Children with Special Education Needs

The preamble to the Education Act, 1998 makes specific reference to provision for the education of persons with disabilities or special educational needs, and a stated objective of the act is to “give practical effect to the constitutional rights of children, including children who have a disability or other special educational needs” (Part 1, section 6 [a] ). The purpose of this document is to outline the policies which are being implemented in this school to ensure that adequate provision is made for pupils with special educational needs.

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Definitions

A precise definition of special educational needs is difficult. For example, in the Warnock Report (1978), it is stated that one fifth of the general population of mainstream schools might have special educational needs of some kind during their school lives.  Such a broad definition of special educational needs has major implications for practice and for resource provision. However, the more general understanding of pupils with special educational needs is that they encounter barriers to learning. The Report of the Special Education Review Committee (SERC, 1993) defined areas of special educational needs under four broad headings:

• General learning disabilities
• Emotional and behavioural disturbance
• Language and communication difficulties and disorders
• Physical and sensory disabilities

System introduced in June 2004 and Revised in February 2005 for the Allocation of Resources to Pupils with Special Educational Needs (Circular SP Ed 02/05)

• There is a general weighted allocation to all schools to cater for pupils with low achievement (i.e. function at or below the 10th percentile on a standardised test of reading and /or mathematics) and higher incidence SEN (borderline mild general learning disability, mild general  learning disability and specific learning disability). The weighted allocation for our school based on an enrolment of 466 was 3.33 posts.

• Individual allocation of pupils with lower incidence SEN will continue to be made through the Special Educational Resource process (individual applications supported by relevant professional reports).

The Categories of Special Educational Needs are listed in tabular form

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General Learning Disabilities

Students with general learning disabilities form the most numerous student cohort in special needs education, and in former times, these children were referred to as being `mildly mentally handicapped’. Children with a mild learning disability (or general learning disability) typically have verbal and performance IQ scores in the 50 to 70 range. In recent years, there has been a movement away from labelling based solely on psychometric assessment with the result that definitions are less clear-cut. A pupil will be considered to have a general learning disability if:

• He /she has a significantly greater difficulty in learning than the majority of children of his /her age

Characteristics of General Learning Disability

The most common learning characteristic of children with a general learning disability is that they have difficulty mastering academic content. They may also display one or more of the following characteristics:

• Delayed conceptual development
• Limited ability to abstract and generalise
• Difficulties with memory
• Slow speech and language development
• Limited social skills
• Inappropriate or immature personal behaviour
• Limited attention span and poor retention ability
• Decreased motivation
• Poor self-concept
• Low self-esteem
• General clumsiness
• Emotional disturbance
• A minority may have varying degrees of hearing or visual impairment

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Moderate Learning Disabilities

Students with moderate learning disabilities have an IQ score in the range of 35 to 50. They may also have additional disabilities such as physical impairment, emotional disturbance, sensory losses or behavioural problems.

Characteristics

• Delay in reaching developmental milestones
• Speech or communication problems
• Poor-co-ordination /mobility
• Low cognitive ability
• Poor attention span
• Poor perception and memory
• Poor social skills

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Specific Learning Difficulty

A Specific Learning Difficulty is defined as impairments in areas such as reading, spelling and mathematics which are not attributable primarily to hearing loss, impaired vision, emotional problems or below average ability.

Characteristics of a Specific Learning Difficulty

• Delays in acquiring language or speech
• Shortcomings in the understanding and /or remembering of common sequences such as the days of the week or tables
• Confusion with directions such as left or right
• Confusion with letters and words that are alike (e.g. b /d, p /q), mixing up sounds of words, unable to match sounds with their letters
• Poor pencil grip, awkward handwriting and difficulty with copying from a book or from the blackboard
• Verbal IQ is below their performance IQ
• While some pupils with major problems in one area (reading /spelling / writing) may cope well in other areas (e.g. numeracy), overall attainment levels of pupils with a specific learning disability are generally below average

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Principles of Special Education

The principles underlying education for students with special educational needs do not differ from those that are relevant to all students. The Primary School Curriculum (1999) states that:

All children have a right of access to the highest- quality education appropriate to their needs. This includes children whose disabilities or circumstances inhibit their effective participation in the education that is normally provided for children of their age… it is important that a range of educational provision is available that is flexible enough to cater for the special needs of individual children at the various stages of development. (p. 29)

