Introduction
Scoil Naomh Fiachra is a co-educational mainstream
primary school catering for children from mixed social and cultural
backgrounds. The purpose of this policy is to provide practical guidance
for teachers and parents and other interested parties on the provision
of effective learning support to pupils experiencing low achievement
and/or learning difficulties, as well as to fulfil our obligations
under the Education Act 1998. The following categories of pupils will
receive supplementary teaching from the Learning Support Teacher and
the Resource Teacher under the terms of the General Allocation Model
outlined in DES Circular 02/05:
- Pupils whose achievement is at or below
the 10th percentile on standardised tests in English or Mathematics;
- Pupils with learning difficulties, pupils
with mild social or emotional difficulties and pupils with mild
co-ordination or attention control difficulties associated with
identified conditions;
- Pupils who have been identified as being
in the low incidence category (Appendix 1 Sp. Ed. Circular 02/05)
will receive an individual allocation of support through the Special
Education Needs Organiser (SENO);
- Pupils who have special educational needs
arising from high incidence disabilities (borderline mild general
learning disability, mild general learning disability and specific
learning disability).
The school currently has the following provisions
to cater for children with Special Education Needs:
- One SharedLearning Support Teacher.
- Resource Teaching hours for children with
Special Educational Needs.
Implementation and Review
The implementation of this policy will commence
in September 2007. It will be reviewed every three years or as required.
Ratification and Communication
This policy was ratified by the Board of Management
of Scoil Naomh Fiachra on (Date).
A copy of the policy will be made available to teachers, parents of
Special Educational Needs pupils and other parents on request.
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Learning Support Policy
The principal aim of Learning Support is to
optimise the teaching and learning process so as to enable pupils
with learning difficulties to achieve adequate levels of proficiency
in literacy and numeracy before leaving primary school.
Specific Objectives of Learning Support
Through the implementation of this policy
we strive to:
- Facilitate pupils to participate in the
full curriculum for their class level;
- Develop social skills, enhanced self-esteem
and positive attitudes to school and learning;
- Enable pupils to monitor their own learning
and become independent learners within their own ability;
- Involve parents in supporting their children’s
learning;
- Promote collaboration among teachers.
Guiding Principles
The school recognises that effective learning
programmes are based on the following principles:
- Effective whole-school policies;
- Whole school involvement;
- Provision of intensive early intervention;
- Direction of resources towards pupils in
greatest need.
Prevention Strategies
As a means of preventing the occurrence of
learning difficulties, as far as possible, the following strategies
are being implemented:
- The development and implementation of agreed
whole school approaches to language development e.g. phonological
awareness;
- The development and implementation of an
agreed whole school approach to the Maths programme e.g. Maths language;
- Encouraging parental involvement in their
children’s education from enrolment in Junior Infants;
- Formal and informal Parent/Teacher meetings;
- School circulars;
- Class-based early intervention by the class
teacher resulting in provision of additional support;
- Ongoing observation and assessment of pupils
by Class Teacher.
Selection of Pupils for Learning Support
Previous to any pupil being referred to the
Learning Support Teacher the classroom teacher draws up a programme
suitable to the pupil’s needs based on his/her observations.
The principle of Early Intervention applies; therefore pupils in Junior
classes are given priority in the allocation of Learning Support
- Junior Infant pupils are screened using
teacher observation;
- From Senior Infants upwards, all pupils
are screened annually, using appropriate standardised tests. Micra–T,
MIST, NRIT and Sigma-T are administered by the Learning Support
Teacher;
- Priority for Learning Support is given
to those pupils who perform at or below the 10th Percentile, excluding
in the main, pupils who receive Resource Teaching;
- In the case of pupils performing at or
below the 10th percentile, the screening process is followed by
a meeting between the Class Teacher, the Learning Support Teacher
and the parents concerning the pupil’s performance and supplementary
teaching is offered;
- Parental consent is sought for the conducting
of diagnostic assessment.
The tests in use are Aston Index, NARA and DST and are administered
by the Learning Support Teacher. A further meeting then takes place
to consider the outcome of the assessment.
Learning Support Allocation Priorities
- Children in First & Second Classes
at or below the 10th percentile in literacy.
- Children in Third & Fourth Classes
at or below the 10th percentile in literacy.
- Senior Infants, identified by the Class
Teacher, through Teacher observation.
- Children in First & Second Classes
at or below the 10th percentile in numeracy.
- Children in Third & Fourth Classes
at or below the 10th percentile in numeracy.
- Children with difficulties in literacy
and numeracy in all classes.
Learning support allocation will be based
on available resources.
Provision of Supplementary Teaching
- The primary work of the Learning Support
Teacher is the provision of supplementary teaching to the pupils
identified above.
- The school year will be divided into 3
instructional terms corresponding to school terms.
- The maximum caseload at any one time will
depend upon the time available under the general allocation, and
will be decided by the Learning Support Teacher, in consultation
with the Principal.
- Classes will be intensive in terms of frequency.
- A system of withdrawal and/or in-class
support will operate in response to the needs of the pupils.
