Whole School Plan for Special Educational Needs

Whole School Plan for Special Educational Needs, Enniscorthy Vocational College

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Whole School Plan

for

Special Educational Needs

Ratified by Board of Management 24th April 2012

A College under the authority of County Wexford

Vocational Educational Committee


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1. Introduction

2. Vision and Aims

3. Identification Screening and Referral Process

4. Individualised Planning

5. Organisation of ATS and Supplementary Teaching

6. Roles of Responsibility

7. Liaison between SEN Teachers and Mainstream Teachers

8. Partnership with Parents/Guardians

9. Maintenance of Database and Record-Keeping

10. Fulfilling a Consultative Role for School Colleagues

11. Fulfilling a Consultative Role for School Management

12. Liaison with External Agencies

13. Recommendations Relating to the Initiatives Required for the Implementation

of the WSP for SEN

14. Appendices


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1. Introduction

1.1. School Policy Statement

Enniscorthy Vocational College aims to fulfil, support and meet the

educational needs of its surrounding environs and strives to promote the

educational requirements of the community it serves. In so doing, it

recognises the contribution of the students, parent/guardians, and staff of the

school, statutory bodies and the wider community.

Enniscorthy Vocational College believes that its aims are best achieved in a

caring, disciplined and respectful environment. It recognises the individual

rights and responsibilities of the school community. It encourages

commitment and shared responsibility, working towards the achievement of

full potential and the common good.

The Mission Statement of Enniscorthy Vocational College encompasses

intellectual, physical, personal, social, moral and spiritual needs of students.

Enniscorthy Vocational College subscribes to and conforms to the general

policy statement of County Wexford Vocational Education Committee.

2. Vision and Aims

2.1. School Mission Statement

Enniscorthy Vocational College endeavours to provide a safe, secure and

supportive educational environment where all students can experience a quality

of education appropriate to their intellectual, physical, personal, social, moral and

spiritual needs in a changing world.

2.2. Aims

2.2.1. Aims for SEN students attending EVC

Enniscorthy Vocational College endeavours to:

i. Give practical effect to the constitutional rights of children

including children who have a disability or who have other special

educational needs, as they relate to education

ii. Provide, as far as is practicable and having regard to the

resources available, a level and quality of education appropriate to

the needs and abilities of the community served by the school


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iii. Ensure that people with SEN are educated in an inclusive

environment, as far as is possible

iv. Affirm that people with SEN have the same right to avail of and

benefit from education as people who do not have such needs

v. Provide for the involvement of parents/guardians in the education

of their children and decision-making

vi. To cooperate and work closely with the NCSE and the HSE with

regard to the education of people with SEN; and with the Special

Education Appeals Board where decisions made about the

education of people with SEN can be appealed

vii. Ensure there is no discrimination in relation to:

The admission or the terms and conditions of admission of

a student

The access of a student to any course, facility or benefit

provided

Any other term or condition of participation in the school by

the student

The expulsion of a student or any other sanction

viii. Ensure that students with learning support or special educational

needs are identified and provided for in a fair and equitable

manner so that their learning potential and their sense of self-

worth and dignity is developed and respected

ix. Ensure that all members of staff are aware of how to access

information on the learning support/ special educational needs of

students and of the contribution they can make in these areas

x. Ensure that Literacy and Numeracy are not viewed in isolation, but

as integral to all subjects and pursuits of the curricula and whole

school community

xi. Ensure that learning support/ special educational needs are not

viewed in isolation, but as integral to the whole school community

xii. Ensure that students with learning support/ special educational

needs are offered a broad, balanced, relevant, progressive,


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continuous and differentiated curriculum and that they are

provided for in an inclusive way

xiii. Ensure, in as far as is practicable, that all students including those

with SEN leave school with an adequate level of certification to

enable them enter the workplace or further education, as

appropriate

xiv. Encourage the creation of a caring, welcoming, stable and

stimulating environment, encouraging each student to develop

intellectually, socially, morally and physically, according to their

abilities

xv. Set high standards for students with learning support/ special

educational needs and to provide them with appropriate guidance,

in order to encourage them to achieve to their full potential and to

prepare them for their roles as adult members of society

xvi. Ensure that the achievement of students with learning support/

special educational needs is recognised, celebrated and

encouraged

xvii. Develop staff expertise in supporting students with learning

support/ special educational needs

xviii. Encourage and foster positive partnership with parent/guardians in

order to achieve appropriate support at school and at home

xix. Ensure a commitment to informed decision-making based on

secure evidence

xx. Co-ordinate the advice, guidance and support of other agencies in

supporting students with learning support needs/ special

educational needs

xxi. Ensure the effective and efficient use of resources

xxii. Monitor and evaluate the effectiveness of practice in support of

students with learning support needs/ special educational needs

2.2.2. Aims for all students attending EVC

i. To identify the physical, intellectual, religious, aesthetic, creative

and social needs of each student and to endeavour to meet those

needs


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ii. To hold each individual student in esteem in their own right while

