School Policies

Special Educational Needs Policy

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SPECIAL EDUCATIONAL NEEDS POLICY

Some terms used in this document are abbreviated.
SEN: Special educational needs
SENO: Special educational needs organizer
LST: Learning support teacher
DES: Department of Education and Science
NEPS: National Educational Psychological Service
ILP: Individual learning plan
NARA: Neal analysis of reading ability
NRIT: Non-reading intelligence test
MIST: Middle Infant screening test

Introduction
Dublin 7 Educate Together is a co-educational mainstream primary school catering for children from mixed social and cultural backgrounds. The purpose of this policy is to provide practical guidance for teachers and parents and other interested parties on the provision of effective learning support to pupils experiencing low achievement and/or learning difficulties, as well as to fulfil our obligations under the Education Act 1998. The following categories of pupils will receive supplementary teaching from the Learning Support Teacher and the Resource Teacher under the terms of the General Allocation Model outlined in DES Circular 02/05:

  • Pupils whose achievement is at or below the 10th percentile on standardised tests in English or Mathematics;
  • Pupils with learning difficulties, pupils with mild social or emotional difficulties and pupils with mild co-ordination or attention control difficulties associated with identified conditions
  • Pupils who have been identified as being in the low incidence category (Appendix 1 Sp. Ed. Circular 02/05) will receive an individual allocation of support through the Special Education Needs Organizer. (SENO)
  • Pupils who have special educational needs arising from high incidence disabilities (borderline mild general learning disability, mild general learning disability and specific learning disability).

The school currently has the following provisions to cater for children with Special Education Needs:

  • Two  full time and one part-time teachers for children with Special Educational needs;
  • Special needs assistants working in a number of classes; and
  • A class for children with Autism.

Implementation and Review
This policy will be operative as of the 1st January 2009. It will be reviewed at the end of every third school year, or as circumstances may warrant.

Ratification
This policy was ratified by the Board of Management of Dublin 7 Educate Together in October 2008.
 
LEARNING SUPPORT POLICY

The principal aim of Learning Support is to optimise the teaching and learning process so as to enable pupils with learning difficulties to achieve adequate levels of proficiency in literacy and numeracy before leaving primary school.

Specific Objectives of Learning Support
Through the implementation of this policy we strive to:

  • Facilitate pupils to participate in the full curriculum for their class level;
  • Develop positive self-esteem and positive attitudes to school and learning;
  • Enable pupils to monitor their own learning and become independent learners within their own ability;
  • Involve parents in supporting their children’s learning; and
  • Promote collaboration among teachers.

Guiding Principles
The school recognizes that effective learning programmes are based on the following principles:

  • Effective whole-school policies;
  • Whole school involvement;
  • Provision of intensive early intervention; and
  • Direction of resources towards pupils in greatest need.

Prevention Strategies
As a means of preventing the occurrence of learning difficulties, as far as possible, the following strategies are being implemented:

  • The development and implementation of agreed whole school approaches to language development e.g. phonological awareness;
  • The development and implementation of an agreed whole school approach to the Maths programme e.g. Maths language;
  • Promotion of parental involvement through their attendance at induction meetings for parents of incoming Junior Infants;
  • Formal and informal Parent/Teacher meetings;
  • School circulars;
  • Class-based early intervention by the class teacher resulting in provision of additional support; and
  • Ongoing observation and assessment of pupils by Class Teacher.

Selection of Pupils for Learning Support
Prior to any pupil being referred to the Learning Support Teacher, the classroom teacher draws up a programme suitable to the pupil’s needs based on his/her observations.