- The Learning Support Teacher decides the
size of groups, taking into account the individual needs of pupils
and the overall caseload.
- One to one teaching may be provided where
small group teaching has not been effective and caseload permits.
The Class Teacher and the Learning Support
Teacher meet to devise Individual Learning Programmes (ILP) and/or
Group Education Learning Programmes in consultation with the Principal
and parents, the pupils involved also contribute to setting their
own short-term targets.
Individual Learning Programme and Group Learning Programme
The individual learning plan/group learning
plan will be in accordance with the criteria as advised in the Learning
Support Guidelines, issued by the DES in 2000.The plan will address
the pupils’ full range of needs and will include:
- Details from Class Teacher;
- Assessment results;
- Other relevant information, e.g. reports
from other agencies;
- Learning strengths and attainments;
- Priority learning needs;
- Learning targets;
- Class-based learning activities;
- Supplementary support activities to include
ICT;
- Home support activities.
Each plan will be monitored through teacher
observation, the keeping of planning and progress records and through
the pupil’s own feedback.
A detailed review will take place at the end of eah school year, or
as required.The Learning Support Teacher and/or Class Teacher may
meet parents to discuss the child’s progress in the light of the review.
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The Learning Support Teacher Documentation
- Individual Profile Learning Programme.
- Short term planning and programme record.
- Other records, e.g. tape recordings of
oral work.
- Samples of written work.
- Reading analysis records.
Time-tabling
The provision of learning support is in addition
to the regular class teaching in English and Maths.
Efforts are made to ensure that pupils do not miss out on the same
curricular area each time they attend learning support.
The provision of learning support may include withdrawal of pupils
from their classroom and/or in-class tuition In-class support, if
appropriate, will be jointly designed and monitored by the Class Teacher
and Learning Support Teacher.
Continuing or Discontinuing Supplementary Teaching
In general children should not stay for more
than two years in Supplementary Teaching unless they are still at
or below the 10th percentile.
Following the review as detailed above, a decision is made to continue
/discontinue the provision of supplementary teaching.
The criteria on which this decision is made include:
- Has the pupil achieved some/all of the
learning targets set?
- Will the pupil be able to cope in the classroom
learning context?
A decision to continue the provision of supplementary
teaching will result in a revision of the pupil’s ILP.
The decision-making process will involve consultation between the
Class Teacher, Learning Support Teacher and parents. Account will
also be taken of the overall learning support demands in the school.
Communication Strategies
The operation of an effective communication
system between all parties involved in meeting the learning needs
of the child is essential.
The various strands of this system include:
- Meeting parents of Junior Infant children
to explain school policies and how parents and teachers can work
together for the benefit of pupils.
- Informing parents of concerns regarding
progress in school.
- Outlining the school’s practice with regard
to diagnostic testing and follow up procedures.
- Consultation between Class teacher and
Learning Support teacher following a low score on a screening test.
- Consultation between Principal and/or Learning
Support teacher and/or Class teacher and parents following a low
score on a screening test, including the seeking of approval for
diagnostic assessment and provision of supplementary teaching.
- Ongoing communication between the LST and
the class teacher.
- Regular communication between the LST and
parents.
Referral to Out-of-school Agencies
- The LST co-ordinates the referral of pupils
to outside agencies, e.g. Educational Psychologist.
- The Principal and/or LST and/or Class Teacher
meet with the parents to discuss the need for the referral and to
seek consent.
- The class teacher completes the necessary
referral form in consultation with the appropriate school personnel.
- The external professional visits the school
to meet with the pupil, parents, principal, class teacher and the
LST as appropriate and assessment is conducted.
- This is followed by a return visit at which
findings are discussed, recommendations are considered and an appropriate
response is agreed.
- Where concern arises regarding the manner
or speed of the follow–through post assessment, such concern is
pursued by the Principal with the out-of-school agency.
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Roles and Responsibilities
The implementation of our policy will be supported
as follows:
Principal
- To co-ordinate Learning Support and Special
Needs services.
Learning Support Teacher
- Assisting in the implementation of a broad
range of whole school strategies designed to enhance early learning
and to prevent learning difficulties;
- Development of individual profiles and
learning programmes for pupils who are selected for supplementary
teaching in consultation with the class teacher and parents;
- Maintaining fortnightly planning for each
individual or group of pupils in receipt of learning support;
- Delivering intensive early intervention
programmes to pupils in Junior Classes;
- Regular meetings with parents to discuss
pupil’s progress;
- Providing teaching in English and/or Mathematics
to pupils who experience low achievement;
- Contributing to the development of policy
at the whole school level and at the cluster level where applicable;
- Liaising with class teacher on individual
pupil’s needs and progress;
- Liaising with external agencies;
- Maintaining a list of pupils who are receiving
supplementary teaching and special educational needs;
- Conducting diagnostic assessment;
- Maintaining and reviewing pupil records;
- Liaising with Principal, teachers and parents.
