Kilnadeema National School
Special Education Needs Policy
(For pupils with learning difficulties and / or special needs)
Introduction
Kilnadeema N.S. is a co-educational mainstream primary school under the patronage of the Bishop of Clonfert.
The school is committed to a holistic approach to education. We recognise the uniqueness of each child in our care, and we strive to develop his / her full potential in a nurturing and mutually respectful atmosphere. It is our policy to include all children, particularly those with special educational needs, as a valued part of the school community.
The school currently has the following provisions to cater for children with learning difficulties or special educational needs (SEN):
 Learning Support teacher (LST) – shared;

Resource Teacher (RT) – shared;
 3 SNAs – part time;
Rationale
It was necessary to devise a policy on SEN in order to:

Provide practical guidance for teachers, parents and other interested parties on the provision of support given to pupils in our school who experience low achievement and / or learning difficulties;

Assist parents in making an informed decision in relation to the enrolment of their child in our school;
 Fulfil the obligations under the follow acts – Education Act 1998, Education Welfare Act
2000, The Equal Status Act 2000, Disability Bill 2002, Education for Persons with Special
Education Needs Act (EPSEN) 2004.
Aims

To outline procedures and practices to be followed in relation to pupils with learning difficulties / SEN;
 TO outline our whole school approach to teaching / learning in relation to pupils with learning difficulties / SEN;

To enable pupils with disabilities to share with their peers as complete an educational experience as possible;
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 To establish communication structures for the involvement of parents of pupils with learning difficulties / SEN.
Enrolment of Pupils with SEN
(C/F enrolment policy)
Parents / guardians are given an enrolment form to complete prior to their child enrolling in the school. On this form they are asked to give details of all assessments their child may have had. If a pupil has an identified special need and is already receiving a service from another organisation, it is the responsibility of the parents/ guardians to notify the school. Following the gathering of such information, the school will, with parental consent, contact appropriate support agencies for further advice re the child’s requirements while at school.
The Special Education Needs Officer (SENO) is contacted at the earliest opportunity so as to apply for the resource teaching / SNA assistance / technology / special equipment etc. for the pupil. The
Board of Management (BOM) will be notified by the principal of any special requirements (e.g. furniture, equipment, adjustments within the school building etc.). Such resources as specified in reports by professional working with the child need to be in place in the school before the BOM can admit the enrolled child.
Follow-up meetings between the Principal, class teacher and the parents / guardians will allow the school to outline the manner in which the parents can support the learning of their child in the school.
Equality of Access
There is equality of access to the school for children with SEN / physical disabilities. Our school has the resources to facilitate the learning of these children i.e. LST, RT, Information Technology (IT).
There are structures within the school building which allow pupils with physical disabilities greater access, i.e. No steps entering or within the school, wheelchair accessible toilet, and special changing room with hoist.
We work towards the full inclusion of all children both academically and socially.
Roles and Responsibilities
The support of pupils with SEN is a collaborative responsibility shared by all partners in the learning experience. This will include the BOM, Principal, SENO, class teacher, LST / RT, parents, SNA, visiting teachers, National Educational Psychological Service (NEPS), speech & language therapist and other outside professionals and the school’s Special Needs Co-ordinator.
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Board of Management
The role of the BOM is to:
 Oversee the development, implementation and provision of support for pupils in need of extra support in our school;

Ensure adequate accommodation and teaching resources are provided for Learning support room / Resource Room;
 Budget for on-going support for professional development in learning support / resource for staff;

Provide a secure facility for storage of records in relation to pupils in receipt of extra support.
Role of the Principal
The role of the Principal is to:

Assume overall responsibility for the development and implementation of the school’s policy on SEN in cooperation with the BOM, teachers, parents and children;
 Monitor the implementation of the school plan on learning support and special needs on an on-going basis;

Monitor the selection of pupils for supplementary teaching, ensuring that this service will focus on the pupils with very low achievement;
 Oversee the implementation of a whole-school assessment and screening programme to identify pupils with very low achievement and learning difficulties; so that these pupils can be provided with the support they need;
 Keep teachers informed about the external assessment services that are available and the procedures to be followed in initiating referrals (Appendix 1)

