Walshestown National School

Special Education Policy
(incorporating: Learning Support, Resource Allocation and Special Needs Assistants)

Introductory Statement.
This policy was drawn up by the principal, class teachers and learning support team of St. Paul’s NS Walshestown at a series of consultative meetings, which took place between September 2007 and May 2009.

The purpose of this policy is to provide practical guidance for teachers, parents and interested persons on the provision of effective learning support to pupils experiencing low achievement and/ or learning difficulties. Also to fulfil our obligations under the Education Act 1998, Equal Status Act 2000, Education Welfare Act 2000 and Education for Persons with Disabilities Act 2004, to enable children with special educational needs to join in the normal activities of the school along with other children.

The school aims to meet the needs of any child whom the parent wishes to register at the school as long as a place is available and the admission criteria are fulfilled. Parents are required to notify the school of their child’s special needs in advance of enrolment. The Board of Management will request a copy of the child’s medical or psychological report. No child can be refused admission solely on the grounds that he/she has special needs except where the provision required is incompatible with that available in our school.

Description of the School.
St. Paul’s NS Walshestown is a small rural school with a current enrolment of 105 pupils under the patronage of the Catholic Bishop of Armagh. It is a mainstream primary school. It is a single storey building with ramps where appropriate and a toilet with wheelchair access. There are four classrooms, one learning support room and a resource room/office. There is also a large hall, a library and a computer room.

There are four class teachers including a teaching principal, one shared learning support teacher (shared 0.2 with St. Kevin’s N.S. Philipstown), and a part-time resource teacher. There are also currently two special needs assistants and a part-time secretary.


Belief Statement.
All our children have a right to an education, which is appropriate to them as individuals. We want all our children to feel that they are a valued part of our school community. As far as possible, it is our aim to minimise the difficulties that children may experience. We are dedicated to helping each child to achieve his/her individual potential. The provision of a quality system of learning support and an inclusive curriculum is integral to this commitment.

We take into account the different backgrounds, experiences, interests and strengths that influence the way in which children learn when we plan our approaches to teaching and learning throughout the school.




Aims.
Through the implementation of this policy we strive to:

Optimise the teaching and learning process in order to enable pupils with learning difficulties to achieve adequate levels of proficiency in literacy and numeracy, before leaving Walshestown N.S.
Develop positive self-esteem and positive attitudes to school and learning
Enable pupils to monitor their own learning and become independent learners
To establish early intervention to enhance learning and prevent/reduce difficulties in learning
To enhance basic skills and learning strategies to a level which enables pupils to participate in the full curriculum
To expose children to stimulating learning experiences so that reading and writing are enjoyed and valued
To develop a partnership with parents/carers in order that their knowledge, views and experience can assist us in assessing and providing for their children
To take into account the ascertainable wishes of the children concerned and, whenever possible, directly involve them in decision making in order to provide more effectively for them
To inform and include parents of children who are receiving support teaching of the aims and implementation of the learning support programme
To promote cooperation among teachers and the learning support team in the implementation of the learning support policy
To ensure that all staff are aware of their responsibilities towards children with special needs and are able to exercise them
That all children regardless of their ability are included and are part of all activities and are part of the school community in Walshestown N.S.
To monitor our effectiveness in achieving the above aims





Staff Roles and Responsibilities.
In attempting to achieve the above aims the B.O.M., principal and staff will take all reasonable steps within the limits of the resources available to fulfil the requirements outlined in this policy document and the ‘Learning Support Guidelines’2000.

Board of Management.
The B.O.M. will fulfil its statutory duties towards pupils with special needs. It will ensure that the provision required is an integral part of the school development plan. Members will be knowledgeable about the school’s special educational needs provision- funding, equipment and personnel.

Principal.
The principal has overall responsibility for the day-to-day management and monitoring of the provision. He will work closely with the learning support and resource teacher and will keep the B.O.M. informed about the working of this policy. He will encourage members of staff to participate in training to help them meet the objectives of this policy. He will help to coordinate the caseloads/work schedules of the learning support and resource teacher. In consultation with the learning support and resource teacher he will liaise with the SENO with regard to support hours and is responsible for personnel appointments. He will also liaise with the learning support and resource teacher and external agencies such as psychological services to arrange assessments and special provision for pupils with special needs.

