Special Education Needs Policy
Rationale
It was deemed necessary to devise a policy on Special Educational Needs at this time in order to:
The Education for Persons with Special Educational Needs Act 2004 defines a Special educational need as a
It was deemed necessary to devise a policy on Special Educational Needs at this time in order to:
- Comply with current legislation and Department of Education circulars as our existing policies on Learning Support and Special Educational Needs were in need of review
- To streamline the provision of special needs in the school
The Education for Persons with Special Educational Needs Act 2004 defines a Special educational need as a
“ a restriction in capacity to participate in and benefit from education due to an enduring physical, sensory, sensory, mental health or learning disability, or any other condition which results in a person learning differently from a person without that condition and cognate words shall be construed accordingly”
Learning Support Guidelines 2000 p.1 refers to pupils whose achievement is at a very low level and who are at risk of not reaching adequate levels of proficiency in literacy and numeracy before leaving primary school.
Situation
St. Mary,s N.S. roll number 9306W, is a co-educational primary school .Enrolment in Sept 2011 was 150 pupils.There are 6 class teachers, one full time Learning Support teacher, one full time Resource/Learning Support teacher, one part time Resource teacher whose base school is Croom.
This policy will cover all children presenting diagnosed or as yet undiagnosed Special Educational Needs as defined in EPSEN 2004 above, including those children who traditionally attended learning support.
Inclusion
The school community of the Board of Management, the teachers and the parents support the ideal of inclusion. We believe that children should be educated in their own community with their siblings and peers, where practicable.
Aim
The principal aim of supplementary teaching with Special Educational Needs is to
Situation
St. Mary,s N.S. roll number 9306W, is a co-educational primary school .Enrolment in Sept 2011 was 150 pupils.There are 6 class teachers, one full time Learning Support teacher, one full time Resource/Learning Support teacher, one part time Resource teacher whose base school is Croom.
This policy will cover all children presenting diagnosed or as yet undiagnosed Special Educational Needs as defined in EPSEN 2004 above, including those children who traditionally attended learning support.
Inclusion
The school community of the Board of Management, the teachers and the parents support the ideal of inclusion. We believe that children should be educated in their own community with their siblings and peers, where practicable.
Aim
The principal aim of supplementary teaching with Special Educational Needs is to
“to optimise the teaching and learning process in order to enable pupils with learning difficulties to achieve adequate levels of proficiency in literacy and numeracy before leaving primary school”. (Learning Support Guidelines, p 15)
By implementing this policy the school ideally hopes to achieve the following
Enrolment of children with identified special educational needs
Prior to the child's enrolment, where appropriate and practical, the school will acquaint themselves with a child's special needs and whether these are categorised as High Incidence or Low Incidence, by
The school will follow the procedures laid down in Circular 02/05 to reach a decision as to whether the child should receive support at the level of Stage 1, Stage 2 or Stage 3 of the Staged Approach.[See Appendix 1]. If a pupil is allocated resources by the SENO we will implement the SENO`s decision.
The following steps may ensure a smooth transition into the school for both the pupil and the school;
If there are health and safety issues arising from the child`s mobility and care needs the Board of Management will address these issues as they arise.
Children with emerging special educational needs
[Refer to the Staged Approach as per Circular 02/05, page 21, 22] [See Appendix 1]
Stage 1: Procedures for the early identification, screening and addressing of the SEN of certain children
The class teachers or parents may have concerns about the academic, physical, social, behavioural or emotional development of a child. The teacher will then administer screening measures e.g screening checklists for younger children or standardised tests for older pupils or behavioural checklists as appropriate. In the case of infants, the teacher may monitor the children using comparison with peers, teacher designed checklists e.g. colours, drawings, understanding of questions, participation in class activities etc. In the case of pupils who come to us from other schools we will use school reports where possible and teacher observation to see how the pupil is coping in the class they have joined.
The screening measures used in the school are: BIAP [ Belfield Infant Assessment Profile], MIST[ literacy] and the standardised tests Micra-T[ literacy] and Sigma-T [ numeracy]. The Neale Analysis and the WRAT used by the SEN teachers
And MIST in the 5th school term, ie. Administered to Senior Infants either just before or after the Easter holidays depending on when Easter falls.
If the teacher has concerns about the child following the screening measures, the teacher will approach the parents to discuss the concerns. Information is sought from the parents at this point eg. Whether there are concerns about the health or development of the child or any behavioural issues at home. The class teacher will impart information on the results of tests or checklists.
The class teacher shall then draw up a short plan for extra help to be implemented in the normal classroom. Parents may be asked to work with their child at home on a short programme i.e. extra reading /maths/oral language/ behaviour improvement etc.
Class teachers at this stage may be supported by parents, Learning Support teacher and any other professionals involved in the child`s care eg. Speech and Language Therapist.
Intervention , the Learning Support teacher may be consulted about the need for intervention at Stage 2. See point 2.2 below.
A child is moved onto Stage 2 if the child scores at or under the 10th percentile in standardised tests in English and/or Maths or has several areas of difficulty in the MIST or warrants Early Intervention for other reasons. The Learning Support Guidelines, p.58 par. 4.3.1 state: In order to allow for measurement error, consideration may be given to those pupils who achieve scores up to and including the 12th percentile.
If a child seems to warrant provision at Stage 3, see point 2.3 below.
2.2 Stage 2.Referral to Special Educational Support Teacher (L.S. Guidelines p.57).
If Intervention is considered necessary at Stage 2, the class teacher, after consultation with the Learning Support teacher and the principal, meets the parents to discuss the ongoing concerns the teacher has regarding the child. In order that the sensitivities of parents best be addressed, the class teacher will initiate early contact with parents through a meeting to explain how diagnostic testing(followed by learning support provision if deemed necessary) can address their child’s learning needs. The school will seek parental consent in writing for further diagnostic testing by the Learning Support teacher.
