Special Educational Needs Policy · Web viewAll pupils’ AEN files are stored in a locked filing cabinet in the AEN room. It is the responsibility of SETs to update and manage the

St. Mary’s Woodside National SchoolSandyford

2019-2022

Additional Educational Needs Policy

1

INTRODUCTORY STATEMENT

The title of this policy is Additional Educational Needs Policy 2019 – 2022. This is a whole school

policy for Special Education, and was first formulated in June 2011 by the Special Education Team. It

was amended in December 2014 and further amended in November and December 2017. The

further redrafting of the school’s policy was coordinated by the Assistant Principal II with

responsibility for Special Education, Ms. Ruth Malone, along with the Principal and Special Education

Team staff during the second term of the school year 2018/2019. The development of our AEN Policy

is in accordance with DES Circular 0013/2017.

St. Mary’s National School has a long history, having been established as the parish school for the

Roman Catholic parish of Sandyford in 1841 under the patronage of the Archbishop of Dublin. The

school is a vertical co-educational primary school. At present, the school enrolment profile reflects a

significant percentage of non-national children, many of whom are learning English as an additional

language (EAL). This has implications for the identification of learning needs, and the delivery of

resource teaching and learning support. At present the school has been allocated one post for the

teaching of English as an Additional Language (EAL).

Legislation over the last twenty years has had significant implications relating to the educational

provision for children with Additional Educational Needs (AEN) within mainstream schools. Section

21 (2) of the Education Act, 1998, states that ‘the school plan shall state the objectives of the school

relating to equality of access to and participation in the school and the measures which the school

proposes to take to achieve those objectives, including equality of access to and participation in the

school by students with disabilities or who have other education needs’ . Section 9 (a) of the act

requires that schools will ‘ensure that the educational needs of all students, including those with a

disability are identified and provided for’. The Education Act, 1998, defines Additional Educational

Needs as the educational needs of students who have a disability, and also the needs of exceptionally

able students.

In its preamble, the Education for Persons with Special Educational Needs (EPSEN) Act, 2004, states

that the education of children with AEN ‘shall, wherever possible, take place in an inclusive

environment with children who do not have such needs unless the nature or degree of those needs of

the child is such that to do so would be inconsistent with

(a) The best interests of the child as determined in accordance with any assessment carried out under

this Act, or

2 St. Mary’s Woodside National School, Sandyford Additional Educational Needs Policy 2019-2022

(b) The effective provision of education for children with whom the child is to be educated.’

The act defines AEN as follows:

‘...a restriction in the capacity of the person to participate in and

benefit from education on account of an enduring physical, sensory,

mental health or learning disability or any other condition which

results in a person learning differently from a person without that

condition...’

The Act established the National Council for Special Education (NCSE). It also established the Special

Education Appeals Board. It provided for the greater involvement of parents, and outlines the

guidelines relating to the drawing up of an Individual Educational Plan (IEP) for a student with AEN

(as identified by assessment).

Arising from the introduction of the general allocation model of provision for high-incidence

disabilities and taking into consideration the EPSEN Act, the Department of Education and Skills

issued Special Education Circular 02/05, which provided guidelines for the organisation of teaching

resources for pupils who need additional support in mainstream primary schools. This document

combined the previously separate roles of the learning support and resource teachers.

The General Allocation Model provided schools with Learning Support teaching posts (based on its

enrolment) to address the learning difficulties of those children diagnosed with High-Incidence

Learning Disabilities (Specific Reading Disability/ Mild General Learning Disability), children from the

general school population requiring Learning Support, and children with, as yet, undiagnosed

emerging special needs.

Low-Incidence Resource teaching hours were allocated by the NCSE to those children with a

diagnosed Low-Incidence Disability, on receipt of an application from the school supported by

documentation such as a psychologist’s report.

As part of a review of the allocation of special education teaching posts, in March 2014 the NCSE

produced a report entitled Delivery for Students with Special Educational Needs: a better and more

equitable way. This report proposed a new model for allocating teaching resources for students with

AEN. The report’s recommendations were piloted in a number of schools nationwide, and as a result

of the pilot programme, the Dept. of Education and Skills issued Circular 13/2017 in February 2017.


This circular provided for the replacement of the General Allocation Model and the NCSE allocation

process, thus superseding all previous circulars relating to special education provision, including

Special Education Circular 02/05. The DES also published Guidelines for Primary Schools: Supporting

Pupils with Special Educational Needs in Mainstream School to assist schools in allocating teaching

resources.

In essence, under this new model the DES allocates AEN teaching resources to schools based on each

school’s educational profile. This profile is comprised of two components:

1. A baseline component to support inclusion, assistance with learning difficulties and early in-

tervention

2. A school educational profile component which takes into account:

The number of pupils with complex needs enrolled to the school

The learning support needs of pupils as evidenced by standardised test results

The social context of the school, including disadvantage and gender

As a result, schools now have the autonomy to allocate teaching resources to pupils without having

to wait for a psychologist’s report, application to the NCSE and subsequent allocation of teaching

hours.

BELIEF STATEMENT

Our school is dedicated to the implementation of an effective system for meeting the needs of all our

pupils in accordance with our ethos statement, the resources provided by the DES and the Board of

Management. We endeavour to create a positive and inclusive atmosphere that respects all children,

regardless of their religious, social, cultural background or Additional Educational Needs. This aspect

of our philosophy is reflected in our Ethos Statement which states:

As a community of learners, we recognise the diversity of learning styles, talents and needs among

our pupils. We encourage their efforts and celebrate their success, in the belief that this is the key to

developing positive attitudes, self-esteem and confidence in our students. St. Mary’s National School

supports the principle of inclusion of children with Additional Educational Needs.

We believe that all our children have a right to an education, which is appropriate to their individual

needs. We strive to ensure that all our children feel that they are a valued part of our school

community. We are fully committed to the principle of inclusion. This policy aims to enable children

with Additional Education Needs (AEN) and children whose first language is not English, to become

fully integrated members of our school community. This will be achieved by careful consideration of


the needs of each child and by either modifying the environment, activities or by providing support

that will help the child to participate in them.

RATIONALE

The purpose of this policy is to:

provide practical guidance to staff, parents and other interested parties about our AEN

procedures and practices.

outline the framework for addressing additional needs in our school.

comply with legislation (Education Act 1998, Equal Status Act, 2000, EPSEN Act 2004)

fulfil the provisions of DES Circular 13/2017 - Circular to the Management Authorities of all

Mainstream Primary Schools: Special Education Teaching Allocation, and new 2017

Guidelines for Primary Schools: Supporting Pupils with Additional Educational Needs in

Mainstream Schools.

AIMS OF THE WHOLE SCHOOL POLICY FOR ADDITIONAL EDUCATIONAL NEEDS

The aims of this policy are:

To outline the procedures and practices relating to the inclusion of children with Addi-

tional Educational Needs (AEN)/learning difficulties.

To identify roles and responsibilities of members of the school community in relation to

special needs provision within the school.

To establish communication structures for the involvement of parents of students with

Additional Educational Needs.