Class Teacher
The class teacher has primary responsibility
for the pupils’ learning needs within his / her class. Their responsibilities
include:
- Making parents aware of the concerns of
the school about their child’s progress;
- Outlining the schools practice with regard
to diagnostic testing and follow up procedures;
- Where possible attending meeting between
Learning Support Teacher and pupil’s parents;
- Consult and co-operate with Learning Support
Teacher or Resource Teacher on pupil’s (ILP);
- Be alert to the possibility that some children
may have a specific learning difficulty and bring it to the attention
of the learning support teacher;
- Modify class programmes to suit the needs
of pupils;
- Where there is a classroom assistant outline
their duties clearly for the instructional term.
Parent
- Support for and participation in their
child’s learning;
- Implementing home-based components of pupil’s
ILP;
- Regular communication with the school.
Pupil
It is important for the students to have an
input into the development, implementation and review of their own
learning. By doing so they can:
- become more independent as learners;
- become aware of different learning styles;
- become aware of their own strengths and
weaknesses or needs;
- enjoy success and evaluate their progress;
- excel at and enjoy many curricular and
extra curricular activities which would not be practical in the
mainstream class due to class size;
- develop ownership of the skills and strategies
taught during supplementary teaching and apply these strategies
and skills in their mainstream class situation.
Board of Management
Oversee implementation and review of the Learning
Support policy and the provision of adequate resources, accommodation
and storage.
Provision of Resources
Resources for the provision of learning support
include a variety of textbooks, library books and ancillary materials
and oral language development materials. Resources also include provision
of computers with suitable suite of software installed and with internet
access.
A variety of testing materials are also in use which include standardised,
diagnostic screening, reading attainment, phonological awareness and
Maths attainment.
Learning support resources will primarily be used in the learning
support room.
The resources may be made available to class teachers following consultation
with LST.
Success Criteria
The school-wide implementation of this policy
will result in enhancement of pupil learning in the following ways:
- Improved standards of academic achievement
with the pupil’s individual learning programme;
- Enabling the discontinuation of the provision
of learning support based on positive assessment results;
- Enhanced parental involvement in supporting
their child’s learning needs;
- Increased opportunities for effective communication
between school personnel in relation to pupils’ progress.
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Resource Teaching Policy
Rationale
The purpose of this policy is to provide practical
guidance for teachers, parents and other relevant persons on the provision
of effective teaching support for children experiencing a learning
disability or any special needs and to fulfil our obligations under
the Education Act 1998.
Definition of Special Needs
We understand Special Needs to be that as
defined in D.E.S. circulars. Interventions with pupils will be delivered
in a manner that best meets the needs identified, which may be through
group or individual teaching.
Identification and Selection of Children with Special Needs
Concerns about children may arise in a number
of ways:
- Parents inform the principal or class teacher
of a concern they have regarding their child;
- Teachers may have a concern regarding a
child in their class;
- Concerns may arise following standardised
testing.
Procedures
- Having consulted with the teacher and parents
involved, the Principal will seek appropriate assessment through
the N.E.P.S. with a view to qualifying for support from the Resource
Teacher.
- In the situation where parents refuse to
grant consent for their child to attend for either a psychological
assessment or learning support, a record of the offer and its rejection
will be kept in the child’s file.
- The Education Welfare Act 2000 authorises
the Board of Management with the consent of the parent of a child
to arrange for a child to be assessed as to his or her intellectual,
emotional and physical development by such a person as may be determined
by the Board with the concurrence of the parent.(Section 10-4).
- Where a parent refuses to give consent
the Board may apply to the Circuit Court for an order that an assessment
of the child be carried out.(Section 10-5).
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Aims of Special Needs Teaching
The aims of the Special Needs Teaching are:
- To support as far as possible the integration
of the child with special needs into the mainstream setting.
- To develop positive self-esteem and positive
attitudes about school and learning in the child.
- To promote collaboration among the staff
in the implementation of the whole school policies on special needs.
- Develop social skills, enhanced self-esteem
and positive attitudes to school and learning;
- Involve parents in supporting their children’s
learning;
Role of the Resource Teacher
The role of the resource teacher is to provide
support for children with special needs by:
- Developing an individual learning programme
for each pupil in consultation with other partners in education.
- Assessing and recording the child’s needs
and progress.
- Setting specific time-related targets for
each child and agreeing these with the class teacher and principal.
- Direct teaching of the child, either in
a separate room or within the mainstream class.
- Advising class teachers in regard to adapting
the curriculum, teaching strategies, text books, I.C.T. and other
related matters.
- Meeting and advising parents when necessary,
accompanied by the class teacher as necessary.
- Meeting with relevant professionals in
the child’s interest e.g. psychologists, speech and language therapists
and visiting teachers.
Timetabling
- The provision of special needs teaching
is in addition to regular teaching.
- Time allocated per child will depend on
the demands on the service and the hours authorised by the SENO.
- Every effort will be made to ensure that
pupils do not miss out on the same curricular area each time they
attend except where a pupil has been exempted from a subject by
the DES.
- Likewise the school will endeavour to ensure
that pupils do not miss classes they particularly enjoy such as
Art, P.E. or Computer.
Role of the Class Teacher, Parents, Principal and Board of Management
The role of all the above in the education
of children who have allocated resource teaching is as in the section
on Learning Support.
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