recognising and accepting differences in ability and environment

iii. To develop in the school a caring community while exercising

concern and respect for the welfare of others emphasising the

importance of good human relationships based upon sensitivity,

tolerance and goodwill

iv. To encourage students to appreciate the virtues of cooperation; to

foster habits of responsibility and self-discipline and to promote

initiative, endeavour, teamwork and the exercise of individual

judgement

v. To project the school as an integral part of the local community and

to accept its appropriate share of responsibility for equipping each

student with the skills necessary to find her/ his own niche in society

vi. To secure the cooperation of all those concerned with the school’s

welfare in the continuous reassessment of its aims and objectives.

In this regard, cooperation with parents/guardians shall have high

priority

2.2.3. Aims for Teachers

i. To make provision for students with learning support needs/

special educational needs in their subject areas and classes

ii. To use resources effectively and efficiently and to be accountable

for the use of resources

iii. To be a part of whole school approach to Literacy and Numeracy

iv. To be part of whole school approach to SEN

v. To develop policy and practice and to work towards the

achievement of excellence in all aspect of teachers’ work

vi. To develop a positive ethos in the classroom for fostering an

inclusive approach to meeting the needs of all students including

those with learning support needs/ special educational needs

vii. To identify personal training needs and to secure training where

needed. This will be supported by school management and by

County Wexford VEC subject to the availability of adequate

resources


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3. Identification Screening and Referral Process

3.1. Stage One

3.1.1. Identification

In order to identify students with SEN, Enniscorthy Vocational College

will:

i. Liaise with feeder Primary schools to identify incoming 1st Year

students with SEN

ii. Require parents/guardians to complete specific section on

enrolment forms in relation to SEN.

iii. Liaise with parents/guardians who have concerns regarding their

son/ daughter

iv. Ensure the SEN coordination team monitors entrance

assessments for indicators of SEN

v. Ensure subject teachers, pastoral care team members and

guidance teachers monitor students’ progress through observation

of class work and class-based assessments

vi. Ensure subject teachers use formal assessments at Christmas

and the end of academic year and colate results

3.1.2. Screening Measures

Enniscorthy Vocational College requires that students will be assessed

as follows:

i. Standardised and informal assessments prior to entry to the

school using the following:

GRT II Forms X and Y

NRIT Level 3

Informal school-devised Mathematics test or WRAT4

Mathematics section Forms Blue/ Green

Informal English Writing

ii. Assessment in general subject areas – Christmas and Summer

iii. Informal testing through teaching in general subject areas

iv. Informal in-house testing throughout the academic year

v. Tracking of Literacy & Numeracy

GRT II Forms X and Y


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Informal school-devised Mathematics test or WRAT4

Mathematics section Forms Blue/ Green

3.1.3. Planning

Consultation between SEN Coordination Team, Principal/ Deputy

Principal, HSCLO at Stage One to:

i. Discuss individual students once assessments have been carried

out

ii. Collation of information on the student from primary school,

relevant NEPS personnel, social services and parents/guardians,

outside agencies

iii. Identify eligibility for application to NCSE for ATS

3.1.4. Consultation

Enniscorthy Vocational College will consult with:

i. Parents/guardians of students with SEN who are seeking a place

in the school – via Open Night; Appointment; Information Evening

for parents/guardians of incoming 1st Years; written

correspondence, where appropriate; telephone contact, where

appropriate

ii. Feeder Primary Schools

iii. Relevant NEPS personnel

iv. Subject teachers, pastoral care team members, guidance teachers

who have particular concerns about individual students

3.2. Stage Two

3.2.1. Referral

The Class Tutor will:

i. Note any difficulties experienced by the student

ii. Alert Year Head to arrange contact with student’s

parents/guardians

iii. Meet with parents/guardians to set appropriate targets

If there is no improvement in student performance, Enniscorthy

Vocational College will refer students to:

i. The SEN team for diagnostic testing with parental consent

ii. SEN Department for Learning Support provision as appropriate


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iii. NEPS for consultation, where appropriate, with parental consent