To facilitate the optimum inclusion of children with special needs in the daily life of the

school

To enable pupils with AEN/learning difficulties to monitor their own learning and become

independent learners.

To develop self esteem and positive attitudes towards both school and learning in pupils

with Additional Educational Needs/learning difficulties.

To enable pupils with AEN/learning difficulties to participate as fully as possible in the

curriculum and in the life of the school.

To involve parents in supporting their children’s learning, and to provide support and ad-

vice when required.


To promote collaboration among parents and teachers in the implementation of whole

school policies on AEN.

To establish early intervention programmes designed to enhance learning and to

prevent/reduce difficulties in learning.

To identify additional needs that our pupils may have.

To allocate resources to effectively meet the needs of children with additional needs.

To track, monitor, review and report on the progress of children with additional needs.

ENROLMENT OF CHILDREN WITH ADDITIONAL EDUCATIONAL NEEDS

St. Mary’s Admissions Policy:

The school’s Admissions Policy states that:

“Within the context and parameters of DES regulations and programmes, the rights of the patron as

set out in the Education Act 1998 and in the Education (Admission to Schools) Act 2018, and the

funding and resources available to it, the school shall not discriminate in its admission of a student to

the school on the grounds of gender, civil status, family status, sexual orientation, religion, disability,

race, membership of the Travelling Community or Additional Educational Needs.”

When the school receives an enrolment application from the parents of a child with special needs,

the Principal will request that all professional reports (Psychiatric, Medical, Psychological,

Occupational Therapy, Speech and Language Therapy etc.), school reports or any other relevant

information relating to the child’s needs are made available at the time of submission of the

enrolment application. Parents will also provide written consent for relevant teaching staff (Principal,

special education teacher, child’s prospective class teacher) to acquire information/ reports from the

child’s previous schools or any agency that has been involved in addressing the child’s special needs.

The provision of this information is necessary for the enrolment application to be considered eligible

for acceptance. This information will assist in accessing the necessary allocations for the child, and

will also inform the compiling of learning targets, accommodations etc. to support the child’s

inclusion in St. Mary’s.

In the event that resources not presently available in the school are required to support the inclusion

of the child, the Principal will apply to the Special Educational Needs Organiser (SENO) to secure

those resources at the earliest possible juncture. This application may include an application for the

support of a Special Needs Assistant (SNA).


Following the receipt of the completed enrolment application, a meeting will be arranged with the

parents in order to establish the child’s requirements (in particular, any health and safety issues

relating to the inclusion of the child) and the school’s capacity to meet them. Successful inclusion is

dependent on the provision of resources necessary to support the child with special needs.

If there is undue delay in the provision of resources, the Principal may refer the matter to the Board

of Management who may make a decision on the deferral of the enrolment of the child until the

necessary resources are in place.

Children diagnosed with complex needs who have already been allocated special teaching hours will

receive support at the School Support Plus stage of the Continuum of Support Process (DES, 2007).

Children previously categorised with High Incidence special needs will be assessed using screening/

diagnostic tests and teacher observation to determine whether the pupil should receive support at

the level of Classroom Support, School Support or School Support Plus of the Continuum of Support.

Transition of a child with AEN from another school

The following steps may be undertaken by relevant teaching staff to ensure a smooth transition from

the child’s previous learning environment:

Advance visits by parents/ pupil to our school

Staff visits to special schools/ special units

Liaison with SENO to arrange for additional personnel, assistive technology, training etc.

Access to an SNA for children with complex needs is applied for to the SENO, based on written

recommendations from other professionals such as psychologists and occupational therapists,

depending on the child’s complex needs.

INCLUSION

Inclusion for children with special needs will be defined as the full participation in the same school

activities as the child’s peer group in so far as that is possible, and the provision of whatever supports

the school can provide or whatever strategies can be employed to facilitate this participation.

Sample Strategies for Inclusion

Seating placement within the classroom to accommodate a child’s learning needs.

Provision of low tech/high tech solutions where appropriate e.g. non-slip material for table

surface, calculator with large buttons and display, laptop computer etc.


Establishment of a buddy system where appropriate

Withdrawal of pupils on a rota basis (to minimise the withdrawal time for non-AEN students)

from the class group to participate in an activity which has been identified by the resource

teacher as meeting the needs of a child with AEN. An example of this would be the with-

drawal of pupils to participate in a sporting, social or play activity with the target child

Co-teaching within the classroom to provide additional support to children identified with

AEN

Allowing more thinking/processing time for a pupil with AEN to respond to a question/in -

struction/request

Allowing time out/exercise breaks from the class routine

Provision of a quiet space during playtime which the child with AEN may require

Staff to intervene during playtime when the child with AEN may wish to participate in a play

activity with peers

When weather conditions prevent children from going outside to play, the child with AEN

may have the option of going to the resource room to play a board game with children nom-

inated by him/her

Teaching modules relating to inclusion of children with special needs in the SPHE curriculum

DIFFERENTIATION

Differentiation Strategies to Promote Inclusion in the Classroom

Differentiation is concerned with ensuring that all pupils are given tasks that match their level of

attainment (manageable tasks). It is about presenting tasks so that pupils are able to demonstrate

what they know (achievable tasks). It is also about allowing pupils to achieve success and feel that

the learning experiences have been worthwhile (motivating tasks).

St. Mary’s acknowledges the ways in which individual children may differ as they approach learning,

e.g. cognitive ability, prior knowledge, skill level, learning rate, learning style preference, motivation,

attitude, effort, interest, strength, talent.

The classroom teacher can differentiate at least four classroom elements based on student

readiness, interest or learning profile.

Differentiating Content

Using reading materials at varying readability levels


Putting text materials on tape

Using spelling or vocabulary lists at readiness levels of students

Providing pictures to accompany texts in all subject areas

Adapting worksheets

Using concrete materials

Using a variety of resources and link with outside experiences, e.g. guest speakers, field trips

etc.

Differentiating Process

Using tiered activities: all learners share initial instruction on a topic and then proceed with

different levels of support, challenge or complexity.

Providing centres of interest that encourage students to explore subsets of the class topic of

particular interest to them.

Provide hands-on support for students who need it.

Vary the length of time a student takes to complete a task in order to provide additional sup-

port for a struggling learner, and to encourage an advanced learner to pursue a topic in

greater depth.

Meeting with small groups to re-teach an idea or skills to struggling learners or to extend the

thinking skills of advanced learners

Permitting the use of a calculator where a child may have difficulties with computation

Differentiating Product

Provide students with varying options to record their work- written, picture, graphic organ-

iser, word processor, oral or taped presentation

The teacher to have different expectations for the volume or quantity of work that is pro-

duced

Cloze Procedure

Yes/No, True/False answer

Drawing lines to match question to answer

Drawing the main idea

Verbal responses to partner/ teacher

Dictate to digital recorder/ to another child


Differentiating the Learning Environment

The teacher may use a variety of groups in different settings

- mixed ability groups to promote co-operation, social skills etc.

- ability groupings

- working in pairs, groups of three students

- matching up the AEN child with a ‘learning buddy’

Seating arrangements that minimise distraction (seated in front of teacher/ at screened off

work station etc.)

