Newport N.S.
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School Handbook


 
   

Holy Family N.S. Whole School Policy for Special Education

Situation

Holy Family N.S. is a mixed primary school with seven classroom teachers and an administrative principal.  There are three Special Education teachers (one full time in mainstream, one full time in the unit for children with autism and one shared).  The co-ordinator for the scheme “Giving Children an even Break” is also based in the school. The school currently has three Special Needs Assistants in the unit for children with autism and one full time in mainstream.

Beliefs and Principles

Our learning support programme is based on the following principles:

  • Effective whole-school policies and parental involvement
  • Prevention of failure
  • Provision of intensive early intervention
  • Direction of resources towards pupils in greatest need

Aims

The principal aim of learning support is 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.

Role of the Board of Management

The board of management should:

  • Oversee the development, implementation and review of the Resource / Learning Support Policy.
  • Ensure that adequate classroom accommodation and teaching resources are provided for the Resource Teacher/Learning Support Teacher.
  • Provide adequate funds for the purchase of Resource / learning support materials. “Funds provided for these materials should not be limited to the Resource/ Learning support grant provided by the Dept of Education and Science” (Resource/learning support guidelines p. 47)
  • Provide a secure facility for storage of records relating the pupils in receipt of Resource/learning support services.

Staff Roles and Responsibilities

Principal

The principal teacher has overall responsibility for the school’s learning support programme and for the operation of services for children with special educational needs.

Co-Ordinator

The role of co-ordinating learning support and special needs services will be fulfilled by the Resource Teacher/Learning Support Teacher as part of her post of responsibility.  These duties include

  • Maintaining a list of pupils who are receiving supplementary teaching and /or special educational services
  • Helping co-ordinate the caseloads/work schedules of the learning support and Resource Teacher/Learning Support Teachers
  • Supporting the implementation of a tracking system at whole-school level to monitor the progress of children with learning difficulties
  • Advising parents on procedures for availing of special needs services
  • Liasing with external agencies such as psychological services to arrange assessments and special provision for pupils with special needs.

Classroom Teacher

The class teacher has primary responsibility for the progress of all pupils in her classes, including those selected for supplementary teaching.  A particular responsibility of the class teacher is to create a classroom environment in which learning difficulties can be prevented or at least alleviated.  This is best achieved by

  • Grouping pupils for instruction
  • Providing lower-achieving pupils with strategies for reading and problem solving
  • Adapting learning materials for lower-achieving pupils.
  • Placing emphasis on oral language development across the curriculum.
  • Providing pupils with extra tutoring in the key basic skills of numeracy and literacy.
  • Setting up “buddy systems” in class i.e. more able pupils working collaboratively with other pupils in peer tutoring programmes and paired reading programmes, where appropriate.

The class teacher will consult with and collaborate with the Resource Teacher/Learning Support Teacher and parents in the development of Individual Profile and Learning Programme for those children in Learning Support.  Similarly, the class teacher will consult with and collaborate with the Resource Teacher/Learning Support Teacher and parents in the development of Individual Education Plans for those children in Resource. 

Role of Resource /Learning support Teacher

Allocation of individual children to the Resource Teacher/Learning Support Teacher’s caseload is the responsibility of the school principal.  Collaboration between the classroom teacher and the Resource Teacher/Learning Support Teacher is crucial. 
The Resource Teacher/Learning Support Teacher should work closely with class teachers interpreting the outcomes of diagnostic assessments and providing other forms of additional support.
The Resource Teacher/Learning Support Teacher will consult with and collaborate with parents in drawing up an Individual Profile and Learning Programme.
The main focus of the Resource Teacher/Learning Support Teacher’s work is the provision of supplementary teaching to pupils either in the pupils’ own classrooms or in a learning support room.  The activities of the Resource Teacher/Learning Support Teacher should include:

  • Assisting in the implementation of a broad range of whole-school strategies designed to enhance early learning to prevent learning difficulties.
  • Developing an Individual Profile and Learning programme for each pupil who is selected for supplementary teaching in consultation with class teachers and parents
  • Maintaining a Monthly Planning and Progress Record or equivalent for each individual or group of pupils in receipt of learning support
  • Delivering early intervention programmes and providing supplementary teaching in English and or mathematics to pupils in the junior section of the school (junior infants to second class)
  • Providing supplementary teaching in English and /or mathematics to pupils in the senior section of the school (third class to sixth class)
  • Co-ordinating the implementation of whole school procedures for the selection of pupils for supplementary teaching, in line with the selection criteria specified in the school plan.