Aims

• To enable the student to live a full life and to realise his potential as an unique individual through access to an appropriate broad and balanced curriculum
• To educate pupils with special educational needs along with their peers where ever possible, giving due consideration to the necessity to meet their individual needs
• To enable the student to function as independently as possible in society through the provision of such educational supports as are necessary to realise that potential
• To identify pupils with special educational needs as early as possible in their primary school career
• To involve fully the parents of pupils with special educational needs, and to seek their close co-operation.
• To meet the needs of the pupils by the most efficient use of all available resources

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Policies and Procedures

The following policies and procedures are intended to show the structures and systems that are in place in St Colmcille’s BNS with regard to special needs provision, and how the aims are translated into practice.

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Roles and Responsibilities for Special Educational Needs Provision

The Board of Management

• The Board of Management discharges its statutory duties by ensuring that its enrolment policies and general resource provision enable it to meet its responsibilities with regard to pupils with special educational needs
• The Board of Management will review special needs provision each year as part of the School Development Plan

The Principal Teacher

The Principal Teacher has responsibility for:

• Ensuring that the Board of Management is informed with regard to special educational needs provision

• Day to day management of special needs provision and systems

• The recording and storing of reports

• Co-ordinates liaison with outside agencies or support services

• Contacting the social services to report a concern about a child’s welfare

• Has overall responsibility for the development and implementation of school policy on learning support

• Works with teachers and parents in the development of the school plan on learning support

• Monitors on an  on-going basis the implementation of the school plan on learning support

• Monitors the selection of pupils for supplementary teaching

• Has overall responsibility for  co-ordinating learning-support

• Monitors the implementation of a whole-school assessment and screening programme to identify pupils with low achievement

• Keeps teachers informed with regard to external assessment services and the  procedures to be followed in initiating referrals

• Helps teachers to increase their knowledge and skills in the area of learning support, by facilitating school-based in-service and by encouraging teachers to avail of relevant of in-career development opportunities

• Meets with the learning support teacher on a  regular basis to discuss the implementation of the school plan on learning support

• Establishes school policies and procedures which enable parents to become involved effectively in the provision of learning support

Co-ordination of Special Needs Applications: Ms Angela Noonan

• Liaison with parents, teachers and psychologists with regard to pupils who may have/ have special needs

  Special Educational Needs Team

The Special Education Needs Team in our school consists of the Special Education Needs Co-ordinator, 3 Resource Teachers, 3 Language Support teachers for pupils for whom English is not their first language and four classroom assistants.

Special Educational Needs Team

The Special Education Needs Team in our school consists of the Learning Support Teacher, a Resource Teacher for pupils with special educational needs in senior classes, a Resource Teacher for pupils with special educational needs in junior classes, a resource teacher for Travellers and a classroom assistant. The school is in the process of appointing a part-time teacher to provide support for pupils for whom English is not their first language.

The Special Educational Needs Team has responsibility for:

• The day to day operation of the School’s Special Educational Needs Policy and for the co-ordination of provision for pupils with special educational needs

• Maintaining liaison with the support services and the visiting teacher services

• Liaising with parents of pupils with special educational needs

• Contributing to staff in-service and training

• Co-ordinating elements of the formal assessment of pupils’ attainments (Micra T, Sigma T, Young, Thackray and Thackray, Aston Index, MIST, Belfield Infant Assessment Profile, Daniels and Diack Spelling)

• Advising teachers with regard to the resources and strategies for teaching pupils with special educational needs

• Advising the principal with regard to the purchase of appropriate resource material

• Drawing up Individual Educational Plans for pupils with special educational needs in consultation with class teachers

• Whole class teaching on appropriate occasions

• Providing a time-table as early as possible in the academic year to show where special educational needs support is received. This time-table should be agreed with the principal teacher and distributed to all relevant mainstream class teachers. Time-tables will be drawn up in such a manner as to ensure that when pupils are being withdrawn from class, they are not missing out on the same curricular area(s).

Mainstream Class Teachers

• The primary responsibility for each child with SEN rests ultimately with the mainstream class teacher. Central to this responsibility is the Individual Educational Plan (IEP) which is drawn up collaboratively by the class teacher, the child’s parents and the support teacher.