Providing non-slip material to cover work surfaces

Provision of suitable writing materials

REFERRAL TO EXTERNAL AGENCIES

The school currently liaises with the following external agencies: Lucena Clinic, Ballinteer Health

Centre, Leopardstown Primary Care Centre, Enable Ireland, NCSE, and the National Educational

Psychological Service (NEPS). Our current NEPS Psychologist is Ms. Sorcha Ennis King.

If a concern is raised by a parent, class teacher or SET member of staff regarding a pupil’s

learning or behaviour, as a precautionary measure to eliminate any possibility of a medical

problem, the class teacher may advise the parent to have both the child’s vision and hearing

assessed.

A preliminary meeting with the child’s parents will take place to outline the concerns the par-

ents/staff may have about a child’s learning or behaviour. The child’s class teacher, the SET

and/or Principal will attend this meeting. A written report outlining these concerns will be

provided to the parents to support the referral. A dated written record of the key points of

the meeting may be drawn up and kept on file.

If a child is presenting with emotional /behavioural/hyperactive/ attention difficulties, the

special needs co-ordinator in conjunction with the class teacher may advise the parents to

request a referral to Lucena Clinic through their GP. The waiting time for a consultation in Lu-

cena Clinic may exceed 12 months, but the parents will be advised to be persistent in the

hope that this time may be reduced.

If there is concern about a child’s speech production (stammer, mispronunciation


etc.), expressive/ receptive language deficits, auditory processing etc., a member of teaching

staff may refer the student to the Drop-In Speech and Language Clinic in Leopardstown

Primary Care Centre for an initial meeting to raise concerns, followed by a Speech and

Language Assessment, if deemed necessary by the Speech and Language Therapist in the

centre. Official referrals may also be made by the school. Referral forms are available in the

school. The referral form is to be given to the child’s parent who in turn contacts the Primary

Care Centre to set up an appointment. A copy of the referral form is to be kept on file either

by the SET or Class teacher.

The Principal teacher will be informed of any referral for assessment by an outside agency.

The following resources are available in the school to assist teaching staff in the decision to request

that a child is referred for assessment by an external agency:

Identifying Children with Special Needs: Checklists and Action Plans for Teachers – Glynis

Hannell

Signposts: a Resource Pack for Teachers – Special Education Support Service

A Guide to Local Supports and Services for Children with Additional Educational Needs –

Southside Partnership’s Support Project for Children with Learning Difficulties

(in association with Blackrock Education Centre)

In the unlikely event that the parents of a child fail or refuse to consent to an assessment, the

Principal and SET will meet with the parents in an effort to persuade them that the assessment is

being sought in the best interests of their child. If, subsequent to this meeting, the parents still refuse

or fail to provide their consent, this refusal or failure will be recorded by the Principal and kept on

file. The Principal may refer the matter to the Board of Management, which in turn may refer the

matter to the National Council for Special Education and/or Tusla. The NCSE may apply to the courts

to dispense with the requirement for parental consent, if it considers it is in the best interests of the

child to do so.

ROLES AND RESPONSIBILITIES

Board of Management:

The BOM oversees the development, implementation and review of school policy on AEN. They also

ensure that adequate classroom accommodation, secure storage space and effective teaching

resources are provided.

Principal:


The Learning Support Guidelines (2000, P.39) outlined that the principal has overall responsibility for

AEN procedures and practices in the school. The new allocation model states the principal’s

leadership role is central and includes the following;

The school principal should:

Implement and monitor the school’s Additional Educational Needs policy on an ongoing

basis.

Assign staff strategically to teaching roles, including special education SET roles

Co-ordinate teachers’ work to ensure continuity of provision for all pupils

Ensure that whole-school procedures are established to facilitate the effective involvement

of parents, pupils and external professionals/agencies

Ensure that effective systems are implemented to identify pupils’ needs and that progress is

monitored methodically

Facilitate the continuing professional development of all teachers in relation to education of

pupils with Additional Educational Needs, and ensure that all school staff (class teachers, special

education teachers and special needs assistants) are clear regarding their roles and responsibilities in

this area

assign responsibility for coordinating additional support to an identified teacher

communicate with the SENO (Special Education Needs Organiser)

oversee a whole school assessment and screening programme

allocate time within the school timetable for the SET team to plan and consult with teachers

and parents

inform staff about external agencies and provide information on continuing professional

development in the area of SET

meet with parents regarding any concerns about their child and update them regarding their

progress

SEN Co-ordinator (SENCO)

The SEN co-ordinator (SENCO) should:

communicate with the principal in relation to AEN matters on an on-going basis

liaise with external agencies about the provision for pupils with additional needs

liaise with the NEPS psychologist, the SET team and class teachers to prioritise children for

psychological assessments (NEPS)

liaise with SET team to identify, support and monitor children with additional needs


co-ordinate regular SET team planning meetings to ensure effective communication and

support for children with additional needs

collaborate with the SET team in creating timetables for additional support

meet with parents regarding any concerns about their child, advise parents on procedures

for availing of special needs services and update them regarding their progress

co-ordinate the whole-school standardised testing at each class level

co-ordinate the screening of pupils for additional support, using the results of standardised

tests

select children for external diagnostic assessment, where parental permission has been

sought and granted

oversee the tracking system of test results on password-protected Aladdin software to

monitor the progress of pupils

maintain lists of pupils who are receiving additional support

SEN Class Co-ordinators (SENCC)

SEN Class Co-ordinators will be assigned from the SET team to each class level or stage depending on

staffing numbers. They should

regularly meet with class teachers to discuss the needs of the pupils in their class

maintain a record of these meetings and decisions made

advise the class teacher, where needed, of possible interventions to meet the needs

of their pupils

advise class teacher on procedures for availing of external special needs services

support the class teacher in creating a Student Support File once additional support

is implemented

support the class teacher in the writing of classroom support plans

where requested by the class teacher, meet parents to discuss moving a child from

classroom support to school support or when referring to an outside agency

communicate with the SENCO and the SET team regarding any concerns raised by

class teachers at SET team planning meetings

update and maintain class AEN records and test results







liaise with the SET team to identify, support and monitor children with additional needs

Class Teacher:

Class teachers have primary responsibility for the teaching and learning of all pupils in his/her class,

including those selected for additional support. They should

implement teaching programmes which optimise the learning of all pupils and, to the

greatest extent possible, prevent the emergence of learning difficulties

create a positive learning environment within the classroom

differentiate teaching strategies, approaches and expectations to the range of experiences,

abilities, needs and learning styles in their class

administer and correct standardised tests of achievement in literacy and numeracy, following

the school's guidelines

discuss outcomes of standardised testing with SEN Class Co-ordinators to assist in the

selection of children for supplementary teaching


progress

gather information and assess children presenting with needs to inform teaching and

learning using the Continuum of Support

open a Pupil Support File once additional needs have been identified and require classroom

support

develop classroom support plans for children in receipt of Classroom Support

collaborate with staff to develop Individual Profile and Learning Programmes(IPLP) or Group