Class Teachers
The class teacher has primary responsibility for the progress of all pupils in his/her classes including those selected for supplementary teaching or receiving resource hours. Class teachers will endeavour to create a classroom environment in which learning difficulties can be prevented or alleviated. Class teachers will implement teaching programmes which optimise the learning of all pupils, and, to the greatest extent possible, prevent the emergence of learning difficulties. The class teacher will also contribute to developing the learning targets in the pupil’s Individual Profile and Learning Programme and adjust the class programme in line with the agreed learning targets. Class teachers will differentiate the class curriculum appropriately to meet the needs of all pupils within the class. Class teachers will also identify children who are experiencing difficulties and work with the learning support teacher and parents to decide on the appropriate plan.

Learning Support Teacher
The learning support teacher will be responsible for:
Overseeing the day to day operation of the ‘Learning Support Policy/Special Education Policy’
Providing supplementary teaching
Coordinating provision for children with special educational needs
Assist in the implementation of whole-school strategies designed to enhance early learning and to prevent learning difficulties
To consult with class teachers on the identification of pupils who may need diagnostic assessment, taking into account the pupils’ scores on an appropriate standardised screening measure
To carry out a comprehensive diagnostic assessment of each pupil who has been identified as experiencing low achievement and/or learning difficulties and then in consultation with the class teacher and parents, identify the type and level of learning support that is needed to meet the pupil’s needs
To implement early intervention programmes that involves delivering intensive small group or one to one tutoring in English and/or mathematics to pupils in the junior section of the school (first and second class) who have been selected for supplementary teaching, in either the children’s classroom or in the learning support room, whatever is most appropriate to the child’s needs
To provide supplementary teaching in English and/or Mathematics to groups of pupils or to individual pupils in the senior section of the school who have been selected for supplementary teaching
To maintain a record of the attendance of pupils at supplementary teaching sessions
To develop an Individual Profile and Learning Programme for each pupil who is selected for supplementary teaching, in consultation with class teachers and parents
Maintain a ‘Weekly Planning and Progress Record’ for each individual or group in receipt of learning support
To deliver an ‘Early Intervention -English’ programme to Junior and Senior Infants
To meet with parents of each pupil who has been selected for diagnostic assessment and to discuss results, learning targets and to devise an IPLP and how the targets can be supported at home
To meet with parents of each pupil who is in receipt of supplementary teaching on an ongoing basis and at the end of an instructional term to review pupil’s attainment and to discuss future levels of supplementary teaching
Demonstrate techniques and strategies to parents that will enable them to help with their child’s development in such areas as oral language, reading, writing and mathematics
To coordinate the implementation of whole-school procedures for the selection of pupils for supplementary teaching, in line with the selection criteria as specified in this policy with input from the pupils’ class teacher and parent/carers
To provide 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 learning difficulties
To contribute to decision-making regarding the purchase of learning resources, books and materials to be made available to pupils with learning difficulties in their mainstream classrooms, in the school library and in the learning support room
Liaise with and advise fellow teachers and contribute to in-service training of staff
Liaise with and advise SNAs with regard to supporting children with special needs
Monitor and evaluate SEN provision
Oversee the records of all children with special needs and store copies of all assessments, tests and IPLP’s/IEP’s in the locked filing cabinet of the learning support room.
Liase with external agencies including NEP’s and the regional SENO and organising assessments
Maintain a list of pupils who are receiving supplementary teaching and/or special educational services


Resource Teacher.
The resource teacher helps to provide an education which meets the needs and abilities of children assessed as having difficulties. Specifically, the resource teacher works with children who have been designated hours by the department of education, or currently the local SENO (Special Educational Needs Organiser). In addition, the resource teacher should advise and liaise with other teachers, parents/guardians and other professionals in the children’s interests. More specifically, the resource teacher has responsibility for:

Developing an IPLP 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 those with the class teacher
Direct teaching of the child, either in a separate room or within the mainstream class
Team teaching when the child concerned will derive benefit from it
Advising class teachers in regard to adapting the curriculum, teaching strategies, textbooks, ICT and other related matters
Meeting and advising parents/guardians when necessary accompanied by the class teacher as necessary
Meeting other relevant professionals in the child’s interest. Keeping a record of all such meetings.


Role of Special Needs Assistants.
Special needs assistants form part of the learning support team, along with the learning support and resource teacher. Their role will be to:
SNA’s are to foster the participation of special needs pupils in the social and academic process of the school and to enable pupils to become independent learners
To work as part of the learning support team and the wider school community to promote an inclusive curriculum and environment for children with special needs
Be available to work with other children in the school with special needs, apart from the child they have been appointed to
Work closely with the class teacher to develop a plan as how best to support an individual child’s needs, for example, physical disability or attention deficit.
To meet with parents to discuss the child’s social, emotional and physical needs and to plan together on how to meet these needs in school.
To report to parents on how the child is coping in school in terms of their particular social, emotional or physical needs.