• On specific time-tabled occasions, mainstream class teachers and resource teachers will exchange roles so that the mainstream class teacher will have an opportunity of teaching the children with special educational needs in a small group setting

• Implement teaching programmes which optimise the learning of all pupils

• Implement school policies on screening and selecting pupils for supplementary teaching in English, and scoring appropriate screening measures

• Differentiate the class curriculum appropriately to meet the needs of all pupils

• Advise on the selection of pupils for diagnostic assessment

• Discuss the results of screening measures with resource teachers

• Review the progress of each pupil receiving learning support

• Makes parents aware of school’s concern about a child’s progress

• Outline school policies and procedures regarding the administration of diagnostic tests by resource teachers and seeks the approval of the pupil’s parents for such an assessment to be undertaken

• Outline to parents the support that is available in the school

• Bring to the attention of the resource teacher any concern  with regard to a pupil having a general or specific learning disability

Special Needs Classroom Assistants (SNA's)

• The Special Needs Classroom Assistants provide support for the pupils who have special educational needs, and are allocated to specific, named pupils. The support which SNA’s give will usually take the form of assisting the pupils with the work which they have been set by their class teacher and /or resource teacher.

• SNA’s will assist in the preparation of materials for lessons

• By assisting in the supervision of pupils with special educational needs during break periods

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Identification and Assessment of Pupils with Special Educational Needs

Principles

Pupils who are thought to have special educational needs are identified and assessed as early as possible. Referral for assessment can come from a number of sources, e.g.

• Class teacher
• Parental request
• Resource teacher tracking and observing individual pupils in class

Early identification, assessment and provision for a child with special educational needs are very important for the following reasons:

• It can minimise the difficulties that can be encountered when intervention and provision occur
• It can maximise the likely positive response from the child

Criteria for referrals

A child proposed for referral to special needs resource teacher should have a medical, social and psychological assessment to ascertain whether there are any physical, environmental or intellectual factors which may be contributing to his educational problems. Among the reasons for referring a child are the following:

• Poor or slow speech.
• Poor progress at school.
• Problems with reading.
• Problems with number work.
• Poor concentration.
• Anti-Social behaviour.

Procedures

• Check with Principal, previous class teacher or resource teachers to see if any information exists concerning the pupil’s difficulties.
• Contact parents to obtain permission for referral to the National Educational Psychological Service. The principal will contact the National Educational Psychological Service.
• Class teacher is asked to write a report prior to the assessment being undertaken
• A copy of the psychologist's report is forwarded to the Principal and to the child’s parents.
• Reports on prospective referrals for resource teaching are forwarded to District Inspector by the principal.
• Inspector will advise Principal teacher regarding placement.
• Parents' consent must be obtained before a child is given tuition by resource teacher

Note re Learning Support

Since September 2005, pupils who require additional learning support have been combined with pupils who have been statemented, so that one resource teacher has responsibility for a cohort which may include pupils who require additional support for reading and mathematics, Traveller pupils and pupils with special educational needs. These new arrangements have not altered the entitlements of pupils who require learning support.

Principles of Learning Support

• The learning support programme in St Colmcille’s BNS is designed to ensure that all pupils achieve basic literacy and numeracy by the time they complete primary education

• Resources are directed  towards pupils in the greatest need

• There is intensive early intervention with the emphasis being on prevention of failure

• Pupils encountering learning difficulties are supported by a team approach which involves the pupils, class teachers, resource teachers, parents and relevant support personnel such as psychologists and speech therapists

• Learning support programme provides for the lowest achieving pupils in the school especially those who are performing at or below the 10th percentile on the Micra T

• Intensive prevention (junior infants to 2nd Class) and early intervention (senior infants to 1st Class) programmes including supplementary teaching implemented

• Supplementary teaching provided for the minority of pupils in the senior section of the school (2rd to 5th ) who are performing on or below the 10th percentile on the Micra T.