Profile and Learning Programmes (GPLP) for each pupil in receipt of School Support

meet with Special Education Teachers, parents/guardians and other staff members to

identify priority learning goals for each pupil in receipt of School Support Plus and who require

an Individual Education Plan

collaborate with Special Education Teachers and relevant staff to develop an Individual

Education Plan (IEP) for each pupil in receipt of School Support Plus

regularly meet with Special Education Teachers, relevant staff to review IEPs

meet regularly with Special Education Teachers, relevant staff and parents to review IEP


where applicable, collaborate with the SET team regarding teaching aims and activities for

team teaching

adjust the class timetable to ensure that children in receipt of supplementary teaching will

not be absent for the same subject/activity during each session

co-ordinate the role and responsibilities of the SNA in relation to the needs of pupils with

AEN within the class(es) to which they are assigned

Special Education Teacher (SET)

The SETs should:

familiarise themselves with a wide range of teaching approaches, methodologies and

resources to cater for particular learning styles and to meet a variety of need

assist in the implementation of a broad range of whole school strategies aimed at prevention

and early intervention

collaboratively develop Individual Profile and Learning Programmes (IPLP) for each pupil

selected for school support teaching with class teachers and other staff

meet with class teachers, parents/guardians and other staff members to identify priority

learning goals for each pupil in receipt of School Support Plus and who require an Individual

Education Plan (IEP)

collaborate with class teachers and relevant staff to develop an Individual Education Plan for

each pupil in receipt of School Support Plus

regularly meet with class teachers, relevant staff to review IEPs

meet twice a year with class teachers, relevant staff and parents to review IEP

update and maintain planning and progress records for each individual or group of pupils in

receipt of school support

provide supplementary teaching for literacy and numeracy on a withdrawal and in-class

support basis

support whole-school procedures for screening

administer and interpret diagnostic tests and inform class teachers and parents of the

outcomes


progress

co-ordinate class groups and offer advice and support to class teachers regarding pupils on

their caseload

discuss the needs and progress of children on their caseload at planning meetings


provide necessary information to a AEN pupil’s receiving school once a transfer letter has

been received






liaise with the SET team to identify, support and monitor children with additional needs

Special Needs Assistants

The duties of the SNA are carried out according to the guidelines for Special Needs Assistants from

the Department of Education and Skills and under the direction of the principal/class teachers. The

SNA will meet the care needs of the AEN pupils to which they have been assigned, under the

provisions of DES Circular 30/2014.

According to section 4 of this circular, the purpose of the SNA scheme is “to provide for the

significant additional care needs which some pupils with Additional Educational Needs may have.”

Examples of the primary care needs which would be considered significant and which might require

SNA support are:

Assistance with feeding

Administration of medicine

Assistance with toileting and general hygiene (including catheterisation)

Assistance with mobility and orientation

Assisting teachers to provide supervision in the classroom, playground and school grounds

Care needs associated with specific medical conditions

Care needs requiring frequent interventions including withdrawal of a pupil from a classroom

when necessary

Assistance with moving and lifting of children, operation of hoists and equipment

Assistance with severe communication difficulties

The tasks listed above are the primary care support tasks for which access to SNA support will

normally be provided. There are also secondary care associated tasks which SNAs will also perform,

but only when they have been allocated on the basis of the primary care support tasks listed above.


Examples of secondary care associated tasks are:

Preparation and tidying of workspaces and classrooms or assisting a child who is not

physically able to perform such tasks as to prepare and tidy a workspace, to present

materials, to display work, or to transition from one lesson activity to another.

Assistance with the development of the Personal Pupil Plan for children with Additional

Educational Needs, with a particular focus on developing a care plan to meet the care needs

of the pupil concerned and the review of such plans.

Assist teachers and/or Principal in maintaining a journal or care monitoring system for pupils

including details of attendance and care needs. Assist in preparation of school files and

materials relating to care and assistance required in class by students with special needs.

Planning for activities and classes where there may be additional care requirements

associated with particular activities, liaising with class teachers and other teachers such as

the special education teachers and Principal, attending meetings with parents, AENO, NEPS

psychologists or school staff meetings with the agreement and guidance of the class

teacher/Principal.

Assisting with enabling a pupil to access therapy or psych-educational programmes such as

anger management or social skills classes, under the direction of qualified personnel,

including class teachers or special education teachers.

Assistance to attend or participate in out of school activities: walks, or visits, where such

assistance cannot be provided teaching staff.

Apart from ensuring that the primary and secondary care needs of the pupils are catered for, the SNA

should also:

support the needs of pupils in effectively accessing the curriculum

contribute to the quality of care and welfare of the pupils

support learning and teaching in the classroom

attend, where possible, training courses/workshops provided by the BOM

accompany AEN pupils to supplementary lessons when appropriate

The work of the SNA is detailed in the Personal Pupil Plan (PPP) for each child who has access to the

support of an SNA. The PPP consists of three sections, as required by DES Circular 30/2014:

1. The child’s current care needs

2. How the SNA supports the child


3. Plan for the development of independence skills and reduction of dependence on

the SNA

Full details of the SNA Scheme can be found in DES Circular 30/2014: The Special Needs Assistants

(SNA) Scheme to support teachers in meeting the care needs of some children with Additional

Educational Needs, arising from a disability.

Parents/Guardians:

Collaboration and sharing of relevant information between home and school are essential elements

of our AEN policy. Parents/Guardians through their unique knowledge of their own children have

much to contribute to their child’s learning.

Parents/Guardians should:

share any information, reports or reports pending from health professionals, and/or concerns

regarding their child’s development. Copies of professional reports should be provided to the

school at the enrolment stage or whenever they become available.

support the work of the school and keep the class teacher informed of the progress and

challenges they observe in their child’s learning.

attend meetings arranged by the class teacher or SET team.

support the targets outlined in their child’s support plans and engage in all suggested home-

based activities.

inform the post-primary school of their child’s needs, at the transition stage.

Pupils:

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

be given the opportunity to contribute to the setting of the medium and short-term learning

targets

become familiar with the targets that have been set for them

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 participating in appropriate assessment

activities, including self-assessment

PARTNERSHIP WITH PARENTS


Involvement of parents is critically important to the success of the AEN programme. The partnership

model places both the parents and teachers as equals in the process of collaboration. The teachers

are seen as having expertise in matters of education, and the parents are seen as having expertise

and insight regarding the individuality of their own child. St. Mary’s favours an ‘open door’ policy in

relation to the parents of children receiving supplementary teaching. Regular communication and

collaborative decision making is an integral feature of the education plans devised for the children’s

learning needs. Many informal opportunities for communication may also be availed of. Parents are

to be encouraged to become involved in supporting their children’s learning. The SET can assist the

contribution of parents to the child’s learning by demonstrating effective learning strategies that can

be used to support the child at home.

THE VISITING TEACHER SERVICE

The visiting teacher service provides educational support to children who have a diagnosed visual or

hearing impairment. These teachers may provide some direct instruction but a significant aspect of

their role is their ability to serve as consultant to the classroom teacher in adapting teaching

methods and in using assistive technology. The SET will liaise with the visiting teacher and arrange

any meetings necessary to meet the special needs of a child within the school. The Principal will

submit to the NCSE any applications for resources in relation to this category of special needs.