A standard form for consent to diagnostic testing is in use in the school. This includes a section to indicate refusal of service. In the event of reluctance or refusal of a parent to consent to diagnostic testing, the parents will be asked to indicate their refusal in writing. Records of consent and refusals are recorded and kept on file.(See Sample letter appendix 3).
Diagnostic Tests: Currently BIAP, Schonell , Neale Analysis of Reading Ability, Basic Number Diagnostic Test Gilham and Hesse, Maths Tracker 1₰ 2 and WRAT are used taking into consideration the age and educational difficulties the pupil may be experiencing. The Learning Support teacher administers these tests. The results of the tests are reported to the class teacher and to the parents of the child.
If the diagnostic assessment suggests that supplementary teaching would be beneficial, then this will be made known to the parents. A letter of consent to accepting Learning Support provision for their child will be given to the parents to sign.
A standard form for consent to Learning Support provision is in use in the school. Records of consent and refusals are kept on file { See Sample letter Appendix 4]
The following factors need to be considered in determining a child`s need for supplementary teaching;
The selection criteria for Learning Support is as follows;
The Learning Support Guidelines p. 58 par 4.3.1. state: In order to allow for measurement error, consideration may be given to those pupils who achieve scores up to and including the 12th percentile.
Supplementary teaching is arranged as per Circular 02/05, p7/8 (see Appendix 5). Children with similar needs are grouped together. The Learning Support Guidelines state that ‘it is likely that intensive early intervention involving pupils with low achievement in the junior section of the school(senior infants to second class) will be most successful in groups of approximately four pupils.’
Further information on the categories of children who are considered to require intervention at Stage 2 is given in Circular 02/05, page4 (see Appendix 13).
Preparation of an Individual Profile Learning Programme for children attending Learning Support Teacher.
The Learning Support Guidelines state: Much of the work involved in completing an Individual Profile and Learning Programme is carried out and co-ordinated by the learning support teacher. . .it is strongly recommended that an inclusive approach involving the pupil’s class teacher, parents and the pupils themselves be adopted both in the diagnostic and planning stages and later in the implementation of the learning programme (p.68L.S Guidelines).
Following a consultation between the class teacher and the Learning Support teacher, a meeting will be arranged between the parents and the Learning Support teacher and the class teacher where practicable, in order for these parties to develop an IPLP for the child.
Learning plans are prepared for groups of children attending Learning support where appropriate. The Learning support teacher will use the IPLP format in the Learning Support Guidelines, pages 96 and 97, (see Appendix 6).
There are two instructional terms for Special Education Teaching in the school year. These start in September and February of each school year. IPLPs are developed at the beginning of each instructional term.
Review
Learning Support teacher reviews progress at the end of each instructional term with reference to the targets set in the IPLP and using a variety of indicators such as Dolch word list, wordlists from the class reader for Senior Infants/First class. The result of Micra/Sigma=T and MIST are taken into consideration. The review process involves communication between the Learning Support and class teachers on a regular basis.
Based on results of Micra/Sigma=T and MIST and checklists for younger children, decisions are taken regarding reducing or discontinuing supplementary teaching for individual pupils, involving consultation with Learning Support and class teacher. Parents will also be consulted at this stage. A meeting will take place between parents and class teacher and/or learning support teacher before a final decision is taken. Such decisions are recorded in a pupil’s file. (See draft record sheet Appendix 12)
and/ or the pupil on assessment is performing above the percentile laid down in the criteria for receiving Learning support.
Caseload Decisions:
The Learning support teacher will compile at the beginning of each instructional term a summary of pupils in need of additional support and the appropriate stage of intervention as per Circular 02/05, p.30 (See Appendix 11). It may also be necessary to review the caseload after the MIST has been administered.
In selecting children for Learning support at the beginning of each instructional term, it should be noted that the Learning Support Guidelines state: it is expected that the learning=support teacher would be engaged in providing supplementary teaching to approximately 30 pupils with low achievement and/or learning difficulties at any given time during the school year.(page 57)
Selection of children for attendance at learning support at the beginning of the school year will take place following consultation with all class teachers and in accordance with the Staged Approach and the selection criteria summarised above and contained in the Learning Support Guidelines p.57.
2.3 Stage 3.
Consultation or referral for assessment to outside specialist (The Staged Approach as per Circular 02/05) (See Appendix 1)
More intensive intervention at Stage 3 may be required for children who continue to present with significant learning needs. The school may wish to formally request a consultation with the NEPS psychologist, a Speech and Language therapist, etc.
The class teacher and/or the Learning support teacher will invite the parents to a meeting to discuss the need for assessment by an outside specialist.At the meeting the teacher will put forward the concerns regarding the child. The parents’ view on the matter are sought.
If it is decided at this meeting to proceed with the request for a consultation with outside specialists, the appropriate forms are filled out, eg, referral to the educational psychologist, speech and language referral forms, or parent may be directed to go to their GP for onward referral to other agencies.
The Principal has overall responsibility for making the referral and liaising with the specialist, but may nominate another teacher to deal with the task, eg. The SEN Teacher involved with the child.
The Learning support teacher usually takes responsibility for meeting with the parents in order to fill out the referral forms required for speech and language referral or review/assessment by the educational psychologist. Copies of these completed referral forms are kept on file. The Learning support teacher will co=ordinate the collection of documentation where required. Documents produced by outside agencies may not be passed on to another agency without parental consent in writing.