• Duration of period for which a pupil receives additional learning support is monitored closely, but it should not exceed three years unless  in exceptional circumstances

• To develop and implement Individual Educational Programme (IEP) for each pupil in receipt of supplementary teaching, based on an assessment of needs and a specification of targets for the pupils. These programmes are drawn up and implemented collaboratively by the pupil’s class teacher, resource teacher and parents

Aims of Learning Support

• 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

• To enable all pupils to participate in the full curriculum for their class level

• To develop positive self-esteem and positive attitudes about school and learning in pupils with learning difficulties

• To enable pupils to become independent learners

• To provide supplementary teaching and additional support for pupils in English and Mathematics

• To involve parents in supporting their children’s learning through effective parent-support programmes

• To promote collaboration among teachers in the implementation of whole-school policies on learning support for these pupils

• To establish early intervention programmes

Expected Outcomes of Learning Support

• Improved learning by pupils whose achievement is at a very low level in English and Mathematics

• Enhancement of basic skills and learning strategies to a level which enables pupils to participate in the full curriculum

• The achievement of an adequate level of competence in literacy by these pupils before they leave primary education

• The application of independent learning strategies by these pupils resulting in a commitment to, and involvement in their own learning, positive attitudes to school and high levels of self-esteem

• Partnership between class teachers, resource teachers and parents in planning and implementing supplementary teaching programmes for these pupils

• The implementation of a tracking system at whole-school level to monitor of these pupils

Whole School Planning and Organisation for Learning Support

Strategies for Preventing Learning Difficulties

• School plan for English contains agreed approaches to language development and to other aspects of English in order to ensure continuity and progression from class to class

• Additional support provided for pupils who need it

• Parents involved in paired reading and other strategies to support pupils’ learning

• On-going structured observation (class teachers and resource teachers) and assessment of the language and literacy of pupils in infant classes to facilitate early identification of possible learning difficulties

Strategies for Implementing Early Intervention Programmes

• Principle of early intervention underpins school policy on learning support

• Programmes are set within specific time-frame (13 weeks approximately)

• Supplementary tuition given daily

• Strong focus on oral language and phonemic awareness

• Pupils engaged in oral and silent reading of texts at appropriate levels of difficulty and comprehension of those texts is monitored

Procedures and Criteria for Identifying and Selecting Pupils for Supplementary Teaching

• Administration, scoring and interpretation of standardised screening measures, or of appropriate checklist (EYES, BIAP, Thackray and Thackray, Young, Aston Index). This can be administered by class teacher or by resource teachers

• Selection of pupils for diagnostic assessment by the resource teachers

• Administration of diagnostic tests by resource teachers

• Nature of intervention determined

• Learning targets identified and Individual Education Plan developed

Procedures and Criteria for Continuing /Discontinuing Supplementary Teaching for Pupils

• Progress of each pupil in receipt of supplementary teaching reviewed at the end of each instructional terms (13 weeks)

• After consultation with class teacher and parents of pupil, a decision is taken about the level of support to be provided for the next instructional period

• IEP to be revised after review

Strategies for Communicating Information

• Parents contacted by class teacher with regard to concerns about pupil’s progress

• Following diagnostic assessment, resource teacher discusses the outcome of the assessment and the type of intervention best suited to the pupil’s needs

• Regular communication between the resource teacher and the pupil’s parents is maintained during the period of supplementary teaching

• Regular communication between class teacher and resource teacher) during each instructional term. Period allocated on time-table for this purpose

Procedures for Monitoring the Progress of Individual Pupils

• Ongoing monitoring of each pupil’s progress in relation to short-term objectives. Period allocated on weekly time-table for this purpose

• More detailed review at end of 13 weeks. This process will involve resource teacher, class teacher and principal.

• Individual Profile and Individual Education Plan maintained

Time-tabling and Work-Schedule of the Resource Teachers

Principles

1. Supplementary teaching is in addition to the regular class teaching in English and Mathematics

2. Pupils should not miss out on the same curricular area each time they receive supplementary teaching

3. Flexible approach to time-tabling

4. There is not an over-emphasis on withdrawing pupils from their classrooms

• Time is allocated to non-teaching activities such as conducting diagnostic assessments, record-keeping, consulting with parents, teachers and outside agencies.