IDENTIFYING PUPILS WITH ADDITIONAL NEEDS

The Continuum of Support

This school uses the Continuum of Support Framework set out by the Department of Education and

Skills to identify and support children with additional needs. In accordance with this framework, we

recognise that Additional Educational Needs occur along a continuum, ranging from mild to severe,

and from transient to long-term and that pupils require different levels of support depending on

their identified additional needs. By using this framework, it helps us to implement a staged

approach to ensure that our support and interventions are incremental, moving from class-based

interventions to more intensive and individualised support, and are informed by careful monitoring

of progress.

The Continuum of Support is a problem-solving model of assessment and intervention that enables

us to gather and analyse data, as well as to plan and review the progress of individual pupils. This

problem-solving process is illustrated as follows:


Identification of educational needs is central to our policy and the new allocation model. By using the

Continuum of Support framework, we can identify pupils’ educational needs, to include academic,

social and emotional needs, as well as needs associated with physical, sensory, language and

communication difficulties. This, in turn, allows us to identify and respond to needs in a flexible way.

The Continuum of Support suggests the following levels of support:


STAGE 1 CLASSROOM SUPPORT

Classroom Support is the most common, and typically the first response to emerging needs. It is a

response for pupils who have distinct or individual educational needs and who require approaches to

learning and/or behaviour which are additional to or different from those required by other pupils in

their class. Problem-solving at this level typically begins when a parent or teacher has concerns

about an individual pupil. The teacher, Class Co-ordinator and parents discuss the nature of the

problem and consider strategies which may be effective. Classroom Support incorporates the simple,

informal problem-solving approaches commonly used by class teachers to support emerging needs.

STAGE 2 SCHOOL SUPPORT

In some cases, interventions at classroom support level are not enough to fully meet the pupil’s

Additional Educational Needs. School Support may, therefore, be required. The class teacher needs

to involve the Special Education Teacher Team (SET Team) in the problem-solving process at this

point and it involves more systematic gathering of information and the development and monitoring

of a School Support Plan.

STAGE 3 SCHOOL SUPPORT PLUS

If a pupil’s Additional Educational Needs are severe and/or persistent, they are likely to need

intensive support. School Support Plus will generally involve personnel outside the school team in

the problem solving, assessment and intervention process. However, the information from Classroom

and School Support work will provide the starting point for problem-solving at this level. Classroom

support and school support will continue to be an important element of his/her individual education

plan.

The flow diagrams below outline how we gather information to identify needs and support children

with additional needs. A more comprehensive explanation of each stage can be in the Continuum of

Support – Guidelines for teachers

https://www.education.ie/en/Schools-Colleges/Services/National-Educational-Psychological-Service-

NEPS-/neps_special_needs_guidelines.pdf



* adapted from NEPS Continuum of Support. For more detailed steps see pages 12 -15 of the

Continuum of Support: Guidelines for Teachers


*adapted from NEPS Continuum of Support. For more detailed steps see pages 22 – 25 of the

Continuum of Support - Guidelines for teachers


* adapted from NEPS Continuum of Support. For more detailed steps see page 32-35 of the

Continuum of Support: Guidelines for Teachers


INFORMATION GATHERING AND ASSESSMENT

Assessment is part of what a class teacher does on a daily basis for all children. Some methods

include self-assessment, questioning, teacher observation, portfolios of work and teacher-designed

tasks and tests. The information gathered enables the teacher to plan learning experiences based on

the appropriate objectives from the curriculum.

In order to identify pupils who may require supplementary teaching, screening; including

standardised testing, is carried out in all classes annually and further diagnostic testing may need to

take place. The information gathered from these formal assessments is then used to inform decisions

for support and pupil’s support plans (CSP, IPLP/GPLP and IEP)

Assessment and Screening Tests:

In our school we carry out the following assessment procedures:

Junior/Senior Infants: Observation, Checklists, British Picture Vocabulary Scale, Belfield

Infant Assessment Profile (BIAP) , Drumcondra Tests of Early Literacy, Drumcondra Tests of Early

Numeracy, Jolly Phonics Reading Assessment, Middle Infants Screening Test (MIST).

1st/2nd class: Observation, Checklists, Drumcondra Primary Reading Test (DPRT),

Sigma T, New Non-Reading Intelligence Test (NNRIT) , York Assessment of Reading

Comprehension (YARC), Single Word Spelling Test (SWST), Neale Analysis, Dyslexia and

Dyscalculia Screeners (where applicable)

3rd/4th class: Observation, Checklists, DPRT, Sigma T, NRIT, SWST, Neale Analysis, Dyslexia and

Dyscalculia Screeners (where applicable)

5th/ 6th class: Observation, Checklists, Micra T, Sigma T, NRIT,, York Assessment of Reading,

Neale Analysis, SWST , Dyscalculia Screeners (where applicable)

As a school, we also carry out the NNRIT or the Non-Verbal Reading Test (NVRT) with children scoring

on or below the 20th percentile in the DPRT in classes 2nd – 6th Class if they are new pupils to the

school and were not tested in 2nd Class.

We continually review the assessment and screening tests that we use in order to balance the needs

of our pupils and the need to provide information for appropriate support. Therefore we may deviate

from the above list prior to the review date.

PREVENTION AND EARLY INTERVENTION STRATEGIES


Our strategies for preventing learning difficulties include:

The development of agreed approaches to the teaching of Literacy and Numeracy in order to

ensure progression and continuity from class to class.

Provision of additional support in language development and any relevant early literacy and

mathematical skills to pupils who need it.

Ongoing structured 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 SET team.

Promotion of literacy e.g. Print-rich environment, DEAR (Drop Everything and Read),

USSR(Uninterrupted, Sustained Silent Reading), Paired Reading, Reading Groups , Literacy Lift

Off

Promotion of Numeracy e.g. Maths Groups, Hands-on approach, Maths for Fun

Parental involvement in promoting literacy and numeracy e.g. Homework Policy Guidelines

for Parents.

Differentiation - adapting the learning environment.

In-class support from the SET team.

Team Teaching/Aistear/Ready Set Go Maths

Withdrawing individuals/groups.

MEETING THE NEEDS AND ALLOCATING RESOURCES

Once pupils needs have been identified, Special Education Teachers (SETs) are deployed to address these needs as

required. We deploy SETs in a variety of ways in order to effectively meet pupils’ needs. We aim to strike a balance

between in-class support, group and individual support while ensuring that the needs of children with additional

needs are met inclusively.

Importantly, the level and type of support reflect the specific targets of individual pupils as set out in their support

plans and are informed by careful monitoring and review of progress. In this way, following a period of intervention,

some pupils may no longer require additional teaching supports; some may require the same level, while others

may require more intensive supports.

In planning the allocation of additional teaching supports, the over-riding principle is that resources are deployed to

address the identified needs of pupils. Importantly, those with the highest level of need should have access to the


greatest level of support. We consider methodologies best suited to promoting meaningful inclusion such as

differentiation, heterogeneous grouping, team-teaching and small group teaching. In addition to literacy and

numeracy difficulties, many pupils will have specific needs in such areas as oral language, social interaction,

behaviour, emotional development, motor skills and application to learning.