Liaise and work with the SENO and the Special Education Team with regard to support hours and the provision of support personnel and resources.
Role of the Class Teacher
The role of the class teacher is to:

Assume primary responsibility for the progress of all pupils in his / her class, including those attending the LST / TR for extra support;

Collaborate with the LST / RT in relation to each pupil in receipt of supplementary teaching in the development of an Individual Education Plan (IEP) by identifying appropriate learning targets and by organising classroom activities to help achieve those targets;
 Adjust classroom programmes in lines with the agreed learning targets and activities;
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 Implement the school policy in screening and selection of pupils for supplementary teaching in English / Mathematics by administering and scoring appropriate screening measures 0
MIST, Drumcondra Reading, Maths, Spelling Tests, Profiles etc.;
With regard to teaching pupils with low achievement, the following general approaches and methods are recommended:

Group teaching;
 Modify presentation and questioning techniques to maximise the involvement of pupils with low achievement in class activities;

Placing emphasis on oral language development across the curriculum;;

Setting learning targets at an appropriate level;
 Providing learning activities and materials which are suitable challenging but which also ensure success and progress;

Setting up Buddy Systems in class (High achievers collaboratively working with low achievers) for activities such as paired reading and peer tutoring.
Role of the Learning Support Teacher
The activities of the Learning Support Teacher should include:

Co-ordinating the implementation of whole school procedures for the selection of pupils for supplementary teaching in line with our school Assessment Policy.
 The development of IEPs for every pupil selected for supplementary teaching in consultation with the class teacher and parents;

Delivery of intensive early intervention programmes and providing supplementary teaching in English and Maths to pupils in the junior section of the school (to 2 nd class);
 Providing teaching in English and Maths to pupils in the senior section of the school who experience very low achievement or who are experiencing significant difficulties due to a specific learning disability (dyslexia);
 Providing advice to class teachers in such areas as individual pupil assessment and programme planning as well as approaches to language development, reading, writing and mathematics for pupils experiencing difficulties;

Contributing at school level to decision making regarding the purchase of resources, books, materials to be made available to pupils with learning difficulties in their mainstream classroom an in their support room;

Assisting in the implementation of a broad range of whole school strategies designed to enhance early learning and to prevent learning difficulties e.g. Paired Reading, Maths for Fun etc.;
 Liaising with external agencies such as NEPS to arrange assessments and special provision for pupils with special needs;
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 Maintaining regular planning and progress records for each individual / group of pupils in receipt of learning support.
Role of the Resource Teacher
The role of the RT is to:

Develop and IEP for each pupil who is selected for supplementary teaching in consultation with the class teacher , parents, SNA (where applicable);

Maintain regular planning and progress records for each individual in receipt of resource teaching;

Meet regularly with parents to discuss targets and ways in which attainment of the targets can be contributed to at home;
 Liaise with external agencies pertaining to the needs of the children in receipt of resource hours, e.g. Visiting Teacher for the Deaf, Speech and Language Therapist, NEPS Psychologist.
Role of Parents
Parents play a vital role in the success of any support provided for their child in the school. Activities may be organised to increase the involvement of parents in supporting their children’s learning e.g.
Shared Reading / Maths programmes, sight vocabulary games, phonic activities etc. Parents can contribute by:
 Regular communication with the class teacher and LST / RT;

Fostering a positive attitude about school and learning in their child;

Encouraging and supporting homework tasks;

Participating in the Shared Reading Programme;
 Creating a home environment where literacy can thrive;
 Regularly visiting the local library;

Participating in Shared Maths games with their children;

Counting, measuring, cooking and other activities that involve number;
Role of the Special Needs Assistant (SNA)
(Ref Circular 07/02)
SNA is introduced as a class helper to support a pupil / pupils with special needs. Hours may include breaks to assist social education. The SNA may be working with an individual, small group of children or a whole class at different times under the guidance of the class teacher. The SNA must not be left in charge of a class.
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SNA guidelines may be decided by the Principal, class teacher, LST and RT. Before commencing work, the Principal meets with the SNA and provides him / her with guidelines and duties as well as school Code of Behaviour.
If a pupil to whom the SNA is assigned is absent, the Principal may deploy him / her to another classroom.
Tasks of a non-teaching nature may include:
 Preparation and tidying up of classroom in which the pupils with SEN is being taught;
 Special assistance, as necessary, for pupils with particular difficulties, e.g. severe physical needs may require help with computer work, writing, toileting etc.;