3.2.2. Individual Profile and Learning Programme

The SEN Coordination Team will:

i. Compile a student profile to be kept in SEN files

ii. Each student file will contain:

Application form for Student Enrolment

Incoming assessment tests

Reports from primary schools where provided

Psychological Assessment Reports, where relevant

Speech and Language Therapy Reports, where relevant

Occupational Therapy Reports, where relevant

Statements of Disability from Psychiatry Services, where

relevant

Other documentation from outside agencies, as appropriate

Copy of NCSE forms and supplementary documentation,

where relevant

iii. Meet with Year Head and Class Tutor to outline and discuss

student strengths and needs

iv. Meet with parents/guardians to discuss the student’s strengths

and needs

v. Commence learning programme/s based on above meetings

3.2.3. Reassessment

The SEN Coordination Team will:

i. Use, as relevant, the following formal/ standardised assessments

to further investigate a student’s strengths and needs/ progress:

GRTII Alternate Forms X and Y

NARA

WRAT4

Schonell Spelling Test

Schonell Grated Word Reading Test

ii. Assess Reading Comprehension and Maths skills proficiency of

SEN students to track progress allowing for planning for the next

academic year


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iii. Subject teachers will use informal assessment measures in order

to assess progress made

3.3. Stage Three

3.3.1. Referral to Outside Agencies

Enniscorthy Vocational College will:

i. Secure parental consent for referral for psychological assessment

as per NEPS model of service provision

ii. Refer students to NEPS as appropriate

iii. Make necessary arrangements for the assessment to take place

4. Individualised Planning

4.1. Education Plans

Enniscorthy Vocational College will ensure that:

i. An Education Plan will be put in place for each student assessed as

having SEN

ii. The Principal/ Deputy Principal, SEN Coordination Team, Learning

Support teacher/s, Class Tutor, Year Head, Guidance teacher,

parents/guardians, student, relevant personnel from outside agencies

will be involved in drawing up the Education Plan

iii. A member of the SEN Coordination Team will be nominated as the

key person to coordinate and monitor the process

iv. The Education Plan sets learning targets that are SMART:

Specific – targets are very precise

Measureable – it can be seen if a target has been achieved

Agreed – by parents/guardians, student and school

Realistic – can be achieved by the student

Time-related – the targets will be met in a set time

v. The Education Plan will include the following:

1) A description of the student’s SEN

2) A description of the student’s current level of performance

3) A description of the student’s strengths and needs

4) Priority needs and long-term goals


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5) Short-term objectives

6) Targets to be achieved in a given time

7) A description of the Special Education provision – staff

involved; frequency of support contact; specific programmes;

activities; materials/equipment

8) A description of Help from Home – agreed homework; how

often; how long...

9) Expected input by student

10) Description of any other support needs – medical; counselling...

11) Description of Monitoring and Assessment arrangements

12) Review Date

4.2. Short-term Planning


i. The SEN Coordination Team hold weekly meetings to discuss

students’ progress, setting targets and organising resources

ii. Consultation takes place between Class Tutors and SEN Coordination

Team to monitor students’ progress on a regular basis

iii. Parents/guardians are kept informed of short-term targets and are

welcome to contribute to the short-term planning process

iv. Learning Support teachers are provided with diaries to record work

covered and progress made for each session

4.3. Custom and Practice


i. Learning Support teachers are supplied with a mode of recording

information for each supplementary teaching class

ii. Learning Support teachers record student attendance, work covered

and current level of student performance

iii. Learning Support teachers keep their records up-to-date

iv. Learning Support teachers liaise with the SEN Coordination Team to

review short-term targets

v. Learning Support teachers liaise with the SEN Coordination Team

should any difficulties arise


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5. Organisation of ATS and Supplementary Teaching

5.1. Timetabling

The SEN Coordination Team will meet in August prior to the reopening of

new academic school year and carry out the following procedure with regard

to organising the delivery of ATS and supplementary teaching:

i. Compile a list of all SEN students and ATS granted by SENO

ii. Generate a school-wide per-class list of students entitled to ATS or

supplementary teaching

iii. Acquire a master timetable of classes/subjects/teachers

iv. Compile a list of teachers’ availability to meet RTH, ATS and

supplementary teaching requirements

v. Generate per-class timetable of RES/ LS periods; Irish periods; other

subjects, such as RE/Computer Studies/Guidance/European

Language periods; subjects for which team-teaching or class split will

be targeted, such as English, Maths, History...; subjects no longer

studied by SEN students

vi. Match student needs to teacher availability...