At the end of each term the AEN team meet class teachers and review children’s needs, the resources in place and

progress made using the Continuum of Support problem-solving model of assessment and stage approach flow

charts. The SENCCs then bring this information to the subsequent SET team planning meeting. As a SET team, we

review all support and allocate resources for the subsequent teaching period. We cross-reference the needs of

pupils at School Support and School Support Plus levels and consider common needs that can be met by grouping,

to ensure effective and efficient teaching and learning approaches.


SELECTION PROCESS FOR ALLOCATING ADDITIONAL TEACHING SUPPORT

Stage 3 School Support Plus

1. Children identified with complex needs by an external professional such as a:

Physical Disability Hearing Impairment Visual Impairment Emotional Disturbance Moderate General Learning Disability Severe/Profound General Learning Disability Autistic Spectrum Disorder Assessed Syndrome Specific Speech and Language Disorder/Impairment

Children whose Additional Educational Needs have not yet been diagnosed but who are on a waiting list for outside agency support are also included in this category.

Individual Education

Plans

(IEPs)

Type of Support

In-Class SupportTeam TeachingGroup WithdrawalIndividual Withdrawal

Personnel

SET Class TeacherOutside Agencies

Stage 2 School Support

2. Prevention and Early Intervention Programmes (Aistear/Reading Recovery/Maths Recovery/ Infant Activities/Power Hour/Weaving Wellbeing)

3. (a) Children in Junior and Senior Infants for whom English is an additional language or (b) children from First to Sixth Class newly arrived in Ireland for whom English is an additional language

4. Children on or under the 20th percentile in standardised literacy and/or numeracy tests

5. Children with an identified need diagnosed by an external professional but who are not on or under the 20th percentile in standardised literacy and/or numeracy tests such as:

Borderline Mild General Learning Disability

Mild General Learning Disability Specific Learning Disability Attention Deficit Disorder/ Attention

Deficit Hyperactivity Disorder6. Children who have not made adequate progress

after interventions at Stage 1.7. Children from First to Sixth Class who have not

made adequate progress after EAL intervention.

Group or Individual Profile and

Learning Programme

(IPLPs)

Type of Support

In-Class SupportTeam TeachingGroup WithdrawalIndividual Withdrawal

Personnel

SET Class Teacher

29

TIMETABLING

When drawing up timetables it is important to remember that:

timetables should be continually reviewed

children should not miss the same subject each time they are withdrawn

if a pupil is unavailable for their supplementary session due to special circumstances, the Special

Education Teacher will attempt to reschedule the session with the co-operation of another teacher.

interruptions to classes/classrooms should be kept to a minimum.

SET timetables must take priority over all other timetables

TRACKING, RECORDING AND REVIEWING PROGRESS

Provision for pupils with Additional Educational Needs is enhanced through clear identification processes and

careful planning of interventions to address academic and/or personal and social development needs.

Identification of needs, planning, target-setting and monitoring of outcomes are essential elements of an

integrated and collaborative problem-solving process.

Student Support File

We use a Student Support File to plan interventions and to track a pupil’s pathway through the Continuum of

Support. It facilitates us in documenting progress and needs over time and assists us in providing an

appropriate level of support to pupils, in line with their level of need. Our Student Support File is based on the

NEPS template and is stored on the school server. All support files should include:

Cover sheet with pupil’s details

A timeline of actions

Record of support received

Standardised/ Diagnostic test scores going back two years

Support plans (See below)

Checklists

A class teacher or class coordinator should open a Student Support File once a child is placed on Stage 1 –

Classroom Support on the continuum. This is stored in the Pupil Records and on the Aladdin Student

management System and a paper copy is stored in the class teacher’s assessment folder. At the end of the

year, a copy of the information gathered is moved to the Child’s AEN file in the Principal’s secure filing cabinet.

If, after a number of reviews, the child’s case is moved to School Support , this information is then transferred

into the child’s AEN file in the AEN room. It is the responsibility of the class teacher and the allocated SET to

access and update the information in the Student Support File. The same system is in place for children on

School Support Plus.


Support Plans

We use three different support plans for the three stages of support on the Continuum of Support.

Stage 1 – Classroom Support

A Support Plan at stage 1 is a Classroom Support Plan (CSP). This is a simple plan which is drawn up by the

Class Teacher in collaboration with the SEN Class Coordinator which outlines the pupil’s additional educational

needs and the actions, including individualised teaching and management approaches, which will be taken to

meet the pupil’s needs. The plan may also include home-based actions to be taken by the pupil’s parents to

support their child’s development. The Classroom Support Plan should include a review date. This could be at

the end of a school term.

Stage 2 – School Support

A Support Plan at stage 2 is a Group or Individual Profile and Learning Programme (GPLP/IPLP). This plan is

drawn up by the class teacher and appointed SET teacher. It will set out the nature of the pupil’s learning

difficulties, define specific teaching, learning and behavioural targets and set a timescale for review.

Depending on the nature of the needs and on the school context, additional teaching might be within a small

group or individual or a combination of both either in-class or on a withdrawal basis. Home-based actions

may also be included. After the plan has been drawn up, it should become a working document through the

careful monitoring of the pupil’s response to the actions taken.

Stage 3 – School Support Plus

A Support Plan at stage 3 is an Individual Education Plan (IEP). This plan is drawn up by the class teacher and

appointed Special Education Teachers, in consultation with the child’s parents/guardians, professionals

external to the school and (if appropriate) the child based on the information gathered. It will set out;

The nature and degree of the pupil’s abilities, skills and talents

The nature and degree of the pupil’s Additional Educational Needs and how those needs affect his/her

educational development

The present level of educational performance of the pupil

The Additional Educational Needs of the pupil

The special education and related support services to be provided to the pupil to enable the pupil to

benefit from including:

Strategies for supporting the pupil’s progress and inclusion in the classroom setting

Individual and/or small group/special class interventions/programmes

Specific methodologies/programmes to be implemented


Specific equipment/materials and/or IT supports, if required to support learning and access

to the curriculum

Support required from a Special Needs Assistant (SNA), if appropriate

The goals which the pupil is to achieve over a period not exceeding 12 months

The pupil’s priority learning needs, long and short term targets to be achieved, the monitoring

and review arrangements to be put in place

IEP meetings are coordinated by the child’s Special Education Teachers. Parents will be invited to at least two

out of three meetings depending on the needs of the child.

The IEP Cycle

JUNE EARLY SEPTEMBER

Final IEP Review Handover meeting. New

Meeting and Priority SET and Class Teacher

Learning Goals for gather further

next academic year information by

are agreed with completing formal and

parents informal assessments

MAY LATE SEPTEMBER

End of year gathering IEP targets are formulated from

of information by the data gathered by child’s AEN team.

completing formal and A draft IEP is written and discussed

informal assessments to with parents. IEP is finalised and plan

inform progress and IEP Review. is put into action.

JANUARY/FEBRUARY

IEP is reviewed at an IEP Review

Meeting with parents and amended

If necessary.