The educational psychologist in consultation with the school and the parents decides where assessment takes place….
In the event of limited availability of assessments through NEPS, decisions are reached regarding priority on the basis of Early intervention and degree of need. The educational psychologist may give input on decisions of prioritising children for assessment.
Further information on the other categories of children who are considered to be at Stage 3 are detailed in Circular 02/05, page4 (See Appendix 13).
3.0 Drafting and implementing an Education Plan(for pupils at Stage3) (Refer to NCSE Guidelines on the Individual Plan).
The requirement to develop formalised IEPs is an essential component of the EPSEN Act2004.
The purposes of an Education Plan (EP) are
The information to be included in an IEP.(See NCSE Guidelines on the Individual Education Plan Process p.27)
As mandated by Section 9 of the EPSEN Act,2004, the following elements must be contained in the IEP
(a) The nature and degree of the child’s abilities, skills and talents;
(b) The nature and degree of the child’s special educational needs and how those needs affect his or her educational development;
(c) The present level of educational performance of the child;
(d) The special educational needs of the child;
(e) The special education and related support services to be provided to the child to enable the child to benefit from education and to participate in the life of the school;
(f) Where appropriate, the special education and related support services to be provided to the child to enable the child to effectively make the transition from [primary school education to post= primary school and
(g) The goals which the child is to achieve over a period not exceeding 12 months. (Section 9.2)
Responsibility for the Co-ordination of information:(See NCSE Guidelines on the individual Education Plan Process p.27).
While the principal has overall responsibility for ensuring that an IEP is written for each child with special education needs, this task may be delegated to another member of staff, referred to here as the IEP Co-ordinator.
Participation in the development of an IEP
(refer to NCSE Guidelines on the Individual Education Plan Process p.4)
Individual Education Plan is developed through a collaborative process involving the school, parents, the student(where appropriate) and other relevant personnel or agencies. It refers to the adapted or modified aspects of the educational programme and focuses on priority learning needs, although the student may also have other learning needs that will not require the same intensive degree of planning and monitoring. Not every aspect of the curriculum and school life needs to be modified for every student with special educational needs- only those areas of identified need arising from assessment should be covered. The amount of adaptation and support will vary according to the individual learning needs of each student. Some students with more complex needs may require significant educational modifications.
Meetings will be convened as necessary.
Pupils will be included in the process where practicable, e. g the child could contribute to a discussion on their strengths, interests, learning styles, hobbies, learning needs. They can be given the opportunity to contribute to the setting of the targets(NCSE Guidelines, p.15).
Copies of the plan are given to all the parties, e. g Parents/Guardians, SENO and the school retains a copy.
An IEP covers at least one instructional term and not more than a period of 12 months.
Progress is reviewed informally on a monthly basis through the Cuntas Miosuil process. In addition, the principal shall arrange for a review of the IEP process not less than once a year. The main parties will again collaborate at review stage, e. g parents. SET. class teacher, principal and pupil where practicable.
If the education plan identifies a need for resources over and above those normally available in a mainstream school setting, the principal will bring this to the attention of the SENO and /or the NCSE.
The principal and the SET are responsible for consultations with psychologists, SENO and/ or other outside agencies.
“Collaboration and sharing of relevant information between teachers and parents have been shown to be of critical importance” (Learning support Guidelines p.52). The school will make every effort to share relevant information with all the collaborating parties through;
4.0 Inclusion
Our school will use the following Programmes/ curricular areas to ensure that pupils with special educational needs are included as fully as possible in the life of the school and the classroom:
Strategies to be employed by the class teacher to enable the pupil to participate in the learning experiences of his/her peers include:
The following programmes can be utilised to inculcate awareness in all students in the school of the needs of persons with disabilities:
5.0 Deployment of Staff
The school will seek to ensure the most effective deployment of staff in meeting the overall SEN requirements of the school by taking into account the experience/ expertise of teachers, part-time teachers, newly qualified teachers and SNAs, where applicable. We will follow the 6 steps for planning for the deployment of resources outlined in Circular 02/05,p.7(Appendix 5).
The school seeks to incorporate best practices with regard to the role of the SNA in supporting pupils with special needs in the classroom with reference to Circular 07/02, (Appendix 8). Where possible and to reduce dependence, the SNA may work with a group in the classroom and not just with one individual child.
6.0 Collaboration and Communication
The operation of an effective communication system between all parties involved in meeting the learning needs of the child is considered essential . In particular, effective communication and collaboration with parents are critically important to the success of supplementary teaching.
The various strands of this system include:
Formal individual consultations will be arranged where necessary, e. g to discuss concerns, to obtain parental consents, to devise IEPs.
Arrangements for supervision of a class are made if the meeting is to take place in school hours and if a class teacher is involved, the Learning support or Resource teacher may supervise the class.
7.0 Resources
The resources available in the school for supplementary teaching include reference books for teachers, reading books for children, programmes of work and some ICT resources .A list of resources and programmes is enclosed in Appendix 9. All class teachers may borrow resources for use following prior agreement with the Learning support teacher.
The Learning support teacher in consultation with the principal is responsible for sourcing and acquiring additional resources, using monies from the annual grant for Learning support and any monies provided by the Board of Management for purchase of resources.
The learning support teacher is responsible for tracking, storing and maintaining these resources. She/he will note any resources borrowed by teachers and will seek to have same returned within a reasonable timeframe. The materials are stored in the Resource Room. Lost or mislaid items may have to be replaced if deemed necessary.
Learning support resources will primarily be used in the Learning support room. The resources may be made available to class teacher following consultation with LST.