Role of the Pupil
The development, implementation and review of their own learning.

Responding to Children with Learning Difficulties.
Children with learning disabilities/difficulties may face some of the following challenges:
Delayed conceptual development and limited ability to generalise
Difficulty expressing ideas and feelings in words
Hyperactive- constantly in motion, restless, tapping of finger or foot, jumping out of seat or skipping from task to task
Hypoactive- fails to react or seems to do everything in slow motion
Limited attention span and retention
Clumsiness and difficulties with motor skills
Tactile-kinaesthetic- poor tactile discrimination, an excessive need to touch, poor writing and drawing performance.
Auditory discrimination – finds it difficult to distinguish between sounds.
Auditory comprehension- poor ability to get meaning from the spoken word
Visual discrimination- finds it difficult to distinguish between visual stimuli
Visual closure- find it difficult to fill in missing parts when only part of the word or object is seen
Visual memory- has difficulty remembering and revisualising images or sequences
Auditory memory- has difficulty remembering and reauditorising auditory stimuli or sequences
Speech development- delayed or slow development of speech articulation
Formulation and syntax- unable to organise words to form phrases, clauses or sentences which follow standard English grammar.
May organise work poorly, work slowly, frequently confuse direction, or rush through work carelessly
Social emotional behaviour problems- impulsive, explosive, poor social competence, adjust to change more slowly than others, mood varies
Academic difficulties in reading, maths, writing and spelling
Underdeveloped sense of spatial awareness
Difficulties adapting to new situations
Poor self-esteem or fear of failure.

Behavioural problems may include:
Constantly seeking help
Refusing to proceed with tasks
Engaging in challenging behaviour

Every child with learning difficulties does not obviously manifest all of these characteristics, but rather a unique combination of such traits.

As the child progresses through the school, we aim to move towards enabling him or her to:

Communicate needs, desires and preferences to other people
Interact and communicate as fully as possible with peers and adults
Interact as fully as possible with materials and equipment in his or her environment
Become as independent as possible in managing personal care needs
Become as active as possible in controlling his or her environment
Develop leisure skills and interests
Develop skills that can be used in a work environment
Prepare for an adult life in which he or she has the greatest possible degree of autonomy


Early Intervention
We believe it is very important to identify and assess children with special needs as early as possible so that effective measures can be put in place.
Prevention strategies:
Development and implementation of agreed approaches to language and development e.g. phonological awareness, oral language work, teaching sight vocabulary and to the teaching of other aspects of the English and Maths programmes. (Refer to English and Maths Policies)
Class based early intervention by the class teacher resulting in the provision of additional individualised support.
Ongoing teacher observation and assessment
In Junior infants the ‘Belfield Infant Assessment Profile’ (BIAP) is administered by the learning support teacher to children who the class teacher feels may be falling behind and then appropriate action will be taken following assessment
The M.I.S.T. (Middle Infants Screening Test) is administered by the learning support teacher to all pupils in Senior Infants after Easter. The results are discussed and analysed by the learning support and class teacher and then the children re- grouped for the ‘Early Intervention’ programme with the learning support teacher and an appropriate programme developed.
The learning support teacher operates an ‘Early Intervention’ programme for all of the Senior Infants. They come out of class for English supplementary teaching twice a week in groups until Easter and once a week after Easter. The emphasis is on oral language, print awareness, print conventions, phonological awareness, letter identification and knowledge of letter sounds, visual discrimination, word identification skills, understanding of word meanings/sentences, spelling cvc words, sight vocabulary and basic sentence writing.
The learning support teacher operates an ‘Early Intervention’ programme for the Junior Infants after Easter. They come out of class once a week for English supplementary teaching in small groups. The emphasis is on oral language, letter identification, letter formation, developing visual skills, developing auditory skills and developing early writing skills.
In conjunction with the Junior and Senior Infants class teacher the learning support teacher is part of the process of screening the junior class for early learning difficulties. This is done on a formal process by using the B.I.A.P. (Belfield Infant Assessment Programme) and the Early Literacy Test (ELT) on children thought to be having difficulties. Also on a more informal basis through group work in the learning support room.
Some early at risk indicators that are used are:
* Poor pencil grip
* Ability to copy basic shapes
* Use of scissors
* Expressive language
* Vocabulary
* Repeating sentences
* Writing own name
* Auditory discrimination
* Phonemic awareness
* Word matching
* Letter names & sounds
* Naming five shapes & naming of five colours
* Auditory & visual memory
* Speech delay
* Limited concentration span & distractibility
* Low threshold of frustration
* Hyperactivity
* Family history of learning difficulties
* Birth difficulties and/or low birth weight
‘Drumcondra Profiles’ may also be used for children who are experiencing difficulties.