Assisting on out of school visits, walks and similar activities;
 Assisting the teacher in the supervising of pupils with special needs during recreational and dispersal periods;

Accompanying pupils with special needs if they have to be withdrawn temporarily from the classroom (e.g. going to Resource Room);
 Supervising group work while class teacher works with a child;

General assistance to the class teacher with duties of a non-teaching nature.
Role of Special Education Needs Officer (SENO)
The role of the SENO is to:
 Determine what category of provision is suitable to the individual child, based on reports from professionals such as psychologists, speech & language therapists, paediatricians, occupational therapists, etc.
Role of Special Needs Co-Ordinator (Post Holder)
The role of the Special Needs Co-ordinator is to:

Oversee the day to day operation of the SEN policy;
 Liaise with, advise and support colleagues in order to facilitate planning for special needs pupils;

Liaise with and support parents;

Oversee and store records, assessments and IEPs of all children with SEN;
 Liaise with external agencies concerned with pupils;

Monitor and evaluate SEN policy regularly.
Collaboration with Outside Agencies
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These agencies could include any combination of the following:

Speech & Language Therapists;

Occupational Therapists;
 Psychologists;
 HSE Personnel;

Doctors & Psychiatrists;
 Any other personnel involved with an individual child;
The school will facilitate and co-ordinate work with any of the personnel defined above in order to define the specific needs of, and necessary resources for the child.
It is recognised that these agencies can deliver valued expertise and advice regarding the many and varied needs arising for the pupils.
Types of Support Teaching Provided

One to one teaching in the Learning Support / Resource classroom;

Small group teaching in the Learning Support / Resource classroom;
 Intervention in the classroom, (In class support) where appropriate, working with the class teacher to implement programmes such as shared-reading, maths for fun, phonics etc.;
Preparing an Individual Education Plan
In preparing an IEP, the parents, class teacher, support teacher, SENO and other appropriate agencies will be involved. Parental involvement will be facilitated and encouraged at all times.
The IEP will address the pupil’s full range of needs. It may include:
 The nature and degree of the child’s abilities, skills and talents;
 The nature and degree of the child’s educational needs and how these affect his / her educational development;

Assessment records;
 Other relevant information – i.e. reports from other agencies;
 Learning targets for a specified time period;

Class based learning activities;

Supplementary support activities;
 Home support activities;
 Date of the next review of the IEP.
Each plan will be monitored through teacher observation, the keeping of planning and progress records, on-going assessments, and through pupils own feedback. Parents will be invited to meet
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with the support teacher to discuss their child’s progress, at least twice in the school year and more frequently if necessary.
Selection of Pupils for Learning Support
Resources will always be directed towards those in greatest need. Priority will be given to those pupils whose achievement is lowest in agreed standardised tests. Pupils will be selected for learning support supplementary teaching based on the following criteria:

Children, in any class level, performing below the 12 th percentile in standardised tests of achievement in English / Maths;
 Senior Infants to 2 nd Class – early intervention for low achievers in English / Maths based screening measures such as MIST (English assessment) and class teacher observations and recommendations;

Pupil’s performing below the 20 th percentile in standardised tests of achievement in English or Maths may be considered for learning-support depending on the case load for the year and following consultation with the class teachers and parents;

Pupils with a specific learning difficulty 0 i.e. Dyslexia / dyscalculia may be withdrawn for supplementary teaching, depending on the severity of the difficulties that are experienced and to address specific needs highlighted in their psychological report.
Materials and Resources
The school is committed to providing whatever resources are necessary for the effective learning of a child with learning difficulties or special needs;
Prevention Strategies
Our strategies in Kilnadeema NS for preventing learning difficulties are:

Development of agreed approaches to language development and to teaching other aspects of English and Maths in order to ensure progression from class to class;

Emphasis on developing phonological awareness / phonic ability throughout the school;
 Provision of additional support in language development and relevant early literacy and maths skills to pupils who need it;