In the event of shared staff, the shared SET may request to borrow items on a case by case basis.
8.0 Transfer to Post-Primary Schools
In order to assist a smooth transition for pupils with special needs to post primary education, we will encourage the parents to contact the Special Education Dept. in the secondary school before enrolment to outline their child’s special needs.
In the case of children at Stage 3, the Resource teacher may consider preparing a specific education plan to cover the transition period, following advice from the SENO and with reference to NCSE guidelines on IEP process, p.31.
Information on a child is only transmitted at the specific request of a parent or the secondary school, if the parent gives consent in writing.
9.0 Record- keeping (Refer to our school’s policy on data protection)
Children’s Records
As well as the annual reports and the results of the MIST and the Micra /Sigma-T standardised tests, the following records are kept for children with SEN:
The following have access to these records: principal, class teacher LST/resource teacher, SENO, psychologist, inspector, parents. Bearing in mind the child’s entitlement to confidentiality, access is on a need to know basis.
The SEN records are stored in the SEN room or in the principal`s office. This allows for ease of access during the school day while still remaining secure.
Records are retained until the child reaches the age of 21. This is covered in the school’s policy on record keeping.
Records are updated if new concerns are documented, a new referral made, or if a health professional sends a report. The date of discontinuation of learning support provision is documented. The personnel involved in the particular circumstance may contribute to the child’s file.(Generally, the principal LST and/or class teacher, resource teacher)
10.0 Other Related Policies
There are aspects of this policy which may impact upon other policies in the school.For example, through our Code of Behaviour/ Anti Bullying Policy we aim to ensure that we encourage good behaviour and consideration of other’s feelings, to avoid bullying of or offensive behaviour towards children with SEN. We recognise that some children with SEN will have behavioural and emotional difficulties. We aim to focus on positive behaviour modifications in this way.
The school’s curricular and organisational policies and plans take into account the needs of pupils with SEN, by emphasising the importance of differentiation of content and methodologies in curriculum areas.
Success Criteria
The following are some practical indicators of the success of the policy:
Roles and Responsibility
The Roles and Responsibilities of the partners in the school, the B.O.M, the principal, the class teachers, the LST/resource teacher(s), parents and pupils are summarised below. A complete list of the roles of the partners can be found in the Learning Support Guidelines, Chapter 3, pages 38 to 54.
Role of the B.O.M
The B.O.M shall:
Role of the principal Teacher
“The principal teacher has overall responsibility for the school’s l earning support programme and for the operation of services for children wjth special educational needs.”(Learning Support Guidelines, p.38). The Education Act (1998) and the EPSEN Act (2004) have all reiterated this responsibility.
The responsibilities of the principal teacher include
Role of the Class Teacher
The class teacher has primary responsibility for the pupil’s needs within his/her class. Their responsibilities include:
The Role of the Learning Support Teacher
The responsibilities of the Learning Support Teacher (L.S.T) include:
Role of Parents
Supporting the work of the school by participating with their child in activities such as reading stories/sharing books, paired reading, storytelling, engaging in activities involving language, literacy and numeracy, and ICT which supports learning where possible.
Where their child is in receipt of supplementary teaching, implementing suggested home based activities agreed upon, in the development of the IPLP.
Role of the Pupil
It is important for the students to have an imput into the development, implementation and review of their own learning. By doing so, they can become more independent as learners and become aware of their own strengths and weaknesses or needs.
Where appropriate, “the pupil should become familiar with the medium and long-term learning targets set for them and should be given the opportunity to contribute to the setting of such targets.”
They may also “ contribute to the selection of texts relevant to their learning targets”. They may also develop ownership of the skills and strategies taught during supplementary teaching and apply these strategies and skills in their mainstream class situation”. { from Learning Support guidelines, p. 54}
Timetable for Review
Monitoring of this SEN policy is an ongoing process. The whole staff will discuss the policy at least once a year at a staff meeting, and amend it as deemed necessary.
- To enable pupils of all abilities to avail of and benefit from an appropriate education
- To develop positive self-esteem and positive attitudes about school and learning in these pupils
- To enable these pupils to monitor their own learning and become independent learners
- To outline procedures and practises to be followed in relation to supporting the learning of pupils with special educational needs
- To promote collaboration among teachers in the implementation of whole-school policies on
- Special educational needs for these pupils
- To establish early intervention programmes and other programmes designed to enhance learning and to prevent/reduce difficulties in learning
- To establish communication structures for the involvement of all partners in special education
Enrolment of children with identified special educational needs
Prior to the child's enrolment, where appropriate and practical, the school will acquaint themselves with a child's special needs and whether these are categorised as High Incidence or Low Incidence, by
- Meeting between parents/principal/class teacher/special needs staff and SENO as appropriate
- Obtaining copies/details of reports, assessments etc. from SENO, parents and other health professionals involved in the child's case.
- Contact with NEPS psychologist or other psychologist/speech therapist/occupational therapist or referral from any other agency
The school will follow the procedures laid down in Circular 02/05 to reach a decision as to whether the child should receive support at the level of Stage 1, Stage 2 or Stage 3 of the Staged Approach.[See Appendix 1]. If a pupil is allocated resources by the SENO we will implement the SENO`s decision.
The following steps may ensure a smooth transition into the school for both the pupil and the school;
- Parental visits to the school
- Pupil visits to the school
- Making all school employees and pupils aware of the need for inclusion{EPSEN Act]
- Liaison with SENO to arrange for additional personnel, resources and training
If there are health and safety issues arising from the child`s mobility and care needs the Board of Management will address these issues as they arise.