Special Needs Assistants
The school principal is ultimately responsible for the work of the Special Needs Assistants in the school.  The SNA’s will consult with the Resource Teacher/Learning Support Teacher with responsibility for the child in their care for everyday needs.
SNA’s provide three levels of support, to the child, to the class and to the school. (See separate school policy on SNA’s)

Parents

Parents, through their unique knowledge of their own child, have much to contribute to their child’s learning programme.  The positive influence of parents is powerful and lasting.  Collaboration and sharing of relevant information between teachers and parent have been shown to be of critical importance, particularly in situations where the child requires learning support.

 

Role of Pupil

Pupils who are in receipt of supplementary teaching should, as appropriate:

  • Become familiar with the medium and short-term learning targets that have been set for them and they should be given the opportunity to contribute to the setting of such targets.
  • Contribute to the selection of texts and other learning materials that are relevant to the attainment of their learning targets.
  • Develop ‘ownership’ of the skills and strategies that are taught during supplementary teaching and learn to apply these learning strategies and skills to improve their own learning.
  • Contribute to the evaluation of their progress by participation in appropriate assessment activities, including self- assessment.

“The involvement of pupils in the development implementation and review of their own learning programmes is an important principle underlining effective supplementary teaching” (Learning Support Guidelines p 54)

 

Internal Provision

Prevention Strategies.

Strategies for preventing learning difficulties could include:

  • Development of agreed approaches to language development and to teaching other aspects of English and mathematics in order to ensure progression and continuity from class to class. (see Plean Scoile for English & Maths)
  • Provision of additional support in language development and in relevant early literacy and mathematical skills to pupils who need it
  • Implementation of a whole-school parent involvement programme that focuses on developing children’s oral language skills, sharing books with children, and developing their early mathematical skills
  • Implementation of paired reading programmes involving parents and pupils in the school
  • Ongoing observation and assessment of the language, literacy and numeracy skills of pupils in the infant classes to facilitate early identification of possible learning difficulties.
  • Close collaboration and consultation between the infant teacher and the Resource/leaning support teacher.

Early Intervention Strategies

The principle of early intervention should underpin school policy on learning support and the provision of supplementary teaching programmes in English and mathematics.  Programmes with the following characteristics have proved most successful in improving pupils’ achievements:

  • They are set within a specific timeframe, such as an instructional term of 13 to 20 weeks.
  • They are based on a shared expectation of success by everybody involved
  • They involve small group teaching or one-to-one teaching
  • They are intensive in terms of the frequency of lessons (daily where possible) and the pace of instruction
  • They include a strong focus on the development of oral language, laying the foundation for meaningful reading activities and further development of language and comprehension skills
  • They emphasise the development of phonemic awareness and a range of the word identification skills
  • They engage pupils in frequent supervised oral and silent reading of texts at appropriate levels of difficulty, and their comprehension of these texts
  • They stress the interconnected nature of listening, speaking reading and writing
  • In mathematics they focus on language development and the development of mathematical procedures and concepts.

Screening, Assessment, Caseload, selection, Permission and Review

Preliminary Screening for Learning Difficulties

The following screening measures are administered by the class teacher with assistance from the Resource Teacher/Learning Support Teacher where required:

  • Junior Infants: Belfield Infant Assessment Profile with pupils about whom some concerns have been raised
  • Senior Infants:  Middle Infant Screening Test in February
  • NRIT:  First Class February
  • First to Sixth: Micra T and Sigma T  6 early in First Term
  • The school will use percentile ranks to compare the achievement of pupils. Priority will be given to pupils who are performing at or below the 10th percentile.  In order to allow for measurement error, consideration will be given to selecting pupils who achieve scores up to and including the 12th percentile.

The judgement of the class teacher is an important factor in the selection of pupils for diagnostic assessment.  The class teacher will contact the parents to make them aware of the school’s concerns about a pupil’s achievement and seek their permission to proceed with the diagnostic assessment, which may lead to supplementary teaching.

Diagnostic Assessment

The objectives of the diagnostic assessment conducted by the Resource Teacher/Learning Support Teacher are to identify strengths and learning needs of an individual pupil.  The following diagnostic tests are currently in use in this school:

  • Aston Index
  • Neale Analysis of Reading Ability
  • Bangor Dyslexia Test
  • Quest
  • Test of phonemic awareness (Sound Linkage programme)

Outcomes of the assessment are interpreted in consultation with the class teacher.  The most appropriate form of intervention for the pupil is considered.  The results of the diagnostic assessment are recorded on an Individual Profile and Learning Programme.  The programme is planned in consultation with the class teacher and the pupil’s parents.  Progress will be reviewed at the end of the instructional term.  Decisions will be made at this point on continuing or discontinuing supplementary teaching in consultation with the class teacher and pupil’s parents.

