to be followed in initiating referral’s
Help teachers increase their knowledge and skills in the area of supporting S.E.N.
Will facilitate staff development by providing /organising/raising awareness of training opportunities in the area of S.E.N., methodologies and differentiation techniques.
Role of Class Teacher
The class teacher has primary responsibility for the progress of all pupils in his/her class including those selected for supplementary teaching.
In supporting the development and implementation of the school plan on S.E.N. the class teacher will:
Implement teaching programmes, which optimise the learning of all pupils and to the greatest extent possible, foresee the emergence of learning difficulties.
Implement the school policies on screening on screening and selecting pupils supplementary teaching in screening measures (Micra T/Sigma)
Through formal and informal testing and observation identify those children at risk and set in motion Step 1 of the Special Needs Circular 02/05
The onus is on the class teacher to modify teaching strategies to address difficulties for at least a term before the child is considered for support teaching. The Learning Support Teacher should in these circumstances provide advice regarding suitable strategies if required.
For each pupil who is in receipt of supplementary teaching collaborate with:
The Learning Support Teacher in the development of a plan/strategy and by organising classroom activities to include those strategies.
In the development of an Individual Educational Programme (IEP), identifying appropriate learning targets and by organising classroom activities to achieve those targets.
For each pupil who is assisted by an S.N.A., collaborate with the Resource Teacher and the S.N.A. in the development of an I.E.P.
For each pupil who is in receipt of supplementary teaching, adjust the classroom programmes in line with the agreed learning targets and activities as outlined in the I.E.P. or S.E.T. plan.
Differentiate the class curriculum appropriately to meet the needs of all the pupils within the class, using the following approaches and methods:
Group Teaching
Modify presentation and questioning techniques to maximise the involvement of pupils with low achievement in class activities
Placing emphasis on oral language development across the curriculum
Providing pupils with extra tutoring in the key basic skills in literacy and numeracy
Setting learning targets at an appropriate level
Providing learning activities and materials which are suitably challenging but which also ensure success and progress
Carrying out error analyses of a pupil’s work to pinpoint specific areas of difficulty.
Role of the Teacher for Low Incidence Disabilities
Development of Individual Education Programme for each pupil who has been allocated resource teaching hours in consultation with the class teacher and parents (and S.N.A. if applicable)
Our school has two instructional terms for resource teaching
September to February Mid0term
February to Summer
IEP’s should be developed/revised at the beginning of each instructional term
Maintaining a daily record of work and progress for each individual in receipt of resource teaching hours
Meet with the parents of each pupil who are in receipt of supplementary teaching to discuss targets and ways in which attainment of targets can be supported at home
Meet with the parents of each pupil who are in receipt of supplementary teaching at the end of each instructional term to review pupil’s attainment of agreed targets, to discuss the next instructional term and to revise the pupils I.E.P.
Providing advice to class teacher with regard to individual pupil’s needs
Liaising with outside agencies pertinent to the children
Sourcing and preparing additional materials for use by the pupil in the mainstream classroom
Helping the child to access the curriculum in mainstream education while being aware of the additional needs of the child with S.E.N., which should be addressed in the planning process. This may happen both by withdrawing the child individually and within the whole-
A combination of within class and withdrawal is recommended, where practical
Role of Learning Support Teacher
The activities of the Learning Support Teacher should include:
Assisting in the implementation of a broad range of whole school strategies designed to enhance early learning and to prevent learning difficulties
Development of an Individual Profile and Learning Programme for each pupil who is selected for supplementary teaching in consultation with the class teacher
Maintaining a daily record of work and progress for each individual or group of pupils in receipt of learning support
Delivering intensive early intervention programmes and providing supplementary teaching in English and Mathematics to pupils in the Junior Section of the school
Providing Teaching in English and Mathematics to pupils in the Senior Section of the school who experience low achievement
Co-
Monitoring the progress of children who are of concern to the classroom teacher in-
Contributing to the development of policy on learning at the whole school and cluster level
Providing advice to class teacher in such areas as individual pupil assessment and programme planning, as well as approaches to language development, reading, writing and mathematics for pupils experiencing difficulties
Contributing at the school level to decision making regarding the purchase of learning resources, books and materials to be made available to pupils with learning difficulties in their mainstream classrooms and in the support teachers rooms
Performing a defined role in co-
Liaising with outside agencies such as psychologists to arrange assessments and special provisions for pupils with special needs
Maintaining a list of pupils who are receiving supplementary teaching
Providing advice to classroom teachers on including children with special needs in the mainstream classroom
Advising parents on procedures for availing of special needs services
Providing advice to parents on supporting the learning of children with special needs
IDENTIFICATION & SELECTION OF PUPILS
Order of children to receive Learning Support based on assessment
The children performing below the 20 th percentile in standardised tests of achievement in English
Senior Infants/First Class:
Early intervention programme for low achievers in English following administration of M.I.S.T. and based on class teacher’s observations and recommendations
Children performing below the 20 th percentile in standardised test of achievement in Maths
Early intervention programmes for low achievers in Maths based on class teacher’s observations, recommendations and screening
Pupils performing below expectations of class teacher and in relation to their peer group in English and Maths
Children above the 25 th percentile are not normally entitled to S.E.T. Support, although the children with high incident disability can continue with support teaching as long as is deemed necessary
Arrangements for providing supplementary teaching to pupils in the Senior Section who experience very low achievement
The maximum number of pupils in the cluster is discretionary and subject to change:
Our school has been allocated 10 hours S.E.T. for children with high incidence disability and children outlined above
Priority will be given to those whose achievement is lowest in agreed Standardised Tests
Arrangements for providing frequent intensive supplementary teaching to the Junior Section of our school is a priority with 3-
Continuing and Discontinuing Supplementary Teaching
This section applies only to the caseload of the Learning Support Teacher; children with low incidence disability should not have their supplementary teaching discontinued.