Learning Support- supplementary teaching.
The school year is divided into two instructional terms (September – February and March- June). Taking into account the level of provision of learning support in our school, children will receive supplementary teaching for both literacy and numeracy. Literacy lessons take place at least three times per week and are at least thirty minutes long.

The learning support teacher decides the size of groups, taking in to account the individual needs of pupils and the overall caseload. One to one teaching is provided to meet the needs of individual children. Supplementary teaching can take place in the classroom or in the learning support room, according to the individual child’s needs. Lessons focus on the development of phonemic awareness, word identification strategies, oral work, reading skills and planned reading, comprehension skills, writing skills, spelling skills and mathematical procedures and concepts.


Identifying and Selecting Pupils for Supplementary Teaching.

Children are selected for learning support on the basis of:

Belfield Profiles (B.I.A.P.) Junior Infants (and occasionally senior infants depending on the child’s D.O.B.)
M.I.S.T.- Senior Infants.
ELT (Early Literacy Test)
Micra T- Senior Infants to Sixth Class (age based scores)
Sigma T- First Class to Sixth Class
Teacher’s observation, assessment and recommendations
Consultation with parents
Children who have been assessed by a psychologist but who do not qualify for resource hours, but who fall within the General Allocation system- high incidence. For example, children diagnosed with dyslexia. These children may receive supplementary teaching if it is felt that they need extra support


The Micra T and Sigma T is administered annually in the summer term, normally by the class teacher. The N.R.I.T is administered every two years to children in second, fourth and sixth class. (Please see upcoming policy for assessment for further details)

Priority is given to pupils who achieve scores on or below the 10-12 percentile on standardised tests. In the case of pupils performing at or below the 10-12 percentile, the screening process is followed by a consultative meeting between the class teacher and the learning support teacher concerning the pupil’s performance and the possibility of the student attending learning support. Parents will also be informed of test results and consulted at this stage and written parental consent is sought for pupils to attend learning support and diagnostic assessment. Parents who refuse permission for their children to undergo diagnostic testing, or who do not wish their child to attend learning support will be asked to sign a form to confirm their wishes.


* Children attending the resource teacher can only do so after they have undergone a psychological assessment and the local SENO has authorised resource hours according to the circular ‘Special Education Circular SP ED 02/05.’



Children selected for support teaching are then tested using a series of the tests listed below. The learning support teacher will decide which tests are appropriate for each child (first to sixth class.)

Quest Diagnostic Tests
The Neale Analysis of Reading Ability
Aston Index- vocabulary scale, Goodenough draw a man test, auditory discrimination, visual discrimination, auditory sequential memory, sound blending, names and sounds of the alphabet, graded spelling test & graded word reading test.
Jackson’s Phonics Test.
Reading test of Dolch List
Spelling test of Dolch List
Phonological Assessment Battery (PhAB)
British Reading Test
British Spelling Test
Burt Reading Test.
Free Writing Assessment
Quest mathematics test
Norman France Mathematics test
Computer based ‘Maths Diagnostic Programme’
Learning Support teacher devised assessment of: understanding of mathematical concepts, understanding and ability to use maths language, computation skills, ability to use numbers in realistic situations, problem solving strategies, recall of number facts, mathematical reasoning skills & ability to represent mathematical ideas.
Miscue Analysis
Bangor Dyslexia Test
Tests from Dyslexia Screening Test if Necessary
Rapid Naming
Bead Threading
One Minute Reading
Postural Stability
Phonetic Segmentation
Two Minute Spelling
Backwards Span
Nonsense Passage
One Minute Writing
Verbal Fluency
Semantic Fluency.
Qualitative Assessment
Personal details
Reading behaviours
Child’s attitude to learning and school
Child’s personal interests and hobbies
Observation of child’s learning strengths and weaknesses (Input from child, parents/carers and class teacher as well as observation during diagnostic assessment by learning support teacher).


These tests are administered in September to children who have been selected for learning support using the criteria listed earlier. These tests may also be administered to other children during the school year, if for example a class teacher expresses concerns about a child’s performance or to a new pupil entering the school during the year, if his/her class teacher is of the opinion that he/she may need supplementary teaching.

Recommendations are made for the nature of intervention to be provided to the pupil following the analysis of diagnostic tests and standardised tests administered. This may be in the form of additional support from the class teacher or learning support teacher in a group or on a one to one basis, depending on the child’s individual needs.


