InCAS Special Educational Needs Guidance for Teachers · administering the InCAS assessments with these pupils. It will outline suggested strategies, which enable all pupils to access

InCAS Special Educational NeedsGuidance for Teachers

2009

A CCEA Publication © 2009

Contents

Section 1 Introduction 3

Section 2 Exemptions 5Who is exempt? 5What exemptions are in statute? 5

Section 3 Main Categories/Areas of Special Needs 7Cognitive and Learning 7Social, Emotional and Behavioural 7Communication and Interaction 7Sensory 7Physical 7Medical Conditions/Syndromes 7Other 7

Section 4 Descriptions of SEN Categories of Special Needs 9Cognitive and Learning 9Social, Emotional and Behavioural 11Communication and Interaction 12Sensory 13Physical 14Medical Conditions/Syndromes 15Other 15

Section 5 Special Arrangements 17Assigning Assessments 17Completing Assessments 17Teachers’ tips for Cognitive and Learning 18Teachers’ tips for Dyslexia/SpLd (DYL) 18Teachers’ tips for Social, Emotional and Behavioural 19Teachers’ tips for Communication and Interaction 19Teachers’ tips for Sensory Impairment 21Teachers’ tips for Physical Difficulties 22Teachers’ tips for Medical Conditions/Syndromes 22

Section 6 Conclusion 23Useful references 23Additional support 23

Section 7 Appendices 25Appendix 1: Circular 1990/45: Temporary Exceptions from the Statutory Curriculum and Assessment Provisions for Individual Pupils 25 Appendix 2: Instructions to Change the Screen Resolution 33Appendix 3: Checking Computer Settings 33

AcknowledgementsBelmont House Special School, LondonderryCedar Lodge Special School, BelfastFleming Fulton School, BelfastJordanstown SchoolSt Joseph’s Convent PS, NewryEducation and Library Boards Support Teachers for Visually/Hearing Impaired PupilsEducation and Library Boards Peripatetic Support Service

The Department of Education (DE) has specified that by 2009/10 the InCAS (Interactive Computerised Assessment System) diagnostic tool is to be used by all Year 4 to Year 7 pupils in Northern Ireland (apart from those who are exempt).These assessments are designed to be accessible to the majority of pupils.

However, for some pupils who are not exempt, accessing the assessments may be difficult.

Special arrangements/adaptations may be needed for:

• Pupils with a statement of special educational needs or who are currently at Stage 4 of the Code of Practice;

• Pupils for whom provision is being made in school and whose special educational needs, disability or medical condition significantly affects access to the InCAS assessments; and

• Pupils who are unable to sit and work at an assessment for a sustained period because of a special educational need, disability or medical condition, including those related to emotional, social or behavioural difficulties.

The special arrangements that are likely to be relevant to the areas of need detailed in the SEN Code of Practice fall into these broad categories:

• Cognitive and Learning;• Social, Emotional and Behavioural;• Communication and Interaction;• Sensory;• Physical;• Medical Conditions/Syndromes; and• Other.

This booklet has been compiled as guidance for teachers in Northern Ireland who are administering the InCAS assessment tool with pupils who have special educational needs.

It provides information for those teachers working in mainstream classes, special units attached to mainstream schools and in special schools. Within mainstream classrooms there is an increasing number of pupils who have more complex and challenging needs and this document contains useful generic points that may be helpful for teachers administering the InCAS assessments with these pupils.

It will outline suggested strategies, which enable all pupils to access InCAS wherever possible.

3InCAS Special Educational Needs Guidance for Teachers

IntroductionSection 1


Who is exempt?

Pupils who have Severe Learning Difficulties (SLD) and those who have Profound and Multiple Learning Difficulties (PMLD) are exempt from the provisions of the Education Order 1996 (Articles 15 and 16) for the SEN framework, carried through to The Education (Assessment Arrangements), (Foundation to Key Stage 3) Order Northern Ireland 2007.

What exemptions are in statute?

Article 15: Exceptions by Regulations

The Department may by regulations provide that Articles 5, 6 & 8 shall apply with necessary modifications as required or that the articles shall not apply at all.

• Article 5 refers to Areas of Study;• Article 6 refers to Compulsory Contributory Subjects and

Assessment; and• Article 8 refers to Educational Themes.

Article 16: Pupils with Special Educational Needs

This article states that pupils who have special educational needs may be excluded from Articles 5, 6 & 8 (as outlined above).

If exclusion is not necessary from these, the articles may be applied with such modifications as may be specified in the Statement of Educational Needs.

Pupils who have SLD and those who have PMLD are exempt from the provisions of the Education Order 1996 carried through to The Education (Assessment Arrangements), (Foundation to Key Stage 3) Order Northern Ireland 2007.

Article 17: Temporary Exceptions for Individual Pupils

This allows principals to vary or revoke directions modifying or lifting for a brief period, the curriculum/assessment requirements as they affect an individual registered pupil. This decision must be taken in consultation with parents, teachers and where appropriate Educational Psychologists.

There are two types of directions:

• “general directions” – the factors necessitating the exception are likely to have changed significantly in six months; and

• “special directions” – the pupil has a longer term need for exceptions that can only be made through a statement of special educational needs and temporary exception is necessary while the process of assessment or re-assessment by the board takes place.

An initial direction may last for no more than six calendar months.

The principal may renew a general direction by issuing a further direction to run on consecutively. This can be done on up to two occasions for a further three calendar months only in each case.

Directions may not be renewed for a third time.

The special directions end if and when a Statement is in place and will be superseded by the provision specified in that Statement.

ExemptionsSection 2

(Referenced from Department of Educations: ‘GUIDANCE FOR SCHOOLS’: Recording Children with Special Educational Needs: Annex 1: Main Areas of Special Educational Need and Appropriate SEN Categories).

1. Cognitive and Learning

• Dyslexia/SpLD (DYL);• Dyscalculia (DYC);• Dyspraxia/DCD;• Mild Learning Difficulties (MILD);• Moderate Learning Difficulties (MLD);• Severe Learning Difficulties (SLD);• Profound and Multiple Learning Difficulties (PMLD); and• Unspecified (U).

2. Social, Emotional and Behavioural

• SEBD; and• ADD/ADHD (ADD).

3. Communication and Interaction

• Speech and Language Difficulties (SL);• Autism (AUT); and• Aspergers (ASP).

4. Sensory

• Severe/Profound Hearing Loss (SPHL);• Mild/Moderate Hearing Loss (MMHL);• Blind (BL);• Partially Sighted (PS); and• Multi-Sensory Impairment (MSI).

5. Physical

• Cerebral Palsy (CP);• Spina Bifida and/or Hydrocephalus (SBD);• Muscular Dystrophy (MD);• Significant Accidental Injury (SAI); and• Other (OPN).

6. Medical Conditions/Syndromes

• Epilepsy (EPI);• Asthma (ASTH);• Diabetes (DIAB);• Anaphylaxis (ANXS);• Down (DOWN);• Other Medical Conditions/Syndromes (OMCS);• Mental Health Issues (MHI); and• Interaction of Complex Medical Needs (ICMN).

7. Other (OTH)


Main Categories/Areas of Special NeedsSection 3


(Referenced from: Department of Education: ‘GUIDANCE FOR SCHOOLS’: Recording Children with Special Educational Needs, Annex 2: Descriptions of SEN Categories of Special Need).