• Priority given to pupils who are performing at or below 10th percentile in English reading

• Other pupils (up to 12th percentile) may be selected for supplementary teaching for short period

• Maximum group size of younger pupils (1st and 2nd) is 4 pupils

Supplementary Teaching: Selection and Implementation

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Curriculum Guidelines

Key skills and key learning areas

Curriculum provision, both in content and methodologies should minimise rather than emphasise difference while at the same time facilitating inclusion in mainstream education.

Key Skills

There are particular skills that enhance lifelong learning. For students with general learning disabilities these skills must be reinforced frequently. Progress however small must always be recognised and valued. The skills will be developed through age-appropriate content, methodologies and approaches.

Enabling Skills

The three enabling skills essential to all learning are attending, responding and interacting. They can be developed to encompass

• Responding to and interacting with people and objects
• Social interaction with others
• Taking part in group activities
• Focusing on tasks
• Collecting and organising information

The main purpose of developing these skills is to enable students to become independent learners.

Life Skills

Life skills are those skills that cross the boundaries of subjects and the school day.  They are essential for all facets of a person’s life and include the following:

Communication Skills

These skills range from awareness of people and the environment, making eye contact and using gesture, signs and symbols to listening, speaking, reading and writing. (* A fuller note on stages of reading competencies is contained at a later stage of this document)

Personal and social skills

These skills range from basic personal hygiene and self-help skills, awareness of own feelings and social interaction with others, to conflict resolution and dealing with moral issues

Aesthetic and creative skills

The broadening of experience and the raising of levels of awareness to expression through visual arts, music and drama.

Physical skills

These skills range from basic mobility and gross motor skills to specific skills required for writing, sports or leisure activities.

Mathematical skills

These are the skills needed to develop sensory awareness, perception of colour, pattern, shape and position, sorting, grouping, classifying, practical problem-solving involving a variety of mathematical skills and social mathematics including time and money.

Key learning areas

The detail of the content will be developed at school level appropriate to the particular students, but the general vocabulary used to describe the content is common to all.

Important Issues

• The provision of relevant, age-appropriate content, methodologies and approaches that address the needs of the student (a more detailed note is included at a later stage with regard to provision for individual differences)
• The use of ICT as a cross-curricular tool (cf. School Policy Document on ICT)
• The contexts in which learning takes place – previous and present experiences, expectations of enjoyment and competence, effort after meaning, shared knowledge

Communication and language

Communication is an essential element of the education of students with general learning disabilities. The importance of oral language is pivotal, and the language needs of children are central to the development of the oral language programme. An emphasis on the social function of language and the development of a social sight vocabulary, the ability to read for meaning and functional writing skills are integral to the pupils’ education. The effective assessment of the strengths and needs of the pupils is an essential factor in developing a functional means of communication for individual students. The framework of the communication curriculum includes the following areas:

Receptiveness to communication

This will range from alerting the student to the immediate environment to enabling him to understand symbols, hand signs, oral language and written language. Perceptual and discrimination activities will bring the students towards an understanding of symbolic representation and lead to reading both for enjoyment and for information. Oral language activity in response to listening to stories, to texts read aloud and to texts read by the student will be directed at developing comprehension skills.

Competence and confidence in communicating

Activities for developing understanding of concepts and imitation of actions and sounds are recommended. Strategies for encouraging meaningful written work which include the use of ICT will be explored. As reading and comprehension skills develop, the child will be enabled to read and write independently and to use these skills in functional and imaginative situations.

Mathematics

Pupils should have opportunities to develop the communication skills necessary for the formation of early mathematical concepts and to use mathematical language accurately. Play is an essential part of the pupil’s early mathematical development. He should be given opportunities to develop and apply his early mathematical skills and understanding in directed and undirected play. The social value of mathematical education is of prime importance to students with general learning disabilities. Activities that encourage the use of  social mathematics in real-life situations and in solving real problems will be included.

Social, environmental and scientific education (SESE)

From their earliest experiences in developing a sense of place and space and investigating their physical and natural surroundings, students can come to some understanding of their place in the world, both in their immediate environment and in the wider world.

Social, personal and health education (SPHE)

SPHE involves fostering personal development by helping the pupil to reach a greater understanding of himself and of his relationship with family, friends and other people in the school and in the community. This area of the curriculum will aim to develop in the pupil an appreciation of the importance of family, friends, school and the community. It will also explore social communication and the responsibility that goes with being part of a group.