Children with emerging special educational needs
[Refer to the Staged Approach as per Circular 02/05, page 21, 22] [See Appendix 1]
Stage 1: Procedures for the early identification, screening and addressing of the SEN of certain children
The class teachers or parents may have concerns about the academic, physical, social, behavioural or emotional development of a child. The teacher will then administer screening measures e.g screening checklists for younger children or standardised tests for older pupils or behavioural checklists as appropriate. In the case of infants, the teacher may monitor the children using comparison with peers, teacher designed checklists e.g. colours, drawings, understanding of questions, participation in class activities etc. In the case of pupils who come to us from other schools we will use school reports where possible and teacher observation to see how the pupil is coping in the class they have joined.
The screening measures used in the school are: BIAP [ Belfield Infant Assessment Profile], MIST[ literacy] and the standardised tests Micra-T[ literacy] and Sigma-T [ numeracy]. The Neale Analysis and the WRAT used by the SEN teachers
- Micra-T in the summer term
- Sigma-T in the summer term
And MIST in the 5th school term, ie. Administered to Senior Infants either just before or after the Easter holidays depending on when Easter falls.
If the teacher has concerns about the child following the screening measures, the teacher will approach the parents to discuss the concerns. Information is sought from the parents at this point eg. Whether there are concerns about the health or development of the child or any behavioural issues at home. The class teacher will impart information on the results of tests or checklists.
The class teacher shall then draw up a short plan for extra help to be implemented in the normal classroom. Parents may be asked to work with their child at home on a short programme i.e. extra reading /maths/oral language/ behaviour improvement etc.
Class teachers at this stage may be supported by parents, Learning Support teacher and any other professionals involved in the child`s care eg. Speech and Language Therapist.
Intervention , the Learning Support teacher may be consulted about the need for intervention at Stage 2. See point 2.2 below.
A child is moved onto Stage 2 if the child scores at or under the 10th percentile in standardised tests in English and/or Maths or has several areas of difficulty in the MIST or warrants Early Intervention for other reasons. The Learning Support Guidelines, p.58 par. 4.3.1 state: In order to allow for measurement error, consideration may be given to those pupils who achieve scores up to and including the 12th percentile.
If a child seems to warrant provision at Stage 3, see point 2.3 below.
2.2 Stage 2.Referral to Special Educational Support Teacher (L.S. Guidelines p.57).
If Intervention is considered necessary at Stage 2, the class teacher, after consultation with the Learning Support teacher and the principal, meets the parents to discuss the ongoing concerns the teacher has regarding the child. In order that the sensitivities of parents best be addressed, the class teacher will initiate early contact with parents through a meeting to explain how diagnostic testing(followed by learning support provision if deemed necessary) can address their child’s learning needs. The school will seek parental consent in writing for further diagnostic testing by the Learning Support teacher.
A standard form for consent to diagnostic testing is in use in the school. This includes a section to indicate refusal of service. In the event of reluctance or refusal of a parent to consent to diagnostic testing, the parents will be asked to indicate their refusal in writing. Records of consent and refusals are recorded and kept on file.(See Sample letter appendix 3).
Diagnostic Tests: Currently BIAP, Schonell , Neale Analysis of Reading Ability, Basic Number Diagnostic Test Gilham and Hesse, Maths Tracker 1₰ 2 and WRAT are used taking into consideration the age and educational difficulties the pupil may be experiencing. The Learning Support teacher administers these tests. The results of the tests are reported to the class teacher and to the parents of the child.
If the diagnostic assessment suggests that supplementary teaching would be beneficial, then this will be made known to the parents. A letter of consent to accepting Learning Support provision for their child will be given to the parents to sign.
A standard form for consent to Learning Support provision is in use in the school. Records of consent and refusals are kept on file { See Sample letter Appendix 4]
The following factors need to be considered in determining a child`s need for supplementary teaching;
- Assessment results
- Teacher recommendation
- Parent`s concerns
- Availability of resources
The selection criteria for Learning Support is as follows;
- Pupils who perform at or below the 10th percentile in standardised tests in literacy.
- Pupils in need of Early Intervention in Literacy
- Pupils who perform at or below the 10th percentile in Standardised tests on Numeracy.
The Learning Support Guidelines p. 58 par 4.3.1. state: In order to allow for measurement error, consideration may be given to those pupils who achieve scores up to and including the 12th percentile.
Supplementary teaching is arranged as per Circular 02/05, p7/8 (see Appendix 5). Children with similar needs are grouped together. The Learning Support Guidelines state that ‘it is likely that intensive early intervention involving pupils with low achievement in the junior section of the school(senior infants to second class) will be most successful in groups of approximately four pupils.’
Further information on the categories of children who are considered to require intervention at Stage 2 is given in Circular 02/05, page4 (see Appendix 13).
Preparation of an Individual Profile Learning Programme for children attending Learning Support Teacher.
The Learning Support Guidelines state: Much of the work involved in completing an Individual Profile and Learning Programme is carried out and co-ordinated by the learning support teacher. . .it is strongly recommended that an inclusive approach involving the pupil’s class teacher, parents and the pupils themselves be adopted both in the diagnostic and planning stages and later in the implementation of the learning programme (p.68L.S Guidelines).
Following a consultation between the class teacher and the Learning Support teacher, a meeting will be arranged between the parents and the Learning Support teacher and the class teacher where practicable, in order for these parties to develop an IPLP for the child.
Learning plans are prepared for groups of children attending Learning support where appropriate. The Learning support teacher will use the IPLP format in the Learning Support Guidelines, pages 96 and 97, (see Appendix 6).
There are two instructional terms for Special Education Teaching in the school year. These start in September and February of each school year. IPLPs are developed at the beginning of each instructional term.