1. COGNITIVE and LEARNING

Pupils should only be recorded in the COGNITIVE and LEARNING area of special need when placed on the school’s SEN register.

1(a) Dyslexia/SpLD (DYL)

Dyslexia is best described as a continuum of difficulties in learning to read, spell or write, which persist despite appropriate learning opportunities.

These difficulties are not typical of performance in most other cognitive and academic areas.

There may be associated difficulties in such areas as:

• Phonological processing;• Short term memory;• Sequencing number skills;• Motor function; and• Organisational ability.

1(b) Dyscalculia (DYC)

Pupils with dyscalculia have difficulty in acquiring mathematical skills. Pupils may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers and have problems learning number facts and procedures. Their difficulties are not typical of their performance in most other cognitive and academic areas. A wide spectrum of difficulty obtains in this area but ‘most dyscalculic pupils have cognitive and language abilities in the average range’ (British Dyslexia Association, 2005).

1(c) Dyspraxia/DCD (DCD)

DCD (Developmental Co-ordination Disorder) describes children with marked impairment in the development of motor co-ordination that is not explainable by mental retardation or a known physical disorder. The diagnosis is made only if this impairment significantly interferes with routine activities of daily life or with academic achievement, (Polatajko et al, 1995).Pupils with DCD are affected by an impairment or immaturity of the organisation of movement, often appearing clumsy. Gross and fine motor skills are hard to learn and difficult to retain and generalise. Pupils may have poor balance and co-ordination and may be hesitant in many actions (running,

skipping, hopping, holding a pencil, doing jigsaws, etc). Their articulation may also be immature and their language late to develop. They may also have poor awareness of body position and poor social skills.

1(d) Mild Learning Difficulties (MILD)

Pupils in this category normally have their learning needs met through the school’s own resources. Their needs can be met by differentiated programmes of work and by educational programmes.

Pupils with mild learning difficulties will have attainments below expected levels in most areas of the curriculum.

1(e) Moderate Learning Difficulties (MLD)

Pupils with moderate learning difficulties will usually have cognitive ability and/or attainment levels at or below the second percentile, that is, significantly below expected levels in most areas of the curriculum, despite appropriate interventions. Their needs will not be able to be met by normal differentiation and the flexibilities of the Northern Ireland Curriculum. They are usually in receipt of additional Educational Library Board funded provision.

Pupils with MLD have much greater difficulty than their peers in acquiring basic literacy and numeracy skills and in understanding concepts. They may also have associated speech and language delay, low self-esteem, low levels of concentration and under-developed social skills.

1(f) Severe Learning Difficulties (SLD)

These pupils are exempt from the InCAS assessments.

Pupils with severe learning difficulties have very significant intellectual or cognitive impairments. Their cognitive and/or attainment levels are normally at or below the 0.01 percentile.This has a major effect on their ability to participate in the school curriculum without support. Pupils with SLD may also have difficulties in mobility and co-ordination, communication and perception and the acquisition of self-help skills. They will need support in all areas of the curriculum. They may also require teaching of self-help, independence and social skills. The majority remain dependent on adults for all aspects of their care. Some pupils may communicate through use of sign and symbols but most will be able to hold simple conversations. Their attainment levels may be expected to remain at or below Level 1 of the Northern Ireland Curriculum for much of their school careers.

Descriptions of SEN Categories of Special NeedsSection 4

10 InCAS Special Educational Needs Guidance for Teachers

1(g) Profound and Multiple Learning Difficulties (PMLD)

These pupils are exempt from the InCAS assessments.

Pupils with profound and multiple learning difficulties have complex learning needs. In addition to very severe learning difficulties, pupils have other significant difficulties, such as physical disabilities, sensory impairment or a severe medical condition. Pupils require a high level of adult support for their learning needs and usually for their total personal care. They are likely to need sensory stimulation and a curriculum broken down into very small steps. Some pupils communicate by gesture, eye pointing or symbols, others by very simple language. Their attainments are likely to remain below Level 1 of the Northern Ireland Curriculum for the duration of their school career.

1(h) Unspecified (U)

Pupils who are in receipt of additional educational provision but who cannot be recorded under categories 1(a) to 1(g) above should be included here.

It is possible that an assessment/diagnosis of their special educational needs has not yet been undertaken.

Section 4 Descriptions of SEN Categories of Special Needs

2. SOCIAL, EMOTIONAL and BEHAVIOURAL

Pupils should only be recorded in the SOCIAL, EMOTIONAL AND BEHAVIOURAL area of special need when placed on the school’s SEN register.

2(a) SEBD

Pupils with SEBD have learning difficulties as defined within the SEN Code of Practice. They may fail to meet expectations in school and in some, but by no means all cases, may disrupt the education of others. Such difficulties may result, for example, from abuse or neglect, physical or mental illness, sensory or physical impairment, a specific learning difficulty or psychological trauma. In some cases they may arise from, or are exacerbated by, circumstances within the school environment.

They may manifest themselves in a wide variety of forms, sometimes depending on the age of the child, including withdrawn, depressive or suicidal attitudes; difficulty in communicating; obsessional preoccupation with eating habits; school phobia; substance misuse; disruptive, antisocial and uncooperative behaviour; frustration; anger; and threat of, or actual violence that requires physical intervention. SEBD may be associated with frustrations resulting from other learning difficulties.

Pupils with SEBD cover the full range of ability and continuum of severity. Their behaviours present a barrier to learning and persist despite the implementation of an effective school behaviour policy and personal/social curriculum.

At the milder end of the continuum, pupils may have difficulties with social interaction and find it difficult to work in a group or cope in unstructured time. They may have poor concentration, temper outbursts and be verbally aggressive to peers and adults.

Other pupils may display similar signs of low esteem, under achievement and inappropriate social interaction, but without outwardly challenging behavioural outbursts. They may be withdrawn, quiet and find it difficult to communicate.

2(b) ADD/ADHD (ADD)

ADHD is a developmental disorder that occurs in 1–3% of the population. It is not related to intelligence and is more likely to affect boys than girls from all walks of life. There is a strong genetic component in the condition which manifests itself in signs of inattention, hyperactivity and impulsiveness.

It presents a barrier to learning due to children’s difficulty in controlling their behaviours. It is unlikely that a diagnosis of ADHD will be made unless the condition is present for at least six months, is severe enough to interfere with age appropriate functioning, is not explained by developmental level or another condition and cannot be explained by other factors such as laziness, lack of sleep, too much television or food additives.




3. COMMUNICATION and INTERACTION

Pupils should only be recorded in the COMMUNICATION and INTERACTION area of special need when placed on the school’s SEN register.

Please note that pupils whose first language is NOT English should not be recorded here unless they also have a special educational need in this area.

3(a) Speech and Language Difficulties (SL)

Pupils with speech and language difficulties cover the whole ability range. Pupils may have specific language impairment which is not typical of their other abilities. Linguistic difficulties may also be associated with developmental delay or learning difficulties. Pupils in this category may have difficulty in understanding and/or making others understand information conveyed through spoken language. Their articulation may be poor or unintelligible and/or they may have a severe stammer. Pupils with language impairments find it hard to understand and/or use words in context. They may use words incorrectly with inappropriate grammatical patterns, have a reduced vocabulary or find it hard to recall words and express ideas.