The principle of Early Intervention applies; therefore pupils in Junior classes are given priority in the allocation of Learning Support:

  • Junior Infant pupils are screened using teacher observation;
  • From Senior Infants upwards, all pupils are screened annually, using appropriate standardised tests. Drumcondra Reading and Maths tests, MIST and NRIT are administered by teachers;
  • Priority for Learning Support is given to those pupils who perform at or below the 10th Percentile, excluding in the main, pupils who receive Resource Teaching;
  • In the case of pupils performing at or below the 10th percentile, the screening process is followed by a meeting between the Class Teacher, the Learning Support Teacher and the parents concerning the pupil’s performance and supplementary teaching is offered; and
  • NARA and other individual diagnostic tests are administered by the Learning Support Teacher. A further consultative meeting then takes place to consider the outcome of the assessment.

In the allocation of places for Learning Support, prioritization is as follows:

  • Children in 1st and 2nd classes at or below the 10th percentile in literacy;
  • Children in 3rd class and 4th class at or below the 10th percentile in literacy;
  • Senior Infants, identified by the Class Teacher, through Teacher observation;
  • Children in 1st and 2nd classes at or below the 10th percentile in numeracy;
  • Children in 3rd and 4th classes at or below the 10th percentile in numeracy –depending on overall caseload;
  • Support for children presenting with difficulties in literacy and numeracy in all classes;
  • Support for children at or below the 20th percentile in literacy. This would require some flexibility and would depend on the number of children in learning support groups as mentioned above; and
  • Support for children at or below the 20th percentile in numeracy, provided that the number of children in learning support groups is sufficiently low.

Provision of Supplementary Teaching

  • The primary work of the Learning Support Teacher is the provision of supplementary teaching to the pupils identified above;
  • The school year will be divided into 2 instructional terms of approximately 20 weeks each;
  • The maximum caseload at any one time shall be 30 pupils;
  • Classes will be intensive in terms of frequency;
  • A system of withdrawal and/or in-class support will operate in response to the needs of the pupils;
  • The Learning Support Teacher, in consultation with the Principal and with reference to guidelines issued by the DES, determines the size of groups, taking into account the individual needs of pupils and the overall caseload; and
  • One to one teaching may be provided where small group teaching has not been effective and caseload permits.

The Class Teacher and the Learning Support Teacher meet to devise Individual Learning Plans (ILP) and/or Group Education Learning Programmes in consultation with the Principal and parents, the pupils involved also contribute to setting their own short-term targets.
It will be necessary to provide time and supervision of classes in order to facilitate these meetings. This will require discussion and planning before meetings are arranged.
If there is sufficient time available, it is possible that some children who have high levels of ability may be given the opportunity to work on a more challenging programme with the involvement of a member of the SEN team. This would need to be explored and discussed at staff level, should the possibility arise.

Individual Learning Programme and Group Learning Programme
The individual learning plan/group learning plan will be in accordance with the criteria as advised in the Learning Support Guidelines, issued by the DES in 2000.The plan will address the pupils’ full range of needs and will include:

  • Details from Class Teacher;
  • Assessment results;
  • Other relevant information, e.g. reports from other agencies;
  • Learning strengths and attainments;
  • Priority learning needs;
  • Learning targets;
  • Class-based learning activities;
  • Supplementary support activities to include computer programmes; and
  • Home support activities

Each plan will be monitored through teacher observation, the keeping of planning and progress records and through the pupil’s own feedback.
A detailed review will take place at the end of the instructional term. The Learning Support Teacher and/or Class Teacher may meet parents to discuss the child’s progress in the light of the review.

The Learning Support Teacher will maintain the following documentation in individual files

  • Individual Profile Learning Programme;
  • Short term planning and programme record;
  • Other records, e.g. tape recordings of oral work;
  • Samples of written work; and
  • Reading analysis records.

Time-tabling
The provision of learning support is in addition to the regular class teaching in English and Maths.
Efforts are made to ensure that pupils do not miss out on the same curricular area each time they attend learning support.
The provision of learning support may include withdrawal of pupils from their classroom and/or in-class tuition or In-class support, if appropriate, will be jointly designed and monitored by the Class Teacher and Learning Support Teacher.