vii. Generate RES/LS timetables per teacher involved and per group of

students involved

viii. Submit copies of overall RES/LS timetables to Principal/Deputy

Principal and retain overall RES/LS timetables in SEN Office

5.2. Models and Approaches to ATS and Supplementary Teaching:

Enniscorthy Vocational College engages in the following in order to provide

ATS and Supplementary Teaching:

i. Class placement – according to identified needs and strengths of

students; this can lead to groupings of twelve to sixteen students in a

class group for Junior Cycle

ii. Participation in JCSP – subject-based initiatives; literacy initiatives;

numeracy initiatives; cross-curricular initiatives; Demonstration

Library...


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iii. Banding of core subjects at Senior Cycle – this can lead to beneficially

small groupings for Irish/English/Maths at levels most appropriate to

individual students

iv. Availability of LCAP at Senior Cycle

v. Supplementary teaching or ATS for students exempt from the study of

Irish, as appropriate

vi. RES/LS on timetable for classes with high/full composition of SEN

students

vii. SEN teacher shadows/ teaches split class for particular subjects

viii. Withdrawal of small groups or individual students for ATS or Learning

Support teaching

5.3. Provision of RTH, ATS and Supplementary Teaching

5.3.1. Learning Support/Supplementary Teaching


i. Learning Support is provided to students who have been

assessed as eligible for such support as a result of psychological

assessment

ii. Learning Support will be provided according to attainments/

performance levels

iii. SEN Coordination Team provides diagnostic assessments,

monitoring, advice to parent/guardians and to teachers providing

Learning Support

5.3.2. Resource Teaching Hours/ Additional Teaching Support


i. Resource teaching is provided to students who have been

individually granted RTH for Low incidence disability by the NCSE

ii. ATS is provided to students meeting criteria for High incidence

disability granted by the NCSE

iii. Resource teaching is granted to students in accordance with

NCSE guidelines for the following categories of Disability/ SEN:


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Autistic Spectrum Disorder (Low incidence)

Emotional Disturbance/ Behavioural Problems (Low incidence)

General Learning Disability: Borderline & Mild (High incidence)

General Learning Disability: Moderate & Severe and Profound (Low incidence)

Physical Disability (Low incidence)

Sensory Disability (Low incidence)

Specific Learning Disability (High incidence)

Assessed Syndromes (Low incidence)

Speech &/ or Language Disorder (Low incidence)

iv. SEN Coordination Team provides diagnostic assessments,

monitoring as well as direct teaching on an individual basis or in a

small group basis

5.3.3. Students for whom English is an Additional Language


i. An individual student receives language support until DES

level has been attained

ii. Additional hours are received ranging from three hours for one

student to nineteen and a half hours for thirteen students

iii. In the case of fourteen or more students with EAL support

needs enrolled, an additional teacher/equivalent teaching

hours will be deployed to address the needs of these students

iv. Accurate assessment systems, flexible planning and provision,

responsive pastoral supports and monitoring strategies are put

in place for students with EAL

5.3.4. Provision for the Exceptionally Able Students

i. New Era Programme

ii. HAPPIE Programme

5.3.5. Provision for Pupils with Physical Disability



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i. Equality of opportunity is offered to students with physical

disability by constantly reviewing and revising procedures,

which may have the effect of being discriminatory

ii. All students are educated in such a way that discriminatory

behaviour of any kind is addressed

iii. The particular needs of the physically disabled are provided

for. This must be done in consideration of the availability of

essential resources in this area

iv. The school building and facilities are adapted to ensure total

accessibility for physically disabled students

v. School management recognise the needs of the physically

disabled when designing curricular delivery and drafting

timetables

vi. Support teachers engage in professional development

courses specifically aimed at improving the service they can

offer to the physically disabled

5.3.6. Provision for Students Exempt from the Study of Irish

Enniscorthy Vocational College will ensure that, in accordance with DES

regulations:

i. The SEN Coordinator will retain a copy of the student’s

psychological report recommending/ indicating eligibility for

Exemption from Study of Irish in the student’s file

ii. The parents/guardians will send a written application for

exemption from the study of Irish to the Principal of the school

specifying the grounds on which the exemption is sought

iii. School management will consult with relevant teachers and

prepare a report on the student in question

iv. A decision to grant exemption will be conveyed to the

parents/guardians by way of written certificate, signed by the

Principal

v. The application, school report, psychologist’s report, report of

medical specialist, copy of certificate of exemption and other

relevant documents will be retained by the school


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vi. A copy of the exemption certificate will be sent to the DES, Post