3(b) Autism (AUT)

It is recognized that autism covers a wide spectrum but it should be noted that pupils who are diagnosed with Aspergers should be recorded in the next category.

Pupils with autism will have difficulty:

• understanding and using non-verbal and verbal communication;

• understanding social behaviour, which affects their ability to interact with children and adults; and

• thinking and behaving flexibly, which may show in restricted, obsessive or repetitive activities.

Pupils with autism cover the full range of ability and the severity of their impairment varies widely. Some pupils also have learning disabilities or other difficulties, making diagnosis difficult.

Pupils with autism may have difficulty in understanding the communication of others and in developing effective communication themselves. Many are delayed in learning to speak and some never develop meaningful speech.

Pupils find it difficult to understand the social behaviour of others. They are literal thinkers and fail to understand the social context. They can experience high levels of stress and anxiety in settings that do not meet their needs or when routines are changed. This can lead to inappropriate behaviour. Some pupils with autism have a different perception of sounds,

sights, smell, touch and taste and this affects their response to these sensations. They may have unusual sleep and behaviour patterns. Young pupils may not play with toys in a conventional and imaginative way but instead use toys rigidly or repetitively. They find it hard to generalise skills and have difficulty adapting to new situations and often prefer routine.



4. SENSORY

Pupils should only be recorded in the SENSORY area of special need when placed on the school’s SEN register.

Pupils with a hearing impairment range from those with a mild hearing loss to those who are profoundly deaf. They cover the whole ability range.

Some children are born deaf while others may become deaf later on due to, for example, an illness. The most common type of deafness is conductive deafness. Sensori-neural or nerve deafness is the other main form of deafness while ‘mixed deafness’ or a combination of both may occur.

For educational purposes, pupils are regarded as having a hearing impairment if they require hearing aids, adaptations to their environment and/or particular teaching strategies in order to access the concepts and language of the curriculum.

4(a) Severe/Profound Hearing Loss (SPHL)

Pupils who should be included within this category will usually have a hearing loss of 71 to 95+ decibels.

4(b) Mild/Moderate Hearing Loss (MMHL)

Pupils who should be included within this category will usually have a hearing loss of 20 to 70 decibels.

Pupils with a visual impairment range from those with a minor impairment through to blindness. Pupils with visual impairment cover the whole ability range. For educational purposes, pupils are considered to be visually impaired if they require adaptations to their environment or specific differentiation of learning materials in order to access the curriculum.

4(c) Blind (BD)

It should be noted that less than 10% of those registered blind are totally blind, most having some useful residual vision. Pupils who are blind or have very limited useful sight require tactile methods of learning, such as Braille and 3-D representations, together with making optimal use of their hearing. A pupil who uses Braille is often described as ‘educationally blind’. The World Health Organisation (WHO) definition of blindness based on visual acuity scores suggests that a pupil who is blind will have a score of <3/60. It is unusual for a child who is blind to be placed in a mainstream class.

4(d) Partially Sighted (PS)

Within the educational context, ‘partially sighted’ is generally used to mean pupils who have vision useful for all school tasks but require adaptation to teaching methods and differentiated materials. They may require enlarged print or a mix of learning methods.

According to the WHO definition it may be expected that their visual acuity may range from <6/18 to >3/60.

Pupils whose vision is corrected by spectacles should not be recorded in this category.

4(e) Multi-Sensory Impairment (MSI)

Pupils should only be recorded as MSI if their sensory impairment is their greatest need.

Pupils with multi-sensory impairment have a combination of visual and hearing difficulties. They are sometimes referred to as deaf/blind but may have some residual sight and/or hearing. Many also have additional disabilities but their complex needs mean that it may be difficult to ascertain their intellectual abilities. Pupils need teaching approaches, which make good use of their residual hearing and vision, together with their other senses. They may need alternative means of communication.

Pupils with multi-sensory impairment have much greater difficulties in accessing the curriculum and the environment than those with a single sensory impairment. They have difficulties in perception, communication and in the acquisition of information. Incidental learning is limited. The combination can result in high anxiety and multi-sensory deprivation.


5. PHYSICAL

Pupils should only be recorded in the PHYSICAL area of special need when placed on the school’s SEN register.

There is a wide range of physical disabilities affecting pupils within the whole ability range. Some pupils are able to access the curriculum and learn effectively without additional educational provision. They have a disability but do not have a special educational need. For others, the impact on their education may be severe.

5(a) Cerebral Palsy (CP)

Include in this category pupils who have a medical diagnosis of cerebral palsy.

5(b) Spina Bifida and/or Hydrocephalus (SBH)

Include in this category pupils who have a medical diagnosis of spina bifida and/or hydrocephalus.

5(c) Muscular Dystrophy (MD)

Include in this category pupils who have a medical diagnosis of muscular dystrophy.

5(d) Significant Accidental Injury (SAI)

Include in this category pupils who, as a result of a significant accidental injury, are being provided with special educational provision on a long term basis to assist them in accessing the curriculum and the school facilities. Pupils with an acquired brain injury could be included here as appropriate.

5(e) Other (OTH)

Include in this category any other physical disability not mentioned in 5(a) to 5(d) but which forms a barrier to learning.




6. MEDICAL CONDITIONS/SYNDROMES

Pupils should only be recorded in the MEDICAL CONDITIONS/ SYNDROMES area of special need when placed on the school’s SEN register.

A medical diagnosis does not necessarily mean that pupils have SEN. It depends on the impact the condition has on their educational needs. Include under the headings 6(a) to 6(e) those pupils who have the relevant medical diagnosis which impacts significantly on their access to learning.

6(a) Epilepsy (EPIL)

6(b) Asthma (ASTH)

6(c) Diabetes (DIAB)

6(d) Anaphylaxis (ANXS)

6(e) Down (DOWN)

6(f) Other Medical Conditions/Syndromes (OCMS)

Include in this category other less common conditions/syndromes which have been medically diagnosed such as Russell Silver, Ushers, Tourette, Prader Willi, which nevertheless impact significantly on pupils’ access to learning. Please note this list is not exhaustive.

6(g) Interaction of Complex Medical Needs (ICMN)

Include in this category pupils whose medically diagnosed conditions or syndromes are not included under 6(a) to 6(f) but which impact significantly on their access to learning.

6(h) Mental Health Issues (MHI)

Include in this category pupils with a medical/psychiatric diagnosis in the area of mental health which impacts significantly on their access to learning.

7. OTHER

Pupils should only be recorded under OTHER when placed on the school’s SEN register.

This category should only be used for very unusual special educational needs which are substantially different from any of the types of need described under areas 1 to 6 above.

7(a) Other (OTH)

They may also be associated with other learning difficulties.



The InCAS assessment tool is designed to be accessible to the vast majority of pupils.

When considering special arrangements, the focus should be on the needs of the individual pupil, taking account of his/her usual methods of working in the classroom.

Any special arrangements must not provide an unfair advantage over other pupils. It is important that any support given does not reduce the reliability or validity of the assessment.

Some pupils may find the reading aspect difficult as they would in pen and paper assessments. The fact it is a computer-based assessment using voice overs may help to overcome this problem.