Continuing and Discontinuing Supplementary Teaching
In general children should not stay for more than two years in Supplementary Teaching unless they are still at or below the 10th percentile.
Following the end of the instructional term and the review as detailed above, a decision is made to continue /discontinue the provision of supplementary teaching.
The criteria on which this decision is made include:

  • Has the pupil achieved some/all of the learning targets set? and
  • Will the pupil be able to cope in the classroom learning context?

A decision to continue the provision of supplementary teaching will result in a revision of the pupil’s ILP (individual learning plan).
The decision-making process will involve consultation between the Class Teacher, Learning Support Teacher and parents. Account will also be taken of the overall learning support demands in the school.

Communication Strategies
The operation of an effective communication system between all parties involved in meeting the learning needs of the child is considered essential. The various strands of this system include:

  • Meeting parents of 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 approval for diagnostic assessment and provision of supplementary teaching;
  • Ongoing communication between the LST (learning support teacher) and the class teacher; and
  • Regular communication between the LST and parents.

Referral to Out-of-school Agencies

  • The LST co-ordinates the referral of pupils to outside agencies, e.g. Educational Psychologist;
  • The Principal and/or LST and/or Class Teacher meet with the parents to discuss the need for the referral and to seek consent;
  • The class teacher completes the necessary referral form in consultation with the appropriate school personnel;
  • The external professional visits the school to meet with the pupil, parents, principal, class teacher and the LST as appropriate and assessment is conducted;
  • This is followed by a return visit at which findings are discussed, recommendations are considered and an appropriate response is agreed;
  • Where concern arises regarding the manner or speed of the follow–through post assessment, such concern is pursued by the Principal with the out-of-school agency.

Roles and Responsibilities
Responsibilities for the implementation of this policy is assigned as follows:

Principal
Co-ordination of Learning Support and Special Needs services.

Learning Support Teacher

  • 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 / guardians;
  • Maintaining fortnightly planning for each individual or group of pupils in receipt of learning support;
  • Delivering intensive early intervention programmes to pupils in Junior Classes;
  • Conducting regular meetings with parents to discuss pupils 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 and at the cluster level where applicable;
  • Liaising with 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  any diagnostic assessment;
  • Maintaining and reviewing pupil records; and
  • Liaising with the school principal, teachers and parents.

Class Teacher

The class teacher has primary responsibility for the pupils’ learning needs within his / her class. Their responsibilities include:

  • Making parents aware of the concerns of the school about their child’s progress;
  • Outlining the schools practice with regard to diagnostic testing and follow up procedures;
  • Where possible attending meeting between Learning Support Teacher and pupil’s parents;
  • Consulting and co-operating with Learning Support Teacher or Resource Teacher on pupil’s (ILP);
  • Being alert to the possibility that some children may have a specific learning difficulty and bring it to the attention of the learning support teacher;
  • Modifying class programmes to suit the needs of pupils; and
  • Where there is a classroom assistant, outlining their duties clearly for the instructional term.

Parents
The school communicates with parents of children with SEN in line with relevant provision in the EPSEN Act 2004. The school welcomes parental input, about any aspect of their child’s special needs and value parents as partners in education.Parents are informed about their rights and responsibilities in relation to these needs being met at school. Parents are consulted informally and formally during the school year, which can be requested by either parents or teachers. Parents are advised as to how they can support school work at home. If they so wish, the school can give parents information on reading material on outside bodies which may be useful in relation to their child’s SEN.

If parents do not want their child to avail of learning support/ resource teaching in school, they should so advise in writing. Likewise if parents want the principal to apply to the DES for an exemption from Irish, they must request this in writing.The school is mindful of possible parental sensitivities around their child’s special educational needs, particularly if difficulties with literacy or other needs exist within the child’s immediate or extended family.

It is in the best interests of the child that all relevant information be given to the school at enrolment and following any assessment or other outside professional advice/ consultation.