The progress of each pupil who is in receipt of support teaching will be evaluated twice a year (at the end of each instructional term) and following consultation with the pupil’s class teacher and parents, a decision will be taken about the level of support that can be provided by the Learning Support Teacher in the future.
Depending on the pupil’s needs, this may range from infrequent monitoring and assessment to more frequent and intensive supplementary teaching.
Monitoring Progress
Ongoing structured observation and assessment of the language, literacy and numeracy skills of pupils in the lower classes to facility early identification of possible learning difficulties by Class Teacher.
Formative testing and observation of work by Class Teacher.
Implementation of School Policies on screening and selecting pupils for supplementary teaching in English and Maths by administering and scoring appropriate screening measures (Micra T/Sigma) each year in the third term and the Non Reading Intelligence Test (N.R.I.T) occasionally.
Standardised and diagnostic testing by Learning Support Teacher. (M.I.S.T./Schonell Reading Test/Neale Analysis of Reading Ability/Assessments for Dolch Words List: Pre-
Record Keeping – Children have a file where record Test Results and Assessments are kept along with Learning Support/Resource Teaching Files.
Liaising with Parents
Effective communication with parents is critically important to the success of a supplementary teaching programme. Activities that may be organised to increase the involvement of parents in supporting their children’s learning.
The purpose and procedures of the school’s special education team
Additional reading
Developing children’s oral language through discussion
Motivating children to read more
Creating a home environment where literacy can thrive
Selecting books that interest children
Developing children’s reasoning and problem solving
Class Teacher
Once a pupil has come to the attention of the school because of low achievement, it will be possible for the Class Teacher in the context of ongoing contact with the pupil’s parents to make them aware of the situation and to ascertain the parents’ views about the child’s performance at school
The Class Teacher will seek the parents’ approval to proceed with diagnostic assessment, which may lead to supplementary teaching. When a child is selected for learning support, parental consent is requested.
Indicate that a meeting with Learning Support Teacher and Class Teacher will take place following diagnostic assessment and prior to the commencement of supplementary teaching.
Principal/Class Teacher/Learning Support Teacher
Will meet with the parents of each pupil who has attended for Diagnostic Assessment
Will meet to discuss the Learning Targets in the Child’s Plan/ the way in which attainment of the targets can be supported
Will facilitate an annual meeting (and on request) with the parents and Class Teacher and in cases where supplementary teaching is to be continued, discuss the revised learning targets and activities in the Pupil’s Plan.
Monitoring and Reviewing of Policy
Monitoring of support and supplementary teaching is an ongoing procedure. Liaison between the Principals in the cluster schools and the Learning Support/Resource Teachers will take place in the last term of each year to review the needs of the children and the timetable of the teachers in the schools.
There will be regular discussions between the Principal, Class & Support Teachers in order to review and discuss matters pertaining to this policy.
Links with Outside Agencies
The following are the shared duties of the Principal, Class Teachers, Learning Support and Teacher.
The responsibility for co-
Liaising with external agencies such as psychologists to arrange assessment s and special provision for pupils with special needs
Maintaining a list of pupils who are receiving supplementary teaching and special educational needs
Resources for special needs
GLOSSARY
Learning Support Teacher:
Teacher with responsibility for early intervention programmes, supplementary teaching for children <20 th percentile or children achieving below the expectations of their Class Teacher or their Peer Group and children with high incidence disability
Resource Teacher:
This teacher has responsibility for children with low incidence disability. This position will only be granted in a temporary capacity and may be full or part-
High Incidence Disability
Specific Learning Disability & General Learning Disability (Mild). Children within this category will no longer have individual allocation of supplementary resource teaching.
Low Incidence Disability
Physical Disability, Hearing/Visual Impairment, Emotional Disturbance, General Learning Disability (Moderate, Severe, Profound), Autism/Autistic Spectrum Disorders, Assessed Syndromes, Specific Speech & Language Disorder. Children within these categories will continue to receive intensive resource/supplementary teaching with individual allocation of hours.
N.E.P.S:
National Educational Psychologist Service. Our nominated psychologist is Rita Fitzgerald.
N.C.S.E:
National council for Special Education. Provide a range of services at local and national level in order that the educational needs of children with disabilities are identified and addressed. Co-
S.E.N.O:
Special Education Needs Organiser provides local service on behalf of N.C.S.E. Our nominated S.E.N.O. is Mary Byrne.