There may be a few pupils who will not be able to access InCAS despite the suggested strategies – these pupils will need to go through the temporary exception process. (Reference: Pages 6&7 of this booklet and Appendix 1 Circular 1990/45).

Assigning Assessments

• Check that biological data has been imported from Simms.

Reading Unit

Three modules will be assigned – Word Recognition, Word Decoding and Comprehension.

Comprehension is only accessed when pupils have reached the required scores in Word Recognition and Word Decoding.

• There is one minute allocated to answer each question in Word Recognition.

• The maximum time taken for this module is 10 minutes.• There is one minute allocated to answer each question in

Word Decoding.• The maximum time taken for this module is 10 minutes.• There are ten minutes allocated to Comprehension.• There is a CONTINUE button at the end of each module;

the pupil can click this when they are ready to proceed to the next module of the assessment.

The maximum time taken for this whole unit would be 30 minutes.

However because the assessment is adaptive, some pupils with SEN may be finished within a shorter time scale.

If Comprehension is not accessed, the minimum score of four years is given for the Comprehension module and used in conjunction with the Word Recognition and Word Decoding

scores to determine the age equivalent reading score. The algorithm used to calculate the overall age equivalent score is weighted towards Comprehension.

To assign a Reading assessment:Click on Reading from the ENTER ASSESSMENT SESSION DETAILS screen.

General Maths

There are five minutes allocated to answer each question.The maximum time taken for this unit would be 20 minutes.However, because the assessment is adaptive, some pupils with SEN may be finished within a shorter time scale.

To assign a General Maths assessment:Click on General Maths from the ENTER ASSESSMENT SESSION DETAILS screen.

Completing Assessments

Follow these general guidelines:

• Ensure data corresponds with pupils in the correct class;• Ensure where assessments are completed with one-to-

one supervision that there is no input which would give the pupil an advantage over his/her peers;

• Completing one assessment per day may be the most appropriate approach;

• Complete the assessments in a separate room to avoid unnecessary distractions (where appropriate);

• Ensure the pupils understand the assessment process. The InCAS Inky Pupil demo (accessed from www.nicurriculum.org.uk) may support the pupils in becoming familiar with the format of the assessments;

• Ensure that teaching aids,for example concrete materials or number lines, are not available. If they are, it may not produce an accurate profile of the pupil and will therefore not inform the next steps of your planning and teaching;

• Ensure pupils have access to paper and pencil for General Maths questions; and

• Make use of the CONTINUE button between modules (where available). This allows you to judge when the pupil is ready to move on to the next activity.

ENSURE THE SETTINGS ON YOUR COMPUTER FACILITATE THIS OPTION.(Appendix 3: Checking Computer Settings)

Special ArrangementsSection 5


Teachers’ tips for pupils within the Cognitive and Learning Category

Moderate Learning Difficulties (MLD)

Before using InCAS:

• Use Inky Pupil demo on the Interactive White Board (where available) to demonstrate what the pupils will experience in the assessments. (For weaker pupils, allow them to listen to Inky with a classroom assistant so they can explain any areas the pupils do not understand);

• Explain clearly what the pupils are expected to do if completing any of the non statutory assessments; and

• Ensure no other teachers are logged into InCAS.

You may also find it useful to:

• Complete Developed Ability as well to give another baseline for comparison.

NB: Developed Ability is not statutory.

Ensure that pupils:

• Inform you that they have completed the assigned assessments.

Remember pupils should not:

• Use concrete materials or visual aids for General Maths; and

• Complete all the assessments at once.

After the assessments:

• Give positive feedback; and• Compare the Reading age equivalent score and General

Maths score with the Developed Ability score (if Developed Ability has been completed).

Teachers’ tips for pupils with Dyslexia/SpLd (DYL)

Before using InCAS:

• Ensure that the concept of online assessment is understood… this is not a game;

• Decide which option to use: either a mouse or touch pad (some pupils may be more familiar with one than the other);

• Ensure the pupils are aware of appropriate strategies (need to listen carefully, think and then respond); and

• Ensure the pupils are aware that there is a limited time to complete each assessment and the computer will ‘time-out’ even if the module is incomplete, there is no opportunity to ‘go back’.


• Have a classroom assistant on hand to keep impulsive children or those who find it difficult to concentrate on task.


• During the parent meeting ensure the feedback gives a holistic picture of the pupil, taking into account where reading scores are based only on word recognition and decoding. This may not reflect the pupil’s overall Reading age.

Section 5 Special Arrangements


Teachers’ tips for pupils within the Social, Emotional and Behavioural Category

Before using InCAS:

• Ensure the pupils have been well prepared in advance; • Ensure they are familiar with the process;• Ensure the pupils have watched Inky Pupil demo;• Give the pupils some indication of the duration of the

assessments; and• Ensure that the pupils are settled and not anxious.


• Complete one assessment per day; and• Make use of the CONTINUE button which allows some rest

time between modules.

NB: Computer settings may have to be adjusted to enable this process (Appendix 3: Checking Computer Settings).

Ensure that pupils:

• Are kept on task. It may be useful to have a classroom assistant working alongside;

• Know they have to complete each module; and• Are working in an environment with no distractions.

Remember that pupils should not:

• Be given any help with answers; and• Leave the assessments until they are completed. If they

do, new assessments and passwords will be required.


• Give positive feedback/meaningful reward;• Provide the opportunity to do some informal activities; and• Check that all the assessments have been completed

before transferring and uploading the data.

Teachers’ tips for pupils within the Communication and Interaction Category

Before using InCAS:

• Ensure the pupils have been well prepared - they need to know what they have to do, how to complete each assessment and how long it will be (a social story could be used to help explain this);

• Ensure they are familiar with the activity. Firstly, allow the children to watch the Inky Pupil demo on the N.Ireland Curriculum website, www.nicurriculum.org.uk a number of times. This could be introduced as an activity on their daily schedule to help them to recognise the character and to become familiar with that activity on the computer. A visual cue for “Inky” would help; and

• Ensure they are confident on the computer. If the pupils work on a one-to-one basis on the computer and require assistance with their ICT skills, an adult could help work the mouse while the pupil/s point to the answer on the screen (or use a touch screen).

Ensure that pupils:

• Are kept on task. If the pupils need one-to-one help in class, use the classroom assistant to keep them on task during the assessment. Use different strategies if needed to help guide the pupils through the assessments. These could include the use of Super Symbols:

- “Hands down” The pupils must wait until the speaker stops talking;

- “Listen” They have to listen to the complete sentence before choosing their answer; and

- “Wait” They have to learn to wait for the next question before touching the mouse;

• Understand the language on the computer screen. It might be helpful to prepare the pupils for the language used for different commands on the computer, for example NEXT – this moves onto the next question, AGAIN – this repeats the question each time. The pupils could practise with the demo to help them understand when to use these commands; and

• Understand how long they have to complete a session. The coloured bar indicates how long is left. (Green-yellow-red indicating they are nearly finished). If the pupils need a more visual aid they could have a “Time Timer” or a “sand timer” to remind them how long they have left. A “BREAK” card could be used for the pupils if they become restless or distracted. This could be introduced when they practise on the computer. Teach them how to use it at the end of a session.