Staged Approach
The staged approach is the process a school should follow to help students with a learning difficulty, DES outlines 3 stages:
Stage 1
The classroom teacher discusses his/her concerns about a child with the child’s parent(s).  Concerns are recorded, ideas are discussed and a special learning plan is drawn up and implemented for the child by the classroom teacher.  The success of the plan is reviewed on an ongoing basis.  Some children might have their need addressed at STAGE 1.
Stage 2
The classroom teacher, support teacher and parents re-assess the child’s needs and a new plan (IPLP/IEP) is drawn up.  This may involve additional teaching support.  The plan is reviewed after an agreed period, usually one teaching term.  If significant concerns still remain the school consults with the child’s parents/guardians with regard to moving on to stage 3 of the process.
Stage 3 – Consultation/Assessment Stage
The school formally requests a consultation with parents, teachers, and the Educational Psychologist.  A new cycle of consultation, assessment, and planning takes place.  This is the stage at which a formal Educational Psychological Assessment of the child might take place.
Children who have borderline mild general learning disability, a mild general learning disability, a specific learning disability or other low- incidence disabilities such as ADD, ADHD, Dyspraxia require intervention at stage 3 of the staged approach.

Who should receive supplementary teaching from Learning support/resource teaching?
A fundamental principle of supplementary teaching provision is that those pupils who are in greatest need should receive the highest level of support.  It is also imperative that those pupils in greatest need are assigned to a teacher who has the appropriate training, experience and expertise.  Refer to Special Education Circular SP ED 02/05
Selection Criteria:  In order of priority

  • Children who have been identified as having the greatest need.  This may include children who have high incidence disabilities (Stage 3) and low incidence disabilities and have been assigned resource hours.
  • Priority should be given to pupils who are performing at or below the 10th percentile in English reading.
  • The school has a policy of early intervention.  The great majority of pupils who receive supplementary teaching from the Resource Teacher/Learning Support Teacher will be in the junior section of the school (senior infants to second class.)  Only those pupils in the senior section (third class to sixth class) who have very low achievement and /or serious learning difficulties should receive supplementary teaching.
  • Intensive small group or individual supplementary teaching should be provided by the Resource Teacher/Learning Support Teacher.  Ideal group size is approximately four pupils.
  • The Resource Teacher/Learning Support Teacher will 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.
  • Supplementary teaching should be made available to pupils with low achievement in mathematics.  This school will provide this service over a phased basis over the next two to three years as the school’s needs in English are reduced.

Record keeping

The Resource Teacher/Learning Support Teacher should maintain records of the outcomes of diagnostic assessment, of the agreed learning programmes and of pupil progress.

Liaising with Parents

Effective communication with parents is critically important to the success of a learning support programme.  The class teacher will

  • Make parents aware of the concerns of the school about their child’s progress
  • Seek parental approval to proceed with diagnostic assessment
  • Maintain regular contact with the parents of each pupil who is in receipt of such teaching and keep them informed of their child’s progress

The Resource Teacher/Learning Support Teacher will

  • Meet with the parents of each child to discuss the outcomes of the diagnostic assessment
  • Communicate on an ongoing basis with parent of each pupil who is in receipt of supplementary teaching
  • Consult with parents when supplementary teaching is to be discontinued

Parents should keep the class teacher informed of the progress that they observe in their child’s learning.

Links with outside agencies

Procedures for referring children for psychological assessments
The National Educational Psychological Service (NEPS) was extended to this school in September 2006.   Mr. Tom McAndrew has been appointed to work with the school on behalf of NEPS.  The school can avail of four educational psychological assessments in each school year.  Priority will be given to those children who may be eligible for resource hours.  When a class teacher or a parent expresses concerns about a child a programme of intervention will first be undertaken within the class.  If concerns persist the child will be referred to the Resource Teacher/Learning Support Teacher for supplementary teaching.  If after a period of intervention there is still concern about the child a referral may be made for an educational assessment.  Parental consent must be obtained before such a referral will be made.
The Resource Teacher/Learning Support Teacher will oversee initial contact with parents, liase with assessment services, and where appropriate make arrangements for additional educational provision for children with diagnosed special needs.