DATA PROTECTION, RECORD KEEPING AND THE DISSEMINATION OF INFORMATION TO RELEVANT

PERSONNEL THROUGHOUT THE SCHOOL

Psychological/Occupational Therapy/Speech and Language Therapy Reports:

Only one copy will be kept in the school – photocopies will not be made

The child’s SET will have access to the report during the month of September in order to cre-ate the child’s Individual Education Plan

Once the IEP is completed, the report will be filed in a locked filing cabinet in the Principal’s office

The class teacher may read the above reports in the Principal’s office, but may not remove them

The SNA will be allowed read the recommendations in the report that are relevant to his/her work

Individual AEN Files

All pupils’ AEN files are stored in a locked filing cabinet in the AEN room. It is the responsibility of SETs to

update and manage the files of the children on school support and school support plus that they support. It is

the responsibility of the SEN Class Coordinators to update and manage the AEN files of children on classroom

support. The following should be stored:

Student Support File

Copy of referrals made to outside agencies

Record of AEN meetings with parents, outside agencies and inter- school meetings

Record of AEN correspondence between parents, outside agencies and school staff

Electronic Filing

IEPs and IPLPs may be kept on a password-protected computer hard drive or password-protected USB memory stick. Files should be backed up as a matter of course. USBs should be kept securely in a locked filing cabinet when not in use.

Communication and sharing of information between SET Team/Principal/Class Teachers

SET timetables have been organised so that 1.30 – 2.30 pm each Friday is our designated co-ordination time,

unless there are exceptional circumstances. This allows all staff the opportunity to attend pupils support

planning meetings, care team meetings, Team Teaching Planning Meetings, SEN Class Coordinator meetings

and AEN consultation/planning/review meetings, when necessary. This flexibility ensures adequate cover for


class teachers and also facilitates regular SET team planning meetings with the principal. In order to make

effective use of this time, an AEN calendar is drawn up at the beginning of the year.

When it is considered to be in the best interests of the child, information concerning a pupil may be

communicated orally to teaching staff by either the SET or Principal at a staff meeting. Information relating to

a child with AEN may be communicated orally to an SNA, on a need to know basis by either the Principal or

SET.

When a student leaves the school, all records relating to that child will be held on file until the child’s twenty

fifth birthday, after which they will be destroyed, in accordance with the school’s Data Protection and Record

Keeping Policy. Any files identified for disposal will be done so in a manner that maintains confidentiality (i.e.

shredded).

HEALTH AND SAFETY ISSUES

Every staff member and pupil is entitled to a safe, secure environment and to be treated with due respect. All

appropriate measures are taken to ensure the safety of each pupil with AEN. When a place is offered to a child

with AEN, every effort will be made to ensure that the supports to which the child is entitled are in place as

soon as possible. Staff members will be informed of any potential risks.

SUPERVISION/CHILD SAFEGUARDING

Where pupils receive support on a one-to-one basis, the SET teacher is responsible for ensuring that

both themselves and the pupil are visible through the glass panel in the door.

Where there is no glass panel, the door of the room should remain open.

Where pupils are withdrawn for support, the SET teacher should collect and return children to their

classrooms.

Where a child has access to an SNA, they may withdraw the child from the class if a plan is in place

with the class teacher.

PROVISION FOR GIFTED/EXCEPTIONALLY ABLE PUPILS

This category of student is included in the Education Act, 1998, but not in the EPSEN Act, 2004. At present

there is no entitlement to special education resources for children in this category. However, the Principal may

consult with the child’s class teacher about methods of differentiating lessons to provide more challenging

learning opportunities to the gifted child.

This may include access to additional more complex resources and opportunities for directed independent

learning. Children with attainment scores above 90th percentile may be referred to the Centre for Talented


Youth (CTY), DCU.

Definition and background

“An able child is one that achieves or has the ability to achieve at a level significantly in advance of their peer

group. This may be in all areas of the curriculum or in a limited range” (Eyre, 1999)

Children who are considered gifted may have been assessed by a psychologist and found to have a

high level of intelligence (an IQ score of 130+, 98th Percentile)

Giftedness is recognized as a “disability” or Special Education condition in the Education Act of 1998.

School Ethos

We are committed to providing an environment which encourages all students to maximise their potential and

this clearly includes students who display some form of exceptional ability. An exceptionally able student is

one who has the capacity for or demonstrates high levels of performance in an academic area or within a

domain specific ability in a non-academic area. This might include psychomotor ability such as dance or sport,

mechanical aptitude, visual and performing arts ability or musical ability. The school has a wide range of

curricular and extra-curricular activities which aim to identify and develop the unique talents in all children.

All children will be allowed the opportunity to explore and use their inherent talents under the holistic ethos

of the school. In some cases children may be given recommendations to further their abilities through

relevant outside agencies.

Procedure for identification of pupils with Exceptional Ability

Before identifying any student as exceptionally able in a particular area, we aim to ensure that all students

have had an opportunity to learn and succeed in this area. This makes the process of identification fair. An

exceptionally able student should be identified using a variety of methods.

Criteria for Assessment

(The specific procedure will vary according to subject area but will include elements of the following)

1. A range of strategies may be used to identify exceptionally able pupils. Such strategies include:

Annual standardised tests (scoring in the 98th percentile or more)

NRIT (IQ of 130+) administered in the second term of First Class

Psychological Assessments

Teacher observation and referral

Parental/guardian requests

Referral by other individuals, schools or organisations.

Self referral


Verbal and non-verbal reasoning tests administered at the in the second term of Third and Fifth class

annually

2. From first class onwards, pupils who score on or above the 98th percentile in the Drumcondra Primary

Reading Tests and Sigma-T/Drumcondra Primary Maths tests will be identified as needing further

development and challenges of their ability.

3. Where teacher observes a child displaying exceptional ability in a specific academic area then further

assessment may be carried out to establish giftedness. Where it is a non-academic area the parent may be

informed of outside agencies more suited to the development of the pupil’s giftedness.

Catering for pupils with Exceptional Ability

The pupils who meet the criteria for exceptionally able (IQ of 130+), as determined by 1st class teacher

following NRIT testing, will be catered for within the classroom based on a differentiated programme of work.

Difficulties with overloaded timetables of SET teachers makes withdrawal from class difficult but team

teaching and station teaching on specific topics may be feasible, taking into account the diverse range of

special needs pupils in the school. It may also be possible for certain members of the SET team to designate

one week per term for special project work, or for intense literacy/comprehension or Maths classes for EA

group work.

Responsibility and Management

1. The class teacher is responsible for differentiation within the classroom including acquisition and

distribution of teaching resources for differentiation. Parents and teachers can work together to advocate for

students who are gifted and ensure they are being properly educated.

2. The SET team will be responsible for the assessment stage of this process, if necessary, organisation of

extension classes including timetabling (where applicable), acquisition and distribution of information

regarding referral and assessment by outside agencies. It is up to the class teacher to provide differentiated

instruction based on that child's need.

3. The Principal will liaise with parents, SETs and class teachers throughout the process.

4. The Principal, SEN coordinator and SENior management are responsible for the implementation of the

exceptionally able policy.