• Receive any help with the answers.


• Reward the pupils at the end of a session for example with some free time on the computer. This could be a favourite website or programme. A “Token Economy System” could be set up. They have to complete one, two or three pieces of work on the computer to earn a reward. This could motivate the pupils to work through the assessments and act as a reinforcer for good work and behaviour.


Teachers’ tips for pupils within the Sensory Impairment Category (Visually Impaired VI)

Before using InCAS:

• It is essential to discuss the administration of InCAS with the support teacher of the VI pupil;

• Ensure access to a PC rather than a laptop is available; and• Ensure the pupils have experienced the Inky Pupil demo to

familiarise them with the assessment.


• Ensure the monitor being used is the largest one available;• Ensure where appropriate a LCD magnifier screen has

been attached;• Ensure the screen is the optimum size 800 x 600

(Appendix 2: Instructions to Change the Screen Resolution);

• Remove the keyboard to allow the screen to be as close as possible;

• Position the screen so that the pupils can adopt a position that most effectively uses their residual vision;

• Ensure the lighting is good and there is no glare; and• Adjust the cursor (larger with higher contrast).

Ensure that pupils:

• Have a short rest between modules in the Reading assessment by making use of the CONTINUE button.

NB: Computer settings may have to be adjusted to enable this process (Appendix 3: Checking Computer Settings).


• Receive any help which would affect the reliability of the assessment.

After the Assessments:

• Allow the pupils to take a break from formal work;• Provide some informal activities;• Cross check that all assessments have been completed;• Upload /download data; and• Meet with SMT/Principal to plan parent interviews and

agree formats and procedures.

Exemption

In certain circumstances, if suitable adjustments cannot be made it may be necessary to go through the exception process with individual pupils.

Teachers’ tips for pupils within the Sensory Impairment Category (Hearing Impaired HI)

Before using InCAS:

• It is essential to discuss the administration of InCAS with the support teacher of the HI pupil;

• Ensure the room is quiet. This may mean using a separate room which has a favourable acoustic environment; and

• Ensure the pupil’s hearing aids, cochlear implant and FM system are working optimally.

NB: This should be done by an appropriately trained audiologist, teacher of the deaf, classroom teacher or classroom assistant.


• Ensure the pupils can discriminate the recorded voice on the voice over;

• Ensure the volume is at an appropriate level;• Ensure where necessary, the pupils are connected to the

computer via an FM system or Computer Listening Pod;• Ensure the pupils are familiar with the system being used

for the assessment; and• Use a live speaker where appropriate.


• Allow the pupils to take a break from formal work;• Provide some informal activities;• Cross-check that all assessments have been completed;• Upload/download data; and• Meet with SMT/Principal to plan parent interviews and


Exemption

Hearing Impaired pupils have difficulty accessing auditory information. In certain circumstances if suitable adjustments cannot be made it may be necessary to go through a disapplication process with individual pupils.




Teachers’ tips for pupils within the Physical Difficulties Category

Before using InCAS:

• Ensure hardware and software have been installed if the computer is not C2K compatible;

• Ensure availability of a room for an appropriate length of time;

• Ensure new pupils have the correct Unique Pupil Number (UPN);

• Ensure passwords are correct; and• Ensure headphones, tables, chairs and monitors are

suitable for the pupils.


• Arrange an alternative date/s for the room to follow up any assessment/s for absent pupils or those unable to finish an assessment.

Ensure that pupils:

• Have a quiet environment enabling the class/group to settle before completing the assessment/s;

• Sit on a suitable chair (not a swivel chair) and that their feet are on the floor as recommended by the physiotherapist;

• Have had the desk adjusted to the correct height;• Have had the headphones adjusted where necessary; and• Use the appropriate mouse, for example jelly switch/roller

ball is attached and that it is at the correct angle using a slant or wedge as recommended by the Occupational Therapist.


• Get up and leave before they are finished;• Distract other pupils still working;• Help one another; and• Ask for assistance with the assessments.


• Allow pupils to have a rest;• Provide some informal activities;• Cross check that all the assessments have been

completed;• Upload /download data; and• Meet with SMT/Principal to plan parent interviews and


Teachers’ tips for pupils within the Medical Conditions/Syndromes Category

Before using InCAS:

• Check blood glucose level is normal where a pupil has diabetes;

• Ensure a suitable mouse is available where a pupil has a tremor;

• Ensure a suitable chair, desk and desk support are available for a pupil with a tremor or instability; and

• Ensure the computer is located so that it is possible to monitor the pupil’s face for any condition where he/she may become dazed, confused, lose consciousness or have a seizure.

For pupils on the autistic spectrum it may be helpful to do the following:

• Prepare a social story which deals with the InCAS procedure; and

• Prepare a stuck board/visual help cards/a feelometer which may be used during the assessment to deal with difficulties which arise.

Ensure that pupils:

• Have aids such as a wobble cushion, weighted jacket or other supports which are known to aid concentration; and

• View Inky Pupil demo several times combined with discussion to establish the importance of setting the volume at a comfortable level.


• Use fidget supports if they could become a distraction.


• Completing a comic strip conversation may be useful for pupils on the autistic spectrum who have experienced distress.



Studies will continue to be carried out across the range of SEN provision to evaluate the use of the InCAS assessment tool. Evaluations of the use of InCAS assessments will continue across the range of SEN provision. These results will be considered as part of ongoing improvements to the software to ensure that InCAS assessments are accessible as possible to all SEN pupils.

Any outcomes will be included in Evaluation Reports produced by Research and Statistics in CCEA.

Useful references

• Background information about InCAS and the Centre for Evaluation and Monitoring (CEM), Durham University is available from the website: www.incasproject.org

• Research and background to the Assessments CEM Centre at Durham University can be found at: www.cemcentre.org

Additional Support

• InCAS Feedback Guidance.• Diagnosing and Remediating Literacy Problems – Using

InCAS Software.• Diagnosing and Remediating Mathematical Problems –

Using InCAS Software.

Latest information about InCAS and The Annual Report is available from the website: www.nicurriculum.org.uk by clicking InCAS and The Annual Report.

Helpdesk

• InCAS and The Annual Report Helpdesk: (028) 9026 1274.

ConclusionSection 6


Subject:

TEMPORARY EXCEPTIONS FROM THE STATUTORY CURRICULUM AND ASSESSMENT PROVISIONS FOR INDIVIDUAL PUPILS

Circular Number: 1990/45

Date of Issue: 28 August 1990

Target Audience:

• Principals and Boards of Governors of all grant-aided schools;

• Education and Library Boards;• Council for Catholic Maintained Schools.

Governor Awareness:Essential

Status of Contents:Advice

Information for schools

Related Documents: SR 1990 No.288

Summary of Contents:

This Circular contains advice for principals on the making of directions excepting pupils from the statutory curriculum and assessment requirements on a temporary basis.

Superseded Documents:None

Expiry Date:Not applicable

Enquiries:Any enquiries about the contents of this Circular should be addressed to:Mrs Patricia ThomsonAssessment, Examinations and Qualifications BranchDepartment of EducationRathgael House43 Balloo RoadBANGOR BT19 7PR

DENI Website:http://www.deni.gov.uk

Tel: 01247 279496Fax: 01247 279100

Additional copies:Tel: 01247 279533

AppendicesSection 7

Appendix 1. Circular 1990/45: Temporary Exceptions from the Statutory Curriculum and Assessment Provisions for Individual Pupils

26 InCAS - A Special Educational Needs Guidance

I Introduction 27

II Scope of Regulations 27 Which schools? Which pupils? Which provisions?

