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Fogh

laim

Forbairt

www.pdst.ie© PDST 2014

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.ieOverview of Day

Session 19.30 – 11.00

• Inclusion• SEN Guidelines 2017• My Class and Priority Learning

Needs

11.00 – 11.15 Tea / Coffee

Session 211.15 – 1.00

• Supporting PLN’s• Exploration of models through the lens

of Literacy

1.00 – 2.00 Lunch

Session 32.00 – 3.30

• Literacy Strategies to meet Priority Learning Needs

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.ieKey Messages

The needs of pupils should determine which form of teaching support is most

appropriate

The range of teaching supports should strike a balance between team-

teaching, group and individual support and early

intervention programmes.

Team-Teaching can facilitate effective collaboration,

between SET and classroom teachers leading to improved

learner outcomes, learning experiences and teacher

practices.

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Inclusion in the Irish context is defined as a process of:

“…addressing and responding to the diversity of needs of learners through enabling active

participation in learning, cultures, and communities, and removing barriers to

education through the accommodation and provision of appropriate structures and

arrangements” NCSE (2010)

Inclusive Education

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.ieSupporting Inclusion

Appreciate it is more that just

access, a policy or an IEP

Focus on high aspirations and improving outcomes for all pupils

Change the way things

are organised to suit pupil

needs

Content of lessons matched to the needs of the pupils

Know and understand the needs of all pupils

Use a variety of teaching

strategies, appropriate

materials and resources

Provide clear learning objectives based on reflective practice

Use of formative

assessment strategies

Individual pupils’ and class progress

monitored

Everybody’s responsibility to celebrate diversity and individuality

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.ieParental Engagement

Clear and timely communication with

parents of pupils with SEN is essential for effective

inclusion

Good parental engagement is a critical

factor in enhancing outcomes for pupils with special educational needs

The Continuum of Support process and the use of the

Student Support File provide valuable

opportunities to engage with parents

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.iePupil Voice

“Engagement is enhanced when schools listen to and build on pupils’ interests, aspirations and strengths when

developing educational interventions. This involves actively including pupils in a shared assessment for

learning process, setting shared learning objectives and jointly reviewing progress.”

(Guidelines for Primary Schools,2017, p.24)

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Relevant documentation

Primary Language Curriculum (NCCA, 2015)

EPSEN Act (2004)

National Literacy & Numeracy Strategy (DES, 2011)

Inclusive Education Framework (NCSE, 2011)

Literacy & Numeracy Strategy

Interim Review 2011-2016

New Targets 2017-2020 (DES, 2017)

Continuum of Support (DES, 2007)

Circular 0013/2017Guidelines for Primary Schools Supporting Pupils with Special Educational Needs in Mainstream Schools (2017)

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.iePrinciples to guide the

implementation process

Resources provided should facilitate the

development of truly inclusive schools.

Supports provided should be based on identified

needs as outlined in the Continuum of Support

Guidelines.

The class teacher has primary

responsibility all pupils.

SET should be used solely for the support of pupils

with identified special educational needs,

including those pupils for whom English is an

Additional Language (EAL).

Pupils with the greatest levels of need should have

access to the greatest level of

support.

Schools with more than one support teacher should establish and

maintain a core team of teachers to meet the needs of pupils with special educational

needs.

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.ieThe Special Education Teacher

Allocation Model

Is..

A significant resource for schools

A model to support inclusion

To ensure that the resources are allocated to the students with the greatest needs

Is not..

An extra pair of hands in the school

Distinguished as L/S AND R/T

To be used to create smaller classes

Based on the school profileBased on Low incidence or high incidence hours

(NCSE 2017)

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.ie6 Actions

1. Identification of pupils with S.E.N.

2. Setting targets

3. Planning teaching methods and approaches

4. Organising early intervention and prevention programmes

5. Organising and deploying SEN teaching resources

6. Tracking, recording and reviewing progress

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A Continuum of Support

School Support Plus

for a Few

School Support for Some

Whole School and Classroom Support for All

Academic SuccessSocial, Emotional and Behavioural

Competence

NEPS

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.ieMy Class and their Priority Learning

Needs

1. Identification of pupils with S.E.N.

2. Setting targets

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Acronym Name

NRIT Non Reading Intelligence Test

MICRA-T Mary Immaculate College Reading Attainment Test

CS Classroom Support (Stage One)

SS School Support (Stage Two)

SSP School Support Plus (Stage Three)

Terminology

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Qualitative Data

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Coffee Break

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.ieSession 2

Supporting PLNs3. Planning teaching methods and

approaches

4. Organising early intervention and prevention programmes

5. Organising SEN teaching resources

6. Tracking, recording and reviewing progress

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What is team teaching?