Primary Administration Section, Tullamore, Co. Offaly within one

week of the granting of the exemption

vii. Students exempt from Irish will receive Learning Support classes

when Irish is timetabled for their class group where feasible

5.3.7. Provision of Reasonable Accommodation at CertificateExaminations


i. Explore and identify student eligibility for RACE at Junior Cert,

Leaving Cert and Leaving Cert Applied examinations

ii. Seek consent of parents/ guardians before application for RACE

iii. Carry out necessary liaison with outside agencies where relevant

to RACE application/ eligibility

iv. Administer standardised testing relevant to RACE eligibility as

advised by NEPS

v. Ensure consultation takes place between SEN Coordinator,

support teachers, class tutors and subject teachers on what

accommodations a student will avail of in state examination

vi. Ensure the SEN Coordination Team completes relevant

application forms and forwards to State Examinations Commission

5.3.8. Continuing and Discontinuing Supplementary Teaching


i. Each student allocated RTH/ ATS by the NCSE receives that

support

ii. Organisation of resources allocated by NCSE takes place each

year the student is in the school

iii. One-to-one instruction, small group instruction, team teaching and

rotation of students in small groups takes place at Junior Cycle

and Senior Cycle, as appropriate

iv. The Leaving Certificate Applied course is provided at Senior Cycle


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v. Should a student transfer to another school, all relevant file

material is forwarded to that school on request with parental/

guardian permission

vi. NCSE is notified of the student’s leaving Enniscorthy Vocational

College and supplementary resources are discontinued

5.3.9. Provision of Learning Resources


i. Applications for RTH/ ATS are made to the NCSE according to

guidelines and advisement of SENO procedures

ii. Parents/guardians are notified once the NCSE decision is received by

EVC

iii. Resources are deployed for the specific purpose for which they are

intended

iv. The suitability of the learning environment is kept under review and that

deficiencies impeding the learning and development of its students are

identified and that these deficiencies are remedied in as far as is

practicable

v. A Pastoral Care system that offers support to students is in place

vi. There is access for students with learning support/special educational

needs to appropriate facilities

vii. A Counselling Service for students is in place

viii. There is access to information technology, assistive technology and

other appropriate equipment and aids

ix. Systems offering access to external support agencies are in place

6. Roles of Responsibility

6.1. County Wexford Vocational Education Committee

The role of Co Wexford VEC is:

i. To promote educational inclusion in all its schools.


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ii. To adequately resource the learning support/special educational needs of students in its schools, subject to those resources being made available by the DES/ NCSE and to make representations to the Department or NCSE in respect of such resources.

iii. To ensure the effective and efficient use of resources through

monitoring and evaluation.

iv. To support and encourage schools in the development of best practice.

v. To support teachers and other staff in their work by way of targeted professional development and training, linkages with the SESS, membership of ILSA, IATSE and other relevant organisations, and attendance at courses, seminars and conferences.

vi. To delegate responsibilities, where appropriate, to Boards of

Management and Principals.

6.2. Enniscorthy Vocational College Board of Management

The role of the Board of Management is: i. To ensure that all students with learning support/special educational needs

are identified and assessed ii. To ensure that the school has a comprehensive learning support/special

educational needs policy in place, which has been developed collaboratively with the relevant partners, to monitor the implementation of that policy and to ensure its evaluation

iii. To ensure that a broad, balanced, relevant, progressive, continuous and

differentiated curriculum is provided in the school to ensure in as far as is practicable that students with special educational needs leave school with the skills necessary to participate to the level of their capacity in an inclusive way in society ant to live independently in their adult lives

iv. To ensure that necessary resources are sought on behalf of students with

learning support/special educational needs v. To ensure that a learning support/special educational needs co-ordinator is

appointed among the teaching staff vi. To promote the development of positive partnership with parents and other

relevant agencies/personnel and to ensure that parents are informed of their child’s special educational needs and how these needs are being met

vii. To ensure that parents/guardians are consulted with regard to and invited to

participate in the making of all significant decisions concerning their child’s education