III Cases and Circumstances 27 General directions Special directions

IV Giving Directions – Procedures 30 Reasons for the direction Effect of the direction Duration of the direction Information about the direction

V Variations 30

VII Revocations 30

VII Renewals 30

VIII Parental Requests and Appeals 30

IX Special directions 31

Annexes

A. Information to be provided about 31 directions, variations, revocations and renewals

B. Procedures for parental requests and 32 appeals

Section 7 Appendices

Contents



I Introduction 1. The Education Reform (Northern Ireland) Order 1989 places a duty on principals to ensure that the statutory requirements relating to the curriculum and assessment laid down in Articles 5 (religious education, areas of study, attainment targets and programmes of study), 6 (compulsory contributory subjects and compulsory assessment) and 8 (educational themes), as in force at the start of the school year, are put into effect for all pupils of compulsory school age on the register of their school, subject to certain limited exceptions authorised by directions. The purpose of this Circular is to describe the effect of the Education (Curriculum) (Temporary Exceptions) Regulations (Northern Ireland) 1990 (SR 1990 No 288) which allows principals to make directions excepting pupils from the statutory curriculum and assessment requirements on a temporary basis. Copies of the Regulations are available from HMSO, 80 Chichester Street, Belfast BT1 4LE, price £1.70.

Statutory powers

2. The Regulations are made under Article 17 of the 1989 Order and will come into force on 1 September 1990. The guidance in this Circular does not constitute an authoritative legal interpretation: that is exclusively a matter for the Courts.

II Scope of RegulationWhich schools?

3. The power to make temporary exceptions extends to the principals of all grant aided schools except nursery schools –ie all those who are required under Articles 5, 6 and 8 to secure that the curriculum provisions and assessment arrangements are implemented in their school.

Which pupils?

4. The Regulations empower principals to give, vary or revoke directions modifying or lifting for a brief period the curriculum and assessment requirements as they affect any individual registered pupil. Where exceptional arrangements already apply to such a pupil – through a modification or disapplication, made under Article 16, of the requirements as shown in the child’s statement of special educational needs; for groups of pupils in the particular cases or circumstances specified in any Regulations which may be made under Article 15; or for pupils in schools or classes which are the subject of directions made by the Department under Article 14 for experiments and development work – it will still be possible to make a temporary exception under Article 17. However, before giving directions, the principal should satisfy him or herself that the pupil’s needs cannot be accommodated within any of the exceptional provisions already available and in the case of a pupil with a statement of special educational needs, must consult the relevant Board.

Which provisions?

5. The temporary exceptions that may be made under these Regulations can modify or disapply any or all of the curriculum and assessment provisions of the 1989 Order. Temporary exceptions cannot be made to the provisions in Article 4(2) of the Order relating to the general requirement for a balanced and broadly based curriculum, or the requirements in respect of qualifications and syllabuses (Article 9), information (Articles 31 and 32) or complaints (Article 33). These provisions all offer important general safeguards for pupils and their parents.

III Cases and Circumstances6. Article 17 Regulations allow, but in no circumstances require, temporary exceptions to be made under certain conditions. All pupils should have the opportunity of benefiting from the full curriculum. The Department expects that principals will, therefore, use their powers of direction sensitively and sparingly and that temporary exceptions will only rarely be made. The curriculum framework provides wide scope for teachers to provide teaching and learning opportunities at a pace and depth appropriate to the full range of individual pupils’ needs without the need for exceptional arrangements.

In particular, it will seldom be necessary to exempt young children from the statutory curriculum requirements inasmuch as the activities appropriate for them, sand and water play, constructive play, listening to stories and rhymes, simple matching and counting and so on, are activities which underpin the development of language and of concepts in, for example, Science and Mathematics.

7. A principal may give directions in respect of an individual pupil only if he or she is of the opinion that it is for the time being inappropriate to offer the curriculum and assessment arrangements as they currently apply to the child (ie subject to any existing exceptions through a SEN statement, under Article 7 orders specifying attainment targets, programmes of study, assessment arrangements or the objectives of educational themes, or under Article 15 Regulations or Article 14 directions). The Department expects a principal to consider making a temporary exception for a particular pupil only in rare cases when it is clear that the pupil’s present circumstances or conduct mean that he or she cannot fully participate in and benefit from the curriculum and assessment provisions. Exceptions should be limited to modifying, or if necessary lifting, only as many aspects of the statutory requirements as are inappropriate for the pupil.


8. The Regulations define two further circumstances, one of which must be met before a principal can make a temporary exception. The first circumstance, set out in Regulation 3(1)(b)(i) – “general directions”, is that the factors necessitating the exception are likely to have changed significantly in six months so that the pupil can be expected to undertake the full curriculum and assessments as they apply to him or her thereafter. (See paragraphs 10–15 below.) The second circumstance, set out in Regulation 3(1)(b)(ii) – “special directions”, is that the principal believes that the pupil has a longer term need for exceptions or modifications to the statutory requirements, which can only be made through a statement of special educational needs, and temporary exception is necessary while the process of assessment or reassessment by the board takes place. (See paragraphs 16–17 below.)

9. Principals will need to exercise discretion in deciding when particular arrangements made for a pupil are sufficient to require an Article 17 direction. Schools may sometimes find it necessary to meet a pupil’s particular needs in ways which require him or her to concentrate, perhaps for several weeks, on areas of particular weakness. Teachers should continue to be able to make such arrangements, and a direction will not be required to meet such a short term contingency.

General Directions

10. General directions are those given by virtue of Regulation 3(1)(b)(i) see paragraph 8 above. The Regulations do not list specific cases in which a temporary exception of this type may be made. Examples are given below where general directions could be needed to allow exceptions from aspects of the curriculum or assessment arrangements. This list is not intended to be exhaustive. Nor should it be assumed that all such cases as those listed below will need temporary exceptions. It is only in rare circumstances that a temporaryexception should be considered.

a. Pupils who arrive from such a different educational system that they require a period of adjustment to the curricular requirements;

b. Pupils who have had spells in hospital, been educated at home or been excluded from school and need time to adjust;

c. Pupils who temporarily have severe emotional problems (perhaps because of a family crisis) and need special arrangements.

11. A principal’s duty to implement the statutory curriculum and assessment requirements for all registered pupils extends to those pupils who are on the school’s register but are being educated away from the school under temporary arrangements made by the principal, the Board of Governors or the board. It therefore extends to registered pupils being educated at home, in hospital or, for example, in an educational guidance unit. Where it is impossible to offer pupils in such circumstances the full curricular provisions, the principal must give Article 17 directions. As long as pupils remain on the register, the school

has a legal obligation to their continuing education.12. The Department does not expect principals to give Article 17 directions if pupils are absent from school because of illness, holidays or other reasons beyond the principal’s control. Where absence from school is avoidable, it would expect the school to take other appropriate steps to secure the pupil’s full time attendance.