Review
Learning Support teacher reviews progress at the end of each instructional term with reference to the targets set in the IPLP and using a variety of indicators such as Dolch word list, wordlists from the class reader for Senior Infants/First class. The result of Micra/Sigma=T and MIST are taken into consideration. The review process involves communication between the Learning Support and class teachers on a regular basis.
Based on results of Micra/Sigma=T and MIST and checklists for younger children, decisions are taken regarding reducing or discontinuing supplementary teaching for individual pupils, involving consultation with Learning Support and class teacher. Parents will also be consulted at this stage. A meeting will take place between parents and class teacher and/or learning support teacher before a final decision is taken. Such decisions are recorded in a pupil’s file. (See draft record sheet Appendix 12)
and/ or the pupil on assessment is performing above the percentile laid down in the criteria for receiving Learning support.
Caseload Decisions:
The Learning support teacher will compile at the beginning of each instructional term a summary of pupils in need of additional support and the appropriate stage of intervention as per Circular 02/05, p.30 (See Appendix 11). It may also be necessary to review the caseload after the MIST has been administered.
In selecting children for Learning support at the beginning of each instructional term, it should be noted that the Learning Support Guidelines state: it is expected that the learning=support teacher would be engaged in providing supplementary teaching to approximately 30 pupils with low achievement and/or learning difficulties at any given time during the school year.(page 57)
Selection of children for attendance at learning support at the beginning of the school year will take place following consultation with all class teachers and in accordance with the Staged Approach and the selection criteria summarised above and contained in the Learning Support Guidelines p.57.
2.3 Stage 3.
Consultation or referral for assessment to outside specialist (The Staged Approach as per Circular 02/05) (See Appendix 1)
More intensive intervention at Stage 3 may be required for children who continue to present with significant learning needs. The school may wish to formally request a consultation with the NEPS psychologist, a Speech and Language therapist, etc.
The class teacher and/or the Learning support teacher will invite the parents to a meeting to discuss the need for assessment by an outside specialist.At the meeting the teacher will put forward the concerns regarding the child. The parents’ view on the matter are sought.
If it is decided at this meeting to proceed with the request for a consultation with outside specialists, the appropriate forms are filled out, eg, referral to the educational psychologist, speech and language referral forms, or parent may be directed to go to their GP for onward referral to other agencies.
The Principal has overall responsibility for making the referral and liaising with the specialist, but may nominate another teacher to deal with the task, eg. The SEN Teacher involved with the child.
The Learning support teacher usually takes responsibility for meeting with the parents in order to fill out the referral forms required for speech and language referral or review/assessment by the educational psychologist. Copies of these completed referral forms are kept on file. The Learning support teacher will co=ordinate the collection of documentation where required. Documents produced by outside agencies may not be passed on to another agency without parental consent in writing.
The educational psychologist in consultation with the school and the parents decides where assessment takes place….
In the event of limited availability of assessments through NEPS, decisions are reached regarding priority on the basis of Early intervention and degree of need. The educational psychologist may give input on decisions of prioritising children for assessment.
Further information on the other categories of children who are considered to be at Stage 3 are detailed in Circular 02/05, page4 (See Appendix 13).
3.0 Drafting and implementing an Education Plan(for pupils at Stage3) (Refer to NCSE Guidelines on the Individual Plan).
The requirement to develop formalised IEPs is an essential component of the EPSEN Act2004.
The purposes of an Education Plan (EP) are
- To allow the pupils to progress at a level commensurate with ability
- To involve collaboration between all parties in the child’s education
- To focus teaching strategies
- To ensure records are kept
The information to be included in an IEP.(See NCSE Guidelines on the Individual Education Plan Process p.27)
As mandated by Section 9 of the EPSEN Act,2004, the following elements must be contained in the IEP
(a) The nature and degree of the child’s abilities, skills and talents;
(b) The nature and degree of the child’s special educational needs and how those needs affect his or her educational development;
(c) The present level of educational performance of the child;
(d) The special educational needs of the child;
(e) The special education and related support services to be provided to the child to enable the child to benefit from education and to participate in the life of the school;
(f) Where appropriate, the special education and related support services to be provided to the child to enable the child to effectively make the transition from [primary school education to post= primary school and
(g) The goals which the child is to achieve over a period not exceeding 12 months. (Section 9.2)
Responsibility for the Co-ordination of information:(See NCSE Guidelines on the individual Education Plan Process p.27).
While the principal has overall responsibility for ensuring that an IEP is written for each child with special education needs, this task may be delegated to another member of staff, referred to here as the IEP Co-ordinator.
Participation in the development of an IEP
(refer to NCSE Guidelines on the Individual Education Plan Process p.4)
Individual Education Plan is developed through a collaborative process involving the school, parents, the student(where appropriate) and other relevant personnel or agencies. It refers to the adapted or modified aspects of the educational programme and focuses on priority learning needs, although the student may also have other learning needs that will not require the same intensive degree of planning and monitoring. Not every aspect of the curriculum and school life needs to be modified for every student with special educational needs- only those areas of identified need arising from assessment should be covered. The amount of adaptation and support will vary according to the individual learning needs of each student. Some students with more complex needs may require significant educational modifications.
Meetings will be convened as necessary.
Pupils will be included in the process where practicable, e. g the child could contribute to a discussion on their strengths, interests, learning styles, hobbies, learning needs. They can be given the opportunity to contribute to the setting of the targets(NCSE Guidelines, p.15).
Copies of the plan are given to all the parties, e. g Parents/Guardians, SENO and the school retains a copy.
An IEP covers at least one instructional term and not more than a period of 12 months.