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viii. To ensure that the Learning Support/Special Educational Needs Policy forms part of the School Plan

ix. To develop a whole school approach to literacy and numeracy as required

under Section 14 of the Education for Persons with Special Needs Education Act 2004

x. To ensure that an awareness of special educational needs is inculcated in

students in the school

6.3. The Principal

The role of the Principal is: i. On behalf of Co Wexford VEC and the Board of Management, the Principal

has responsibility for all aspects of the day- to- day management of policy and provision for students with learning support/special educational needs. As outlined in Section 18 of the Education for Persons with Special Educational Needs Act 2004, the Principal may delegate certain functions to appropriate teachers.

ii. To appoint a Learning Support/Special Educational Needs Co-ordinator from

among the teaching staff and to work closely with the Co-ordinator. iii. The Principal in co-operation with the Special Educational Needs Co-ordinator

shall ensure that an Education Plan is prepared for each student with Special Educational Needs in the school.

iv. On drafting or reviewing Education Plans, the Principal shall ensure that

cognisance is taken, at the appropriate time, of the needs of the student to continue his/her education or training on becoming an adult

v. To inform the Board of Management of issues, which are relevant to Learning

Support/Special Educational Needs vi. In consultation with the Learning Support/Special Educational Needs Co-

ordinator and other relevant personnel to liaise with the VEC and/or the DES regarding needs and provision. This also includes applications for Reasonable Accommodation and Exemptions in relation to State Examinations, as well as assessments

vii. To ensure the effective and efficient use of resources, including the allocation

of hours and funds. This should include equality of access and opportunity for students with special educational needs in terms of a well-equipped room and other resources

viii. Physical resources allocated to a student shall remain the property of Co

Wexford VEC at all times


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ix. To establish a “Special Needs Support Team” within the school with a specific

remit to ensure identification of support for students with learning support/special educational needs

x. To actively promote a whole school approach to learning support and special

educational needs and to make all staff aware of their responsibilities in this area and to organise and support staff development in this area

6.4. Resource/Learning Support/ SEN Coordinator

The role of the Resource/Learning Support/Special Educational Needs Co-ordinator is: i. To have an overview of the management of the provision that is being

provided in the school ii. To be the first point of contact on behalf of the Teachers and Special Needs

Assistants when communicating with the Principal iii. To facilitate effective systems of communications between all staff and

colleagues involved in the provision iv. To ensure all staff and colleagues involved are working within school policy in

relation to Special Educational Needs v. To ensure that school policy and practice has regard for the integrity of the

work the staff are doing vi. To facilitate and chair the meeting schedule for the Special Needs Support

Team vii. To assist staff overcoming barriers to their work and offer guidance viii. To ensure that all provision in the school has the effect of integrating the

student into a safe, secure, supportive learning environment ix. To ensure that all action taken supports a student’s progress, well-being and

learning x. To be aware of issues of attendance and child protection as they relate to

Special Educational Needs and refer such issues of concern in relation to child protection to the Designated Liaison Person in the school as appropriate

xi. To supervise the day-to-day operation of the school’s learning support/special

educational needs policy, and to work closely with and under the overall direction of the school Principal

xii. To engage in personal professional development


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xiii. To liaise with and advise other teachers xiv. To meet regularly with the learning support/special educational needs team,

home school community liaison officer, the guidance counsellor and other relevant personnel as appropriate

xv. To manage Special Needs Assistant under the direction of the Principal xvi. To oversee the records of all students with Learning Support/Special

Educational Needs xvii. To liaise with parents/guardians of students with Learning Support/Special

Educational Needs xviii. To facilitate the in-service needs and training of staff xix. To ensure the distribution of suitable learning resources and teaching aids,

subject to those resources and teaching aids being made available by the DES or other agencies

xx. To liaise with external agencies including primary schools, NEPS, HSE and

Voluntary Bodies

6.5. General Teaching Staff

The role of general teaching staff is: i. to make provision for students with Learning Support/Special Educational

Needs in their classes and subject areas ii. to use resources effectively and efficiently and to be accountable for the use

of resources iii. To be part of a whole school approach in relation to Special Educational

Needs as well as literacy and numeracy iv. To develop policy and practice and to work towards the achievement of

excellence in all aspects of his/her work v. To develop a positive ethos in the classroom for fostering an inclusive

approach to meeting the social and educational needs of all students with Special Educational Needs