13. Nor does the Department expect directions to be given in the case of pupils who are not receiving education because they have been temporarily excluded from school under the provisions of a scheme made under Article 49 of the Education and Libraries (Northern Ireland) Order 1986 (“the 1986 Order”) (suspension and expulsion of pupils). It would however expect the school and, as appropriate, the education and library board to work within the relevant provisions to secure the early resolution of such cases so that pupils return to full time education as soon as possible.

14. In cases of extended absence whether for reasons such as those given in paragraphs 12 and 13 above or for other reasons, it may nevertheless be appropriate to give general directions excepting the pupil from the full range of the statutory requirements to enable him or her to adjust on return to school or full time education. Principals will however wish to avoid making any temporary exceptions which mean that the pupil may lose further ground unnecessarily.

15. The continuity offered by the programmes of study should allow pupils who change schools frequently to be more readily integrated into a new school. There should be no assumption that pupils arriving from other schools will need a period of exceptional treatment.

Special directions

16. Special directions are those given by virtue of Regulation 3(1)(b)(ii) – see paragraph 8 above. They may be given to cover the period while pupils are being assessed for special educational needs or SEN statements are being prepared: section IX of this Circular gives further guidance on this.

17. The Department expects principals to give special directions only when they can present evidence to suggest a prima facie case for SEN assessment and should not do so before consultation with the relevant Board. Even then a special direction will not always be necessary. Principals should bear in mind that it may be more difficult to carry out such assessment if pupils have been excepted from aspects of the curriculum. They should consider in each case if there is a clear case for a direction, and should not assume that this will be so or prejudge the outcome of the board’s assessment procedures. It will remain for the board to determine whether or not there are sufficient grounds for assessment.



IV Giving Directions - Procedures18. This section outlines the requirements to be followed when a principal gives a direction. Unless otherwise specified, the requirements apply to both general and special directions.

19. A direction should be given separately for each pupil. This will enable variations or revocations to be made (see sections V–VI below) according to each pupil’s circumstances and progress.

20. The Department expects that, before giving a direction, the principal will discuss the pupil’s circumstances and needs with his or her parents and teachers, and where appropriate consult educational psychologists, medical officers or other specialist staff. In the case of a special direction, the Regulations require the principal to consult the education and library board before giving a direction (see paragraph 45 below).

21. The principal should normally allow one calendar month after giving a direction before it comes into effect. This will allow parents (and, in the case of a special direction, the board) the opportunity to query the reasons or suggest changes. However, when there is an urgent need for the temporary exception to start more quickly, the principal may give a direction that comes into effect in less than one month. In such cases the reason for the urgency should be specified in the direction.

Reasons for the direction

22. The direction must explain the action that is being taken, specify whether it is a general or special direction and state why exceptional arrangements are necessary.

23. For a general direction, the Department expects the principal to include why the pupil’s present circumstances make it inappropriate to continue offering the curriculum provisions that currently apply to him or her, or for him or her to undergo the associated assessments. The direction should also include a statement indicating how those circumstances seem likely to be changed over the period of the direction, and how the pupil will be enabled to adjust to those requirements that have been modified or lifted during the direction.

24. The slightly different requirements for special directions are outlined in paragraph 46 below.

Effect of the direction

25. Any direction must state which aspects of the curriculum are to be modified or lifted, and what alternative provision is being made for the pupil’s education whilst the direction lasts. The Department expects principals to offer positive alternative arrangements in all cases, bearing in mind the overriding principles of Article 4 of the Order.

Duration of the direction

26. Any direction must specify when the exceptional arrangements will start and end, or the factors which will determine their ending. An initial direction may last no longer than six calendar months.

27. For a general direction, a principal may set a shorter duration in terms of calendar months or some other event if that occurs before the six month limit. Such events might include, for instance, return from an educational guidance unit. A general direction must also outline how the principal proposes to secure the reapplication of those provisions that have been modified or lifted by the direction when it comes to an end.

28. The duration of special directions is explained in paragraphs 48–50 below.

29. Any direction will cease to have effect if a pupil is removed from the register of a school. It is for the principal of any school to which such a pupil transfers to judge the pupil’s needs and make provision accordingly. (But a direction given by one principal will continue if he or she leaves the post: it will be treated as if given by his or her successor for the purposes of variation, revocation or renewal, as in sections V–VII below.)

30. The Department is also making Regulations under Articles 17A and 134(1) of the Education and Libraries (Northern Ireland) Order 1976 requiring Boards of Governors to maintain a curricular record on every registered pupil and to transfer the record on request to any school to which the pupil transfers. The Department would expect such records to include details of any directions given under Article 17.

Information about the direction

31. Annex A sets out how principals should inform the various parties concerned of any direction or its renewal. They must include information about parents’ right of appeal. (See section VIII overleaf.)



V Variations32. Principals may vary directions, whether general or special for example, if the pupil’s circumstances change or new information about them comes to light. Directions may be varied in any respect other than by increasing their length.

33. The Department expects principals to keep the progress of pupils who are the subject of temporary exceptions under review. Where the need to vary a direction arises, the principal should discuss the pupil’s changing circumstances and needs with his or her parents and teachers, and where appropriate consult specialist staff before making the variation.

34. Notice must be given in writing of any variation to the chairman of the Board of Governors of the school, to at least one of the child’s parents and, in the case of a special direction, to the education and library board. The notice must set out which provisions of the direction are to be varied, giving brief details of each variation and reasons for it. A variation should normally take effect one month after the principal has given notice of it unless exceptional circumstances make more urgent revision necessary.

35. The notice of variation should meet all the information requirements of an initial direction (see Annex A).

VI Revocations36. Principals may also revoke directions of either type for example if the pupil’s circumstances change so markedly that exceptional arrangements cease to be appropriate. The Department expects that before doing so, a principal will discuss his or her plans with the pupil’s parents, teachers and any specialist staff who have been involved in the case.

37. When revoking a direction, the principal must give notice in writing to the chairman of the Board of Governors, to at least one of the child’s parents, and, in the case of a special direction, to the education and library board, and must specify the date when it will take effect. He or she must also give reasons for revoking the direction and outline plans for securing the reapplication of the lifted or modified curriculum or assessment provisions, unless the plans are the same as originally specified in the direction in all respects except timing.

VII Renewals38. Article 17 directions are not intended to provide long term exemptions from the statutory curriculum and assessment provisions. The majority of pupils for whom a general direction is given will be able to resume the full requirements that would normally apply to them within six months.

There may however be exceptional cases where the original expectation that a pupil’s circumstances would change sufficiently within six months to return to the curriculum and assessment provisions is not fulfilled.

39. In such cases, the principal may renew a general direction by issuing a further direction to run on consecutively. He or she may do this on up to 2 occasions for a further 3 calendar months only in each case. Before doing so on either occasion, the written consent of three members of the Board of Governors must be obtained. Directions may not be renewed for a third time. (See paragraphs 50–51 below for renewals of special directions.)

40. In rare cases, a pupil who has already been the subject of a temporary exception may undergo a further change in circumstances and require a new direction that does not fall within paragraph 39 above. In such cases, a principal who proposes to give a new direction for a pupil for whom he or she has given a previous direction must obtain the prior written consent of three members of the Board of Governors and, where the new direction is a special direction, he or she must also first consult the education and library board. A new direction may only be made if the reasons for it are different from those which gave rise to a previous direction.