Progress is reviewed informally on a monthly basis through the Cuntas Miosuil process. In addition, the principal shall arrange for a review of the IEP process not less than once a year. The main parties will again collaborate at review stage, e. g parents. SET. class teacher, principal and pupil where practicable.
If the education plan identifies a need for resources over and above those normally available in a mainstream school setting, the principal will bring this to the attention of the SENO and /or the NCSE.
The principal and the SET are responsible for consultations with psychologists, SENO and/ or other outside agencies.
“Collaboration and sharing of relevant information between teachers and parents have been shown to be of critical importance” (Learning support Guidelines p.52). The school will make every effort to share relevant information with all the collaborating parties through;
- Parent teacher meetings
- Staff meetings
- Formal/informal meetings with class teacher, principal, parents
- An open door policy, where parents are free to contact the school to make an appointment to meet with a teacher at a mutually convenient time
- School reports at the end of the academic year
4.0 Inclusion
Our school will use the following Programmes/ curricular areas to ensure that pupils with special educational needs are included as fully as possible in the life of the school and the classroom:
- Aspects of the SPHE curriculum, self-identity, self- awareness, relating to others, communicating.
- Circle Time
- Assemblies
Strategies to be employed by the class teacher to enable the pupil to participate in the learning experiences of his/her peers include:
- Participation in oral work
- Mixed ability groupings
- Using concrete materials
- Differentiation of curriculum. Outcomes and methodologies for pupils with SEN.
The following programmes can be utilised to inculcate awareness in all students in the school of the needs of persons with disabilities:
- The religion programme , Alive-O
- Bi Follain
- Walk Tall
5.0 Deployment of Staff
The school will seek to ensure the most effective deployment of staff in meeting the overall SEN requirements of the school by taking into account the experience/ expertise of teachers, part-time teachers, newly qualified teachers and SNAs, where applicable. We will follow the 6 steps for planning for the deployment of resources outlined in Circular 02/05,p.7(Appendix 5).
The school seeks to incorporate best practices with regard to the role of the SNA in supporting pupils with special needs in the classroom with reference to Circular 07/02, (Appendix 8). Where possible and to reduce dependence, the SNA may work with a group in the classroom and not just with one individual child.
6.0 Collaboration and Communication
The operation of an effective communication system between all parties involved in meeting the learning needs of the child is considered essential . In particular, effective communication and collaboration with parents are critically important to the success of supplementary teaching.
The various strands of this system include:
- Meeting with parents of prospective Junior Infant children to explain school policies and how parents and teachers can work together for the benefit of pupils.
- Informing parents of concerns regarding progress in school
- Outlining the school’s practice with regard to diagnostic testing and follow up procedures
- Consultation between class teacher and Learning Support teacher following a low score on a screening test
- Consultation between principal and/or Learning Support teacher and/or class teacher and parents following a low score on a screening test, including the seeking of parental approval for diagnostic assessment and provision of supplementary teaching
- On going communication between the LST and the class teacher
- Regular communication between the LST and parents
- Formal parent- teacher meetings once yearly, at which the parents meet class teacher and LST separately
- Communication between the Educational psychologist and the school, and between the Educational psychologist and the parents.
Formal individual consultations will be arranged where necessary, e. g to discuss concerns, to obtain parental consents, to devise IEPs.
Arrangements for supervision of a class are made if the meeting is to take place in school hours and if a class teacher is involved, the Learning support or Resource teacher may supervise the class.
7.0 Resources
The resources available in the school for supplementary teaching include reference books for teachers, reading books for children, programmes of work and some ICT resources .A list of resources and programmes is enclosed in Appendix 9. All class teachers may borrow resources for use following prior agreement with the Learning support teacher.
The Learning support teacher in consultation with the principal is responsible for sourcing and acquiring additional resources, using monies from the annual grant for Learning support and any monies provided by the Board of Management for purchase of resources.
The learning support teacher is responsible for tracking, storing and maintaining these resources. She/he will note any resources borrowed by teachers and will seek to have same returned within a reasonable timeframe. The materials are stored in the Resource Room. Lost or mislaid items may have to be replaced if deemed necessary.
Learning support resources will primarily be used in the Learning support room. The resources may be made available to class teacher following consultation with LST.
In the event of shared staff, the shared SET may request to borrow items on a case by case basis.
8.0 Transfer to Post-Primary Schools
In order to assist a smooth transition for pupils with special needs to post primary education, we will encourage the parents to contact the Special Education Dept. in the secondary school before enrolment to outline their child’s special needs.
In the case of children at Stage 3, the Resource teacher may consider preparing a specific education plan to cover the transition period, following advice from the SENO and with reference to NCSE guidelines on IEP process, p.31.
Information on a child is only transmitted at the specific request of a parent or the secondary school, if the parent gives consent in writing.
9.0 Record- keeping (Refer to our school’s policy on data protection)
Children’s Records
As well as the annual reports and the results of the MIST and the Micra /Sigma-T standardised tests, the following records are kept for children with SEN:
- Letter of parental consent to diagnostic testing
- Letter of parental consent to initial Learning support provision
- Copies of referral forms to Speech and Language therapists, educational psychologists and any other outside agencies
- Copies of reports from the health professional involved with a child
- Copies of any application made to the SENO for resources and the reply
- Copies of correspondence from parents regarding their child
- Details of starting dates of Learning support and date of discontinuation
- From 2008/2009, annual letter of parental consent to on going Learning support.
The following have access to these records: principal, class teacher LST/resource teacher, SENO, psychologist, inspector, parents. Bearing in mind the child’s entitlement to confidentiality, access is on a need to know basis.