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vi. To identify personal training needs and to secure training where needed. This

will be supported by school management and by Co Wexford VEC subject to the availability of adequate resources

6.6. Special Needs Assistants

The role of Special Needs Assistants is: i. To work closely with and under the direction of the Principal and the Learning

Support/Special Educational Needs Co-ordinator and the individual subject teachers in the implementation of the school’s policy as it relates to individual students of groups of students. In particular, SNA’s play a very important role in the health and safety of the student/s and in his /her/their social and emotional development

ii. The duties of Special Needs Assistants are assigned by the Principal in

accordance with the guidelines of the DES iii. Their work should be supervised either by the Principal or by the Special

Needs Co-ordinator or by a relevant subject teacher iv. Their duties involve tasks of a non-teaching nature such as:

Assisting students write, take notes and write down homework etc

Assisting students to board and alight from school buses

Where necessary, travelling as escort on school buses may be required

Special assistance as necessary for students with particular difficulties eg. helping physically disabled students with typing or writhing

Assisting with clothing, feeding, toileting and general hygiene

Assisting on out-of-school visits, walks and similar activities

Assisting the teachers in the supervision of students with special needs during assembly, recreational and dispersal periods

Accompanying individuals or small groups who may have to be withdrawn temporarily from the classroom

Generally assisting the subject teachers, under the direction of the Principal and/or the Special Educational Needs Co-ordinator, with duties of a non-teaching nature

Where a Special Needs Assistant has been appointed to assist a school in catering for a specific student, duties should be modified to support the particular needs of the student concerned.

v. Special Needs Assistants may not act as either substitute or temporary

teachers. In no circumstances may they be left in sole charge of a class


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vi. Special Needs Assistants should not have access to student files except under the supervision of the Principal or the Special Needs Co-ordinator or a relevant subject teacher

6.7. Learning Support Teachers

The role of the Learning Support Teacher is to: i. Provide assessment and identification of students with special needs ii. Recommend and devise appropriate materials for students in terms of

concepts, relevance, readability, layout and presentation iii. Consult with colleagues on appropriate methodologies to help obviate

learning barriers; consult with colleagues to devise a range of teaching and learning strategies

iv. Participate in staff development by taking part in the formulation of whole

school policy, organising and providing in-service and to work directly with subject departments on curricular development to make the curriculum more accessible and relevant to all students

v. Participate in co-operative teaching with colleagues vi. Withdraw students for learning support vii. Liaise with external support services viii. Participate in curriculum development ix. Liaise with primary schools x. Liaise with parents

6.8. Resource Teachers: RTH & ATS

The role of the Resource teacher is to: i. Set specific, time-related targets for each student and agree these with the

subject teacher, Principal and/or the Special Needs Co-ordinator

ii. Teach the student, either in a separate room of within the mainstream class iii. Team-teach – as deemed appropriate


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iv. Advise subject teachers in regard to adapting the curriculum, teaching

strategies, suitable textbooks, use of information technology and suitable software and a range of other related matters

v. Meet and advise parents, when necessary, accompanied by the subject

teacher, Principal and/or Special Needs Co-ordinator vi. Hold meetings with other relevant professionals, in the student’s interest – eg.

psychologists, speech and language therapists, visiting teachers, special school or special class teachers

7. Liaison between SEN teachers and mainstream teachers

Enniscorthy Vocational College will ensure that: i. Time is allocated for general class teachers to liaise with the SEN team to

plan short term targets for students with SEN ii. General class teachers will be involved in writing Education Plans for students

with SEN iii. The Learning Support/SEN Co-ordinator has time to discuss and address

problems and issues arising in relation to students with SEN iv. The Learning Support/SEN Co-ordinator is available to mainstream teachers

to advise on suitable resources and methodologies v. Co-operative teaching is promoted in the school rather than withdrawal of

students vi. Mainstream teachers are encouraged to attend in-service and update skills in

relation to teaching students with SEN

8. Partnership with Parent/guardians


i. Encourage close partnership with parents in the identification of need, the setting of educational targets and working with the student

ii. Inform parents of students with Special Educational Needs of such needs and

how they are being met. In addition parents must be involved in all significant decisions relating to their child’s education

iii. Provide frequent opportunities for parents to discuss progress and to express

their views about the way in which their child’s needs should be met


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iv. Wherever possible, include students in discussion and decision-making regarding identification, target setting and progress

v. Place great emphasis on transparency in all matters relating to the student’s

Learning Support/Special Educational Needs. Therefore, parents will have access, in the prescribed manner, to all records regarding their child