Pupil
It is important for the students to have an input into the development, implementation and review of their own learning. By doing so they can:

  • become more independent as learners;
  • become aware of different learning styles;
  • become aware of their own strengths and weaknesses or needs;
  • enjoy success and evaluate their progress;
  • excel at and enjoy many curricular and extra curricular activities which would not be practical in the mainstream class due to class size; and
  • develop ownership of the skills and strategies taught during supplementary teaching and apply these strategies and skills in their mainstream class situation

Board of Management
The Board is responsible for the broader implementation of this policy and for seeking to ensure that the school is sufficiently resourced to enable the policy to be meaningfully implemented.

Success Criteria
The school-wide implementation of this policy will result in enhancement of pupil learning in the following ways:

  • Improved standards of academic achievement with the assistance of the pupil’s individual learning programme;
  • The discontinuation of the provision of learning support based on positive assessment results;
  • Enhanced parental involvement in supporting the child’s learning needs; and
  • Increased opportunities for effective communication between school personnel in relation to pupils’ progress.


RESOURCE TEACHING POLICY

Rationale
The purpose of this policy is to provide practical guidance for teachers, parents and other relevant persons on the provision of effective teaching support for children experiencing a learning disability or any special needs and to fulfil our obligations under the Education Act 1998.

Definition of Special Needs
We understand Special Needs to be that as defined in DES circulars.  Interventions with pupils will be delivered in a manner that best meets the needs identified, which may be through group or individual teaching.

Identification and Selection of Children with Special Needs
Concerns about children may arise in a number of ways:

  • Parents inform the principal or class teacher of a concern they have regarding their child;
  • Teachers having a concern regarding a child in their class; and
  • Concerns arising following standardised testing.

Procedures to be followed

  • Having consulted with the teacher and parents involved, the Principal will seek appropriate assessment through the NEPS with a view to qualifying for support from the Resource Teacher;
  • In the situation where parents refuse to grant consent for their child to attend for either a psychological assessment or learning support, this should be put in writing and a record of the offer and its rejection should be kept on the child’s file;
  • The Education Welfare Act 2000 authorises the Board of Management with the consent of the parent of a child to arrange for a child to be assessed as to his or her intellectual, emotional and physical development by such a person as may be determined by the Board with the concurrence of the parent.(Section 10-4); and
  • Where a parent refuses to give consent the Board may apply to the Circuit Court for an order that an assessment of the child be carried out.(Section 10-5).

Aims of Special Needs Teaching
The aims of the Special Needs Teaching are:

  • To support as far as possible the integration of the child with special needs into the mainstream setting;
  • To develop positive self-esteem and positive attitudes about school and learning in the child; and
  • To promote collaboration among the staff in the implementation of the whole school policies on special needs.

Role of the Resource Teacher
The role of the resource teacher is to provide support for children with special needs by:

  • Developing an individual learning programme for each pupil in consultation with other partners in education;
  • Assessing and recording the child’s needs and progress;
  • Setting specific time-related targets for each child and agreeing these with the class teacher and principal;
  • Direct teaching of the child, either in a separate room or within the mainstream class;
  • Advising class teachers in regard to adapting the curriculum, teaching strategies, text books, computer programmes and other related matters;
  • Meeting and advising parents when necessary, accompanied by the class teacher as necessary; and
  • Meeting with relevant professionals in the child’s interest e.g. psychologists, speech and language therapists and visiting teachers.

Timetabling

  • The provision of special needs teaching is in addition to regular teaching;
  • Time allocated per child will depend on the demands on the service and the hours authorised by the SENO;
  • Every effort will be made to ensure that pupils do not miss out on the same curricular area each time they attend except where a pupil has been exempted from a subject by the DES; and
  • Likewise the school will endeavour to ensure that pupils do not miss classes they particularly enjoy such as Art, P.E. or Information and Communications Technology.

Role of the Class Teacher, Parents, Principal and Board of Management
The role of all the above in the education of children who have allocated resource teaching is as in the preceding section, i.e. the section on Learning Support.

Ratified by Board of Management on 7th October 2008                         

Signed ___John McDaid_____________________________
     Chairperson, Board of Management