The SEN records are stored in the SEN room or in the principal`s office. This allows for ease of access during the school day while still remaining secure.
Records are retained until the child reaches the age of 21. This is covered in the school’s policy on record keeping.
Records are updated if new concerns are documented, a new referral made, or if a health professional sends a report. The date of discontinuation of learning support provision is documented. The personnel involved in the particular circumstance may contribute to the child’s file.(Generally, the principal LST and/or class teacher, resource teacher)
10.0 Other Related Policies
There are aspects of this policy which may impact upon other policies in the school.For example, through our Code of Behaviour/ Anti Bullying Policy we aim to ensure that we encourage good behaviour and consideration of other’s feelings, to avoid bullying of or offensive behaviour towards children with SEN. We recognise that some children with SEN will have behavioural and emotional difficulties. We aim to focus on positive behaviour modifications in this way.
The school’s curricular and organisational policies and plans take into account the needs of pupils with SEN, by emphasising the importance of differentiation of content and methodologies in curriculum areas.
Success Criteria
The following are some practical indicators of the success of the policy:
- Inclusion of pupils with SEN into our school
- Progress of pupils with SEN in our school assessments
- Feedback from teaching staff, parents, special needs assistants ,pupils, psychologists
- Inspector’s reports
Roles and Responsibility
The Roles and Responsibilities of the partners in the school, the B.O.M, the principal, the class teachers, the LST/resource teacher(s), parents and pupils are summarised below. A complete list of the roles of the partners can be found in the Learning Support Guidelines, Chapter 3, pages 38 to 54.
Role of the B.O.M
The B.O.M shall:
- Oversee the development, implementation and review of the SEN policy
- Ensure that adequate classroom accommodation and teaching resources are provided for the LST/Resource teachers
- Provide adequate funds for the purchase of LS/Resource materials.” Funds provided for these materials should not be limited to the learning support grant provided by the Department of Education and Science”.(Learning Support Guidelines,p.47).
- Provide a secure facility for storage of records relating to pupils in receipt of L.S/Resource.
Role of the principal Teacher
“The principal teacher has overall responsibility for the school’s l earning support programme and for the operation of services for children wjth special educational needs.”(Learning Support Guidelines, p.38). The Education Act (1998) and the EPSEN Act (2004) have all reiterated this responsibility.
The responsibilities of the principal teacher include
- Assessing overall responsibility for the development and implementation of the school’s policies on learning support and special needs in co-operation with the L.S/Resource teachers
- Working with teachers and parents in the development of the school plan on learning support and special educational needs.
- Monitoring the implementation of the school plan on L.S/Resource and special educational needs on an ongoing basis
- Monitoring the selection of pupils for supplementary teaching, ensuring that this service is focused on the pupils with very low achievement
- Overseeing the implementation of a whole-school assessment and screening programme to identify pupils with very low achievement and learning difficulties so that these pupils can be provided with the support they need
- Keeping teachers informed about the external assessment services that are available and the procedures to be followed for initiating referrals
- Liaising regularly with the L.S/Resource teachers, “In order to support the implementation of school policy on learning support as outlined in the school plan, the principal teacher should arrange a meeting with the learning support teacher at least once each school term to discuss the implementation of the school plan on learning support”(Learning Support Guidelines,p.40).
- Assuming direct responsibility for co-ordinating L./resource and special needs services or nominate a teacher to perform this role.
Role of the Class Teacher
The class teacher has primary responsibility for the pupil’s needs within his/her class. Their responsibilities include:
- Making parents aware of the concerns of the school about their child’s progress
- Where possible attending meeting between L.S.T and pupil’s parents
- Consulting and co-operating with L.S.T or Resource teacher on pupil’s IPLP/IEP as applicable
- Differentiating class programmes to suit the needs of pupils
- Where there is a classroom assistant outlining his/her duties clearly for the instructional term, with reference to Circular 07/02.
The Role of the Learning Support Teacher
The responsibilities of the Learning Support Teacher (L.S.T) 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 Individual Profiles And Learning Programmes for pupils who are selected for supplementary teaching in consultation with the class teacher and parents
- Maintaining fortnightly planning for each individual or group of pupils in receipt of learning support
- Having regular meetings with parents to discuss pupil’s progress
- Providing teaching in English and/or Mathematics to pupils who experience low achievement
- Contributing to the development of policy at the whole school level where applicable
- Liaising with the class teacher on individual pupil’s needs and progress
- Liaising with external agencies
- Maintaining a list of pupils who are receiving supplementary teaching and special educational needs
- Conducting diagnostic assessments
- Maintaining and reviewing pupil records
- Liaising with principal, teachers and parents.
Role of Parents
Supporting the work of the school by participating with their child in activities such as reading stories/sharing books, paired reading, storytelling, engaging in activities involving language, literacy and numeracy, and ICT which supports learning where possible.
Where their child is in receipt of supplementary teaching, implementing suggested home based activities agreed upon, in the development of the IPLP.
Role of the Pupil
It is important for the students to have an imput into the development, implementation and review of their own learning. By doing so, they can become more independent as learners and become aware of their own strengths and weaknesses or needs.
Where appropriate, “the pupil should become familiar with the medium and long-term learning targets set for them and should be given the opportunity to contribute to the setting of such targets.”
They may also “ contribute to the selection of texts relevant to their learning targets”. They may also develop ownership of the skills and strategies taught during supplementary teaching and apply these strategies and skills in their mainstream class situation”. { from Learning Support guidelines, p. 54}
Timetable for Review
Monitoring of this SEN policy is an ongoing process. The whole staff will discuss the policy at least once a year at a staff meeting, and amend it as deemed necessary.