9. Maintenance of Database and Record-Keeping


i. Each student with SEN has a file containing:

Their Psychological Report

Entrance Tests, Application Form and Student Questionnaire

Referral Form from mainstream teachers

Records of conversations and meetings regarding the student

Test Results – formal and informal class tests ii. Each student file is kept locked in the SEN Office iii. Student detail form is kept in the SEN Department. iv. A database of entrance test results is compiled each year v. Entrance test results and student files are retained in the SEN Office after the

students have left the school vi. Records are property of co Wexford VEC and will not be removed from the

school premises under any circumstances

10. Fulfilling a Consultative Role for School Colleagues


i. The Learning Support/SEN Co-ordinator compiles a register of incoming

students with SEN and their specific needs are brought to the attention of relevant subject teachers

ii. Relevant subject teachers are informed when a student undergoes

psychological assessment iii. Time is available for subject teachers to consult with the Resource Team

should they have concerns about particular students


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iv. Subject teachers will be involved in setting targets and writing Education Plans

11. Fulfilling a Consultative Role for School Management


i. Co Wexford VEC is informed about all request for supplementary teaching and resources

ii. The Board of Management is informed about all requests for supplementary

teaching and resources iii. The Learning Support/SEN Co-ordinator will keep the Principal informed

about initiatives and progress in the Learning Support/Resource Department

12. Liaison with External Agencies

Enniscorthy Vocational College will liaise with the following agencies where

appropriate:

Primary Schools

Social Services

National Council for Special Education (NCSE)

Special Education Support Service (SESS)

The Special Education Appeals Board and Mediation

National Educational Psychological Services (NEPS)

National Council for Curriculum and Assessment (NCCA)

The Education Welfare Board

General Practitioners

Health Service Executive: o Occupational Therapists o ASD Nurse o Speech & Language Therapists o Case Workers o Adolescent Psychiatry Services o Etc...

Juvenile Liaison Officer

Gardaí

County Wexford Education Centre

Dyslexia Association of Ireland (DAI)

County Wexford Community Workshop

The Swan Centre, Wexford

Local Development and Partnership Groups

Visiting Teacher for the Deaf

Visiting Teacher for the Visually Impaired


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County Library Services

Enable Ireland

FÁS

Others as relevant...

13. Recommendations Relating to the Initiatives Required for Implementation of the

WSP for SEN

Enniscorthy Vocational College recommends the following:

i. All students with Learning Support/Special Educational Needs will be identified as early as possible

ii. there will be positive partnership with parents with regard to identification of

and provision for students with learning support/special educational needs iii. There will be a whole school approach to issues of identification and provision

in all the Committee’s schools iv. The Committee will encourage inclusive education for students with learning

support/special educational needs v. There will be close co-operation with all agencies to ensure a multi-agency

approach to support vi. There will be targeted programmes of professional training and development vii. There will be a support network in Co Wexford VEC for teachers working in

this area viii. There will be systems in place for the resourcing of schools in relation to

students with Learning Support/Special Educational Needs within a realistic understanding of resource availability from the DES

ix. There will be regular review of policy and practice in relation to all issues

pertaining to Learning Support/Special Educational Needs


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14. Appendices: Cross-reference the following:

Class lists – RTH/ATS/LS/EAL supplementary teaching category, Exemption

from Study of Irish noted per student

Class/ Year group timetables – possible RTH/ATS/LS/supplementary teaching

contact noted

Teacher Timetables

RTH/ATS/LS/EAL supplementary teaching Timetables

SEN Teachers’ Diary

SNA Diary

NEPS Continuum of Support Guidelines

NCSE Guidelines & Criteria

RACE Guidelines & Criteria

Sample Enrolment Form

Incoming Assessment Results Template

Primary School Liaison Template

NCSE Supplementary information Templates

NCSE Decision Summaries

DEIS Literacy & Numeracy Tracking Templates

NEPS Referral Form

Psychological Assessment Referral Form (Outside Agency)

EVC Behaviour Plan Templates

Scheduled Meetings

o Pastoral Care


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o JCSP Core Group

o LCAP Core Group

SEN Office Diary

SEN Year Plan 2011 – 2012

Handout for EVC Staff Presentation November 2011

Letter of application for ASD Unit November 2011

ESRI Form on SEN provision 2011 – 2012

Documents

Whole School Plan for Special Educational Needs