‘…a group of two or more teachers working together to plan, conduct and evaluate the learning activities for the same group of learners.’

Goetz, 2000

‘….two or more teachers work together in a collaborative manner with a class of students who have diverse learning needs’

Inclusion of Students with SEN Post Primary Guidelines, 2007

19

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Terminology

Team-teaching

In-class Support

Co-operative teaching

Co-teaching

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Liaison

Sharing Planning

Consultation

Sharing Resources

Co-operation

Sharing Teaching

Co-ordination

Sharing Observation

A Continuum of Collaboration

(Lacey, 2001, Cook and Friend, 2010; Moran 2007, Helen O Sullivan, 2011)

CollaborationSharing Improvement

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.ieBuilding the Team

Professional Conversations

Purposes and Aims

Defining of roles

Planning and

Teaching

Timeframe Review and Reflection

Assessment and

Monitoring

Pupil Voice

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Models of Co-Teaching

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.ieModels of Co-Teaching

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Lunch

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.ieSession 3

Literacy Strategies to meet PLNs

3. Planning teaching methods and approaches

4. Organising early intervention and prevention programmes

5. Organising SEN teaching resources

6. Tracking, recording and reviewing progress

2. Setting targets

1. Identification of pupils with S.E.N.

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Literacy StrategiesVocabulary Instruction The Writing Workshop

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.ieKey Messages

The needs of pupils should determine which form of teaching support is most

appropriate

The range of teaching supports should strike a balance between team-

teaching, group and individual support and early

intervention programmes.

Team-Teaching can facilitate effective collaboration,

between SET and classroom teachers leading to improved

learner outcomes, learning experiences and teacher

practices.

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.ieAdditional Supports

Special Education Support

• National Council for Special Education (NCSE) Support Service

• National Educational Psychology Service (NEPS)

• Department of Education (DES) Inspectorate

• special_education@education.gov.ie

Literacy Support

• PDST school based support• Upcoming workshops:

Phonological Awareness & Phonics/ FeasachFhóineolach agus Fónaic

• Regional Workshops:Building Towards EffectiveTeam Teaching

School-Self EvaluationTeaching & Learning Framework; 6 Step SSE Process; gathering, collating & analysing relevant data; implementing the SIP for

literacy, numeracy and any other area of teaching & learning.

Health and Wellbeing➢ SPHE including Child Protection and Stay Safe➢ Relationships and Sexuality Education (RSE)➢Active Learning Methodologies ➢Anti Bullying-Procedures and Policy, Awareness

Raising, Prevention and Intervention Strategies➢ PE➢ Wellbeing for teachers

PDST Websites

➢www.pdst.ie➢pdsttechnologyineducation.ie➢scoilnet.ie (portal for resources)➢teachercpd.ie (on-line courses)➢ollscoil.net (ITE students awards)

Overview of PDST Primary Supports for Leading Learning in the 21st Century

www.pdst.ie/schoolsupport

Models of support:in-school support (in-class modeling, meeting principal/groups of teachers, Croke Park hrs), seminars, workshops, clusters

Literacy SSE & strategies for improving

oral language, writing, reading and the use of broadcast /digital media.

NumeracySSE & strategies for improving

numeracy. Supporting the development of Mathematical

thinking.

GaeilgeTacaíocht chun Curaclam na Gaeilge a chur i

bhfeidhm i Scoileanna T1&T2, Féinmheastóireacht Scoile, chomh maith le

tacaíocht lán Ghaeilge a sholáthar do Ghaelscoileanna agus scoileanna sa

Ghaeltacht.

Integrating ICT - Primary➢Active Learning Methodologies- Key methodologies of the primary curriculum through the effective use of ICT.➢Literacy & Numeracy – Creating, developing and using ICT to create teaching resources in all areas of primary literacy and numeracy.➢SSE – Online tools for gathering, collating & analysing relevant data.➢eAssessment & ePortfolios – Assessment of / for learning with ICT.➢ePlanning & Collaboration – Google Apps for Education.➢Tablet Technology Integration – Pedagogy, Curriculum & SEN ➢Virtual Learning Environments (VLEs) – Google Classroom, Edmodo

PDST Leadership ProgrammesMisneach.....New PrincipalsTánaiste.......New Deputy PrincipalsTóraíocht.....Aspiring Leaders accredited by

Maynooth UniversityForbairt .......Experienced Principals & ALNsSpreagadh...NAPD & PDST collaboration