41. Boards of Governors may be involved in hearing appeals as well as giving consent to renewals or new directions. The Department expects them to make arrangements for considering renewals or new directions in such a way that would allow any subsequent appeal to be heard by governors who had not been involved in the earlier consideration of a particular case – for example by delegating an appeal hearing to a committee composed of different governors.

42. The Department expects that, before making a renewal or new direction, the principal should again discuss the pupil’s circumstances and needs with parents, teachers and any specialist staff involved in the case.

43. Whenever a renewal or new direction is made, the principal must make information available in accordance with Annex A. Parents have the right to make requests and appeal, as described below.

VIII Parental Requests and Appeals44. Parents may ask for any direction to be given, varied, revoked or renewed. In cases of dissatisfaction they may appeal to the school’s Board of Governors. Annex B sets out in detail the procedures to be followed.



IX Special Directions45. This section outlines the requirements to be followed when a principal gives a direction for a pupil who in his or her opinion has or probably has special educational needs which are such that the education and library board would be required to determine the special educational provision that should be made for him or her, whether initially or on review of an existing statement. These requirements apply also to directions which started as general directions but have been varied for the purpose of a SEN assessment. Because of boards’ responsibilities for the assessment of children in their area who need, or may need, special educational provision to be determined by the board to meet their needs, all the requirements apply to all grant aided schools.

46. The principal must consult the board before giving a special direction. If, having done so, he or she decides to proceed with giving a special direction, it must include reasons for his or her opinion that the pupil has or probably has special educational needs requiring an assessment or the amendment of an existing statement. The Department expects the principal to refer to any procedures the school has used to analyse and monitor the pupil’s needs and difficulties, and any action taken to address them, including any special support offered.

47. The principal need not describe at the outset plans for reapplying the statutory curriculum and assessment provisions to the pupil in the event of a statement not being made or amended. But in other respects the direction should follow the requirements in section IV above, except where otherwise specified.

48. Special directions will automatically end as soon as the statement is made or amended and should be superseded by the special educational provision specified in that statement. If the board decides against assessment or has assessed (or reassessed) the pupil and decides not to make (or amend) a statement, it should inform the principal as soon as possible. The principal must then arrange for the pupil to resume the curriculum and/or assessment provisions which have been modified or lifted by the direction. Resumption must take place within one calendar month of the principal’s receiving the board’s notification, when the direction will expire. If the month expires during a school holiday, the statutory provisions should be reapplied when term resumes. The Department expects principals to keep parents informed.

49. If after six months the board has neither made (nor amended) a statement, nor informed the principal that it does not intend to do so, a special direction will automatically expire. In such cases, the principal may renew the direction twice by issuing further directions to run on consecutively; if a second further special direction is necessary, it may only be made with the prior approval of the Department.

Any renewed direction should end no later than one calendar month after the statement has been made (or amended), and in any event after six calendar months.

50. A principal may also renew a special direction, by issuing a further consecutive direction, if there is an appeal under Schedule 11 to the 1986 Order, either against the decision of a board not to make a statement, or against the content of a statement. A renewal for this purpose may last no longer than one month after completion of the appeal and in no event longer than six calendar months. Only one renewal may be made if the appeal is against a board’s decision not to make a statement. If necessary, more than one renewal may be made if the appeal is against the content of a statement.

51. Whenever a renewal is made, the principal must make information available in accordance with Annex A. Parents have the right to make requests and appeal, as described in Annex B.

52. If principals are to make plans either to reapply curriculum and/or assessment requirements or to renew directions in good time, education and library boards will need to keep them informed of progress in assessing pupils or in deciding not to assess them. In particular, if assessment is still taking place towards the end of a direction, the principal will need to know whether the board expects this process to be completed within the period of the direction and, if not, when.

S PEOVERAssistant Secretary



Annex A

Information to be provided about directions, variations, revocations and renewals1. The principal must give a direction, whether an initial

direction or a renewal, in writing. He or she must also give notice of a variation or revocation in writing;

2. A copy must be kept at the school with the pupil’s curricular record;

3. Copies must be sent as soon as a direction or notice of variation or revocation is given and in any event within 3 school days to the chairman of the Board of Governors, the education and library board (in the case of a special direction) and at least one of the pupil’s parents as registered at the school. Copies must be sent by first class post;

4. Parents’ copies must be sent to their registered address. Directions should include details of parents’ right to appeal (see section VIII and Annex B);

5. When a principal renews a general direction or gives any new direction for a pupil for whom he or she has given a previous direction (see section VII), the requirements outlined in paragraphs 2–4 of this Annex apply to the written consent of three members of the Board of Governors (and, where a new direction is a special direction, the education and library board) as well as the direction.

Procedures for parental requests and appeals1. Parents may ask a principal to give a direction temporarily

excepting their child from the statutory curriculum and/or assessment provisions. They may also ask for any direction that is already in force to be varied, revoked or renewed;

2. The Department expects that principals will discuss requests with parents and seek to resolve any differences without resort to formal procedures. Should this fail, parents may make a formal request either in writing or orally to the principal. They must give reasons for it;

3. Principals must respond to requests within a fortnight. If they accept the request, they must send copies of the direction or notice of variation or revocation to the parent, the Board of Governors and, in the case of a special direction, the education and library board, as outlined in Annex A;

4. If the principal decides not to meet the request, he or she should write to the parent giving reasons for rejecting it

and details of the parent’s right of appeal. Copies should be sent to the Board of Governors;

5. If the principal does not respond within a fortnight, the parent has the right of appeal to the Board of Governors;

6. The Department expects Boards of Governors to hear appeals with all due speed. It proposes that Boards of Governors should have discretion to delegate the hearing of appeals under Article 17 to any member of the Board of Governors (except the principal) or to committees of governors;

7. The Department expects Boards of Governors to allow representations from parents, accompanied by a friend if they wish, as well as the principal and other specialist staff if necessary;

8. The Board of Governors may either confirm the principal’s action or direct him or her to take any other action they consider appropriate within the scope of the Regulations – ie give, vary or revoke a direction in the manner permitted. They must notify the parent and principal in writing of their decision;

9. The principal must comply with the decision of the Board of Governors;

10. In order to avoid continuing dispute and uncertainty, principals need not consider more than one request from a parent for a direction to be varied or revoked during the course of that direction. They must however consider a further request, if parents choose to make one, once a direction has been renewed;

11. If parents remain dissatisfied, they may make a complaint to a complaints tribunal appointed by the board under Article 33 of the 1989 Order.



Appendix 2Instructions to Change the Screen Resolution.

• Refer to the C2K administrator in your school;• Click: Start;• Click: Control Panel;• Click: either Pick a Category: Appearance and Themes; • Select either:• Pick a Task: Change Screen Resolution OR;• Pick a Control Panel icon: Display;• Click: Settings tab: Select Screen Resolution;• Change the screen resolution by moving pointer to extreme

left (less) 800 x 600;• Click: Apply;• Click: OK.

Appendix 3Checking Computer Settings.

Refer to the C2K administrator in your school.


InCAS Special Educational NeedsGuidance for Teachers

2009

A CCEA Publication © 2009