 

Whole School Strategies for Communicating Information

Information will be communicated between the class teacher, Resource Teacher/Learning Support Teacher and parents of each pupil who is in receipt of supplementary teaching, so that each party is fully informed about the pupil’s learning needs, their role in relation to meeting those needs, and the progress of the pupil.
Regular communication between the Resource Teacher/Learning Support Teacher and the pupil’s parents should be maintained during supplementary teaching so that the pupil’s progress can be reviewed and necessary adjustments made.
It is essential that regular communication between the pupil’s Resource Teacher/Learning Support Teacher and class teachers should occur throughout each instructional term.
To improve communication within the school, the principal will provide supervision for classes as required to allow Resource Teacher/Learning Support Teacher, Class Teacher and Special Needs Assistants to plan and review work.

Monitoring and Review of Policy

A comprehensive review and revision of the elements of the school plan dealing with learning support should take place every two to three years, and should take into account the views of the Board of Management, the principal teacher, the Resource Teacher/Learning Support Teacher, other teachers on the school staff and the parents of pupils in the school.  This policy may be revised based on the specific needs of pupils, i.e. new pupils.
The review should be instigated by the principal teacher and the outcomes should lead to a revision of the school plan and changes in specific practices as appropriate.

Policy for Autism Unit
In September 2006 a class for children with Autism was established.  This class can cater for up to 6 children (see Policy on Enrolment).  Children who are diagnosed with Autism are described as being on the spectrum of Autism – ASD.  The degree of Autism can vary widely from child to child; however, they all have what we call a ‘triad of impairment’.  Autism can be described as developmental difficulty in three areas – social interaction, communication, and lack of flexibility in thinking and behaviour.  One size cannot fit all when teaching any child and this is never more true than when teaching children with Autism.
Our Autism class uses a variety of methods of teaching and communication.  These methods very much depend on the level of Autism each pupil has.  We use:

  • Teacch – Treatment and Education of Autistic and related Communication handicapped Children.
  • ABA – Applied Behaviour Analysis.
  • PRT – Pivotal Response Training.

In addition, we also incorporate Floor Time where possible when playing and interacting with pupils.
We use PECS (Picture Exchange Communication System) with children who are non-verbal.  We also us Lamh signs with children who are non-verbal.
All pupils are taught the full curriculum (with the exception of Gaeilge).  Some pupils follow the curriculum for their chronological age, where others with moderate learning difficulties are taught using the guidelines for pupils with moderate learning difficulties.  Our teaching of all children with ASD is child-centred, intensive, structured and purposeful.  We aim to provide pupils with opportunities for learning with personal meaning that is interesting and motivating.
We strongly believe in integration for pupils in the ASD class.  Some pupils are integrated for certain subject areas with their own class, and we are always striving for full re-integration into their class.  Other pupils are not at the stage for integration; however, these pupils will be included in outings, games, assemblies etc. where possible.
An IEP (Individual Education Plan) is drawn up twice yearly for each pupil, in September and February.  This IEP is drawn up in consultation with parents, teacher, Speech and Language Therapist, Psychologist and Principal. This IEP focuses on agreed specific areas for each pupil’s education.

 

DRAFT LETTER SEEKING PARENTAL PERMISSION FOR THE RESOURCE/LEARNING SUPPORT TEACHER TO ATTEND RESOURCE/LEARNING SUPPORT
For the attention of the parents of _________________
Dear Parents
Following the screening test conducted here in school, we believe that your child would benefit from a period of supplementary teaching in the area of literacy, provided by our Resource/Learning teacher, as explained to you by your child’s class teacher.
We are pleased to inform you that we can offer your child a place on the Resource/ Learning Support teacher’s caseload, and would like your permission for __________ to attend resource/learning support.  We also require permission to carry out some diagnostic tests.  If you require any further clarification on this matter, you are more than welcome to call to the school at any time.  It would be best to make an appointment with the principal teacher in advance, in person or by telephone, so that we can offer you uninterrupted time.
Please complete the form below and return it to the school as soon as possible.
Thanking you for your co-operation.
_________________________  (Principal Teacher)
Date_______________

We give our permission for the Resource/Learning Support teacher to carry out diagnostic assessments with our child  _______________and attend the Resource/ Learning support teacher.
We do not give our permission for the Resource/Learning Support teacher to carry out diagnostic assessments with our child  _______________and attend the Resource/ Learning support teacher.
Signed ___________________________ (Parent)
Date ___________________________