Physical education (PE)

Physical activities provide opportunities through which pupils can improve fine and gross motor co-ordination, concentration, listening skills, self-esteem, self-confidence and the ability to co-operate and communicate with others. Structured play can provide opportunities for the early physical development of body awareness, spatial awareness and safety.

Arts education (music, visual arts and drama)

In a mainstream setting, arts education provides a non-threatening collaborative experience where pupils can enjoy a more inclusive educational experience and interact fully with their peers. (More detailed notes on each of these curricular areas are in the process of being prepared).

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Provision for Individual Differences (Differentiation)

Determining the appropriate level of provision for individual differences requires knowledge and understanding of the pupils, their strengths, and weaknesses, their interests and enthusiasms and a detailed analysis of their particular needs. Careful observations by the mainstream class teacher and the special needs resource teacher, together with help and advice given by psychologists and other outside agencies play a major role in obtaining this knowledge and understanding.

Provision for individual differences involves four main components, Resources, tasks, support and group structure.

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Assessment

Assessment is an integral part of the teaching and learning process. The range of assessment tools includes:

• Teacher observation
• Teacher-designed tasks and tests
• Work samples, portfolios and projects
• Norm referenced and criterion referenced tests
• Diagnostic tests
• Standardised tests
• A minimum of one period per week is allocated for testing of pupils with special education needs. This time allocation may be greater at the initial stages when base-line assessments are being obtained. Assessment has the potential to develop a positive self-image in the pupil as a result of the positive and constructive feedback. It is essential that the assessment techniques acknowledge the student’s participation in activities and his attitude to learning.
• Results of assessment are reported in a way that is useful to parents, pupils and teachers
• Assessment enables the school to build up a profile for each pupil with special educational needs
• Assessment records must be easy to interpret, useful, manageable and not administratively burdensome
• The use of diagnostic tests enables specific learning difficulties to be identified and tackled

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Learning to Read – 4 stages (Reason and Boote)

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Exemption from the study of Irish (Circular 12 /96)

It is as fundamental principle of the primary school curriculum that due allowance should be made for individual pupil differences in ability, interests and circumstances. In accordance with this principle, the primary school programme in Irish is designed to meet the learning needs of a wide variety of pupils. The question of the need to grant exemption from the learning of Irish should arise only in rare and exceptional circumstances.

Pupils in the following circumstances may be allowed exemption from the study of Irish in national schools:

1. Pupils whose primary education up to 11 years of age was received in Northern Ireland or outside Ireland
2. Pupils who have re-enrolled in primary school provided that at least 3 years have elapsed since their previous enrolment in the State and the pupil is at least 11 years of age on re-enrolment
3. Pupils who have a Specific Learning Disability of such a degree of severity that they fail to reach expected levels of attainment in basic language skills in the mother tongue
4. Pupils who have been assessed as having a General Learning Disability (mild mental handicap) and are failing to attain adequate levels in basic language skills in the mother tongue. The evidence of such a disability must be furnished by a qualified psychologist, and a full report furnished by the school.
5. Pupils from abroad who have no understanding of English when enrolled, would be required to study one language only.
6. Children of foreigners who are diplomatic representatives in Ireland
7. Children from other  countries in whose case the Minister is satisfied that are resident in this country as political refugees.

Pupils from the above categories may be allowed to remain in the class during the Irish lesson so that they may have an opportunity to gain a knowledge of spoken Irish and to participate in the learning activities. Alternatively, other arrangements may be made such as allocating school work in other subject areas.

Procedures

• A written application for exemption will be made by a parent or guardian to the principal. This application will specify the grounds on which exemption is sought. It will be accompanied by documentary evidence of age and previous schooling
• Parents will be required to furnish a report from a qualified psychologist
• The school authorities will satisfy themselves as to the documentary evidence submitted and prepare a full report in consultation with relevant teachers
• A decision to grant exemption will be conveyed to the parent or guardian by way of a written certificate signed by the principal. The certificate will cite the sub-paragraph under which the exemption is being granted.
• A copy of the exemption will be sent to the DES within one week of granting the exemption
• A copy of the exemption certificate should be sent to the relevant post primary school when the pupil has completed his primary education

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Pupil's Name: __________________________

Evaluation and Review

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