Implementation of a whole school parent involvement programme that puts the focus on a developing children’s oral language skills, sharing books with children and developing their early mathematical skills e.g. Shared Reading Programme and Shared Maths Games;
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 Implementation of the Buddy Reading Programme involving older pupils reading with younger pupils in school.
Early Intervention Strategies
Implementation of intensive early intervention programmes in the early primary classes is an effective response to meeting the needs of children with low achievement. These programmes will:

Be set with a specific time frame (13 – 20 weeks)

Be based on a shared expectation of success by everyone involved;
 Involve small group teaching or one to one teaching;
 Include a strong focus on oral language and laying the foundation for meaningful reading;

Emphasise phonemic awareness;

Engage the pupils in frequent supervised oral and silent reading of texts at the appropriate levels of difficulty and monitor their comprehension;
 Stress the interconnected nature of listening, speaking, reading and writing;

In maths, focus on language development and the development of language procedures and concepts.
Continuing / Discontinuing Supplementary Teaching
For pupils in the Learning Support Class:
In cases where supplementary teaching is to be continued, the revised learning targets and activities in the pupils IEP will be discussed with the parents.
In cases where the targets have been met and the pupil, on assessment, is performing above the percentile laid down in the criteria for receiving Learning Support, supplementary teaching will be withdrawn following consultation with class teachers and parents.
For pupils in the Resource Class:
Any alterations to the support they receive will be on the advice of the professionals involved in their initial reports i.e. NEPS, Speech & Language Therapists, Occupational therapists etc. and the final decision will be made by the SENO.
Transfer to Post Primary
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In order to assist smooth transition to post primary education:

We will encourage parents of SEN pupils to visit / contact the school.

The LSP / RT will (with the consent of the parents) consult with the Special Needs teachers at the post primary school;

In some cases, the LST / RT will organise a visit to the school for the parents and child.
Professional Development
Staff members are encouraged to avail of professional development opportunities in the area of special needs, especially when this is relevant to the needs of a child in their class.
Galway Education Centre, The Special Education Support Service (SESS) and the East Galway ILSA group offer seminars, information evenings and courses to support learning support and resource teachers. These also have Resource libraries from which support teachers can borrow tests / materials to use with pupils.
Monitoring Progress
Ongoing structured observation and assessment of the language, literacy and numeracy skills of the pupils in the infant class to facilitate early identification of possible learning difficulties by the class teacher;
Formative testing and observation of work by the class teacher;
Implement the school’s policy on screening and selecting pupils for supplementary teaching in
English and Maths by administering and scoring appropriate screening measures in May / June each year, i.e. Drumcondra Reading, Maths and Spelling tests.
The MIST will be administered to Senior Infants in the second term;
Standardised and diagnostic testing by the LST / RT;
Regular meetings between parents and the class teacher, LST / RT;
A record of progress, or lack of, is kept by teachers involved with the school, and such records are used when reviewing the pupil’s IEP.
Record Keeping
Copies of all reports, assessments, progress records, IEPs are stored in the school in each child’s personal file. Access to this information is via the Principal. Persons who may have access to this information include the class teacher, support teachers, psychologist, inspector, parents, SNA, health workers etc. This information is kept in the school until the child turns 21.
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Time-tabling
Class teachers of pupils in receipt of learning-support / resource teaching are asked to timetable subjects so that the child misses as little as possible. Every effort will be made to ensure that the child is not absent from class for the same subject each day. Each teacher will receive a copy of the
Learning Support / Resource timetable for the pupils in their class. The Principal will be given a copy of the complete timetable for the Learning Support / Resource room.
Some planning / consultation between the LST / RT and the class teachers will take place during
Croke Park hours. All other consultation will be at the discretion of the class teacher, LST / RT.
Success Criteria
Indicators of success of this policy will be:

Inclusion of pupils with SEN into our school;

Progress of pupils (Assessments showing progress) with learning difficulties / special needs in our school;

Parental Feedback;

Feedback from teaching staff, SNAs, pupils, psychologists etc.;
 Inspector’s report;
Ratification and Communication
This policy has been reviewed by the staff of Kilnadeema NS and has been presented to the Board of Management for ratification in May 2014.
It may be views by parents at any time on the school website.
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