Record Keeping

A record is kept of all students who have been identified as exceptionally able. This record will be made

available to staff in paper form and will also be available digitally. Responsibility for record keeping primarily

lies with the SEN coordinator in consultation with the principal. The area of ability is recorded with reference


to which aspect(s) the student has exceptionally ability in. Parents and guardians are consulted and have

access to this record. These records are reviewed twice yearly at a meeting of the staff concerned (generally

SEN coordinator and relevant class teacher) If a student is not reaching his or her full potential, or has

achieved the set of targets, new arrangements and where necessary new targets will be set.

Provision for the Exceptionally Able Child

Opportunities for extension and enrichment are built into all our schemes of work. During policy review we

will ensure that every curriculum area will have reference to exceptionally able. We aim to:

Maintain an ethos where it is acceptable to be bright

Encourage all students to be independent learners

Recognise achievement

Be aware of the effects of ethnicity, bilingualism, gender, religion and social circumstances on learning

and high achievement

Provide a wide range of extra-curricular activities and clubs

Provide opportunities for all students to work with like minded peers

**An Enrichment Programme for High Achievers will be provided for one week per term.

Additional Resources

The school will endeavour to provide library resources to enable particular areas of interest, identified by

students, staff members and other relevant personnel.

1. The Davidson Institute for Talent Development provides education, scholarships, advocacy and in-

formation to gifted students, educators and parents.

2. Hoagies' Gifted Education Page consists of over 1000 pages and links which provide students, educat-

ors and parents with information, resources and support.

3. Centre for Talented Youth (DCU programme)

4. Accommodation in the regular classroom through extra work, challenging projects or accelerated les-

son plans.

Since there is no law governing the identification of academically gifted children we may be doing them a

disservice. Children who are not challenged in the classroom can often create a disturbance to those around

them, requiring discipline. Also, teachers are expected to meet the needs of all of the students in their

classroom, including gifted students as well as those with special needs. Lesson planning and curriculum

creation become more of a challenge for teachers with mixed ability groups where no special gifted services

are provided.


Determining Exceptionality

Parents are often told that their son or daughter has a talent or gift that outshines their peers. However,

determining whether the talent or gift is exceptional can be tricky. There are three major methods used for

determining whether a child has an exceptional talent/gift.

1. Parental interview - parents know their children better than anyone does. Usually, they are aware of any

extraordinary talents or gifts their son or daughter might be exhibiting. Interviewing the parent is the first step

in assessing exceptionality in gifted students.

2. IQ testing - testing a child's intelligence through an IQ test can help to identify exceptionality, but it should

not be the only tool used. IQ tests do not always show that a child is gifted, especially if the child is young.

Other factors should be taken into consideration.

3. Portfolios - this would be a collection of the student's work from both school and home that demonstrates

the talent/gift. This could be in the form of written work, videos or recordings. The parent/ teacher/ student

would have input into this. Some class teachers in Milford NS use SALF (Student Assessment Learning Folder)

as part of their assessment process.

Activities to use with the literature themes are as follows:

(NB: In St. Mary’s NS our literacy programme caters for exceptionally able readers by providing them with

levelled readers from Junior Infants. Once children have learned to decode automatically they have access to

PM+ readers from Senior Infants to 2nd class, levels 19-30. )

Write a newspaper article: (For example, students can become reporters about the topic. The teacher

can create an "event." The students can create a newspaper article or even an entire newspaper.

Work with school newspaper – St. Mary’s Gazette)

Make models of a topic of research: (For example, students could make a model of an item from kits

that can be found on the Internet. They could also make their own from plaster, wood, poster board,

etc.)

Create documentaries about the theme: (For example, students could create a documentary about the

theme from their research. They could interview experts, recreate evidence in their research, show

pictures from their research, etc.)

Book Club

St. Mary’s Quiz Team

Activities to use with Maths themes:

Khan academy challenges38 St. Mary’s Woodside National School, Sandyford

Additional Educational Needs Policy 2019-2022

Mathletics

Scratch computing coder do-jo

Sudoku puzzles

Mensa puzzles

Mangahigh challenges

Numeracy workout enables children to advance in topics above class level)

Challenging Gifted Students in Mainstream Classrooms

Diagnostic testing has shown that gifted students have exceptional academic skills in processing and applying

knowledge in mainstream classrooms. For the gifted student who is being marginalized in the classroom,

teachers must find challenging instructional methods to make learning rigorous and fun.

Tips to Challenge Gifted Students

The facts are definitive and conclusive that gifted students need a diversified instructional curriculum that

actively engages them in the mainstream classroom. Gifted students need challenge both in academic

curriculum and teacher instruction. There are tips that teachers can use in both curriculum and instruction to

make learning equitable and fun for their most precocious students.

Tips for Teaching Gifted Students

Have students work with you in selecting a diversity of learning materials that challenge and motivate

their interest and academic abilities.

Provide curriculum that challenges gifted students to understand learning in real-life applications.

Once they've shown evidence of mastery, keep the learning proactive and productive.

Use technology, field trips, interviews, science fairs and student portfolios to provide additional learn-

ing resources between the classroom curriculum and the global classroom.

Use high leverage teaching to promote high leverage learning for gifted students.

Make sure that curriculum provides relevancy, rigor and real-life application for students eager to pro-

cess the world around them and explore learning applications of that world in their own lives.

Have students keep an organized checklist of accomplished assignments during the week.

Students should be provided with exciting curriculum that promotes multiple learning strategies and

applications to learning outcomes.

Allow gifted students processing time in order to reflect on their learning experiences.

PreAENt learning activities outside the box for gifted students who are self-motivated to challenge

and evaluate their own leanings. Make sure to record their individual assessments and current scores.

Keep a library of interesting reading materials in the classroom.

Create individual and group projects that promote both a social engagement and academic challenge

for gifted students and their peers.39 St. Mary’s Woodside National School, Sandyford

Additional Educational Needs Policy 2019-2022

Celebrate the academic and behavioural accomplishments of gifted students in mainstream

classrooms.

SUCCESS CRITERIA

The following provide practical indicators of the success of the provision of supplementary teaching to

children with special needs in our school:

Inclusion of pupils with special needs in our school

Progress of pupils with special needs/ learning difficulties as evidenced in school assessments

Positive feedback from teaching staff, Special Needs Assistants, pupils and parents

IMPLEMENTATION AND REVIEW

This policy will be implemented from the beginning of the 2019-2020 school year. It will be reviewed in June

2022.

COMMUNICATION

This policy is available for reading on the school website www.stmarysnssandyford.ie.

A copy of the policy is available from the school on request.

RATIFICATION

This revised policy was ratified by the Board of Management at its meeting on 14th May 2019.

Signed: _____________________ Date: ___________

Matthew Devoy

Chairperson

Board of Management

*** As changes in terminology are currently being gradually implemented, the terms Additional Educational

Needs and Special Educational Needs are interchangeable.


http://www.stmarysnssandyford.ie/

Documents

Special Educational Needs Policy · Web viewAll pupils’ AEN files are stored in a locked filing cabinet in the AEN room. It is the responsibility of SETs to update and manage the