After diagnostic assessment has been completed and recorded a meeting is then held between the learning support teacher and class teacher to discuss and analyse the results. There is also a meeting between the learning support teacher and parents/guardians to inform them of the results and to devise an IPLP, IEP, or GEP (Group Education Policy). (See attached template for recording results)
The first line of responsibility for the progress of all pupils in the class lies with the class teacher. Class teachers will discuss any concerns they may have with the child’s parents and the learning support teacher. The class teacher may then complete and monitor the Record of Differentiated Support (see attached template) and if there is still no progress can consult with the parents and learning Support teacher about the provision of supplementary teaching. The triggers for intervention at this point could be:
The child makes little or no progress when teaching approaches are directed at an identified area of weakness
The child shows signs of difficulty in developing literacy and numeracy skills, which result in poor attainment
Persistent emotional or behavioural difficulties which do not respond to behaviour management techniques used by the school and this affects their development of basic numeracy and literacy skills.
Has a sensory or physical difficulty that affects their development of numeracy and literacy skills.
Has communication and/or relationship difficulties and this affects their access to the curriculum and the development of numeracy and literacy skills.

Provision of Supplementary Teaching
The primary work of the learning support teacher is the provision of supplementary teaching to the pupils identified using the agreed criteria.

The class teacher and the learning support teacher meet to devise Individual Education Plans. The pupils also contribute to setting their own short-term targets.

Such plans address the pupils’ full range of needs and include:

Detail from the pupils’ class teacher
Learning strengths and attainments
Priority learning needs
Learning targets
Class based learning activities
Supplementary teaching activities
Home support activities, e.g. phonics, spelling and reading activities

(Also see attached IPLP template)

Each plan is monitored through teacher observation and the keeping of Weekly planning and progress records. (See attached template for weekly planning and progress record sheet) Regular updates and meetings take place between the class teacher and learning support teacher.

A detailed review takes place at the end of each instructional term. This involves some re-testing of diagnostic tests to determine whether or not learning targets have been met and to inform future planning.

The learning support teacher maintains the following documentation in individualised files in a locked filing cabinet in the learning support room:

Individual profile and learning programme (IPLP, IEP or GEP)
Diagnostic tests
Standardised tests
Annual reports
Enrolment details/form
Reports from outside agencies- psychological assessments, relevant medical reports, speech therapy reports and communications with social services
Samples of written work
Written permission from parents/carers for a child to attend learning support and to undergo diagnostic assessment
Learning support reports



Learning Support Programme
The learning support programme in literacy consists of a range of interventions and the teaching of a selection of different strategies to the pupils experiencing difficulties. The aim of the learning support programme is to optimise the teaching and learning process so as to enable pupils with learning difficulties to achieve adequate levels of proficiency in literacy before leaving primary school. The learning support programme is a team effort in which the learning support teacher and the class teachers cooperate with each other, with parents and with relevant outside agencies. We feel it is important to attempt to build up confidence, morale and self-esteem in pupils. Pupils who have a history of failure are given an opportunity to enjoy and succeed in their reading related activities. Due to the differences in pupils’ strengths, needs, targets and learning activities as outlined in the Individual Education Plans, it is not possible to adhere to a strict learning support programme. However, suggestions regarding lesson content and methodologies that may be adopted are outlined below:

Developing Skills and Strategies.
Direct instruction in phonemic awareness, letter names, letter sounds and sight vocabulary.

Developing Oral Language
The importance of oral language can not be over estimated. Oral language is seen as the basis for all activities in learning support. This will include listening to stories and responding to stories, participating in discussion of stories, extending vocabulary and sentence structures, oral games, structured activities from Prim-ed and Auditory Processing Activities Jeffries & Jeffries.

Developing Emergent Literacy Skills.
Ensuring that all pupils have developed the emergent literacy skills is an important aspect of learning support. The child needs to be familiar with all concepts of print. - left to right directionality, links between print and spoken word, vocabulary such as sentence, word etc, and punctuation

Letter Knowledge.
Matching, recognition, identification, reproduction & habituation.

Visual Discrimination of Letters and Words.

Developing:
Auditory discrimination & auditory memory. Phonemic awareness, sequencing skills, listening skills

Developing Comprehension Strategies.
Comprehension strategies. setting goals for reading by deciding on a purpose prior to reading
Predicting what might happen based on the title and pictures
Verifying or confirming that predictions were appropriate
Altering expectations as the story unfolds
Identifying the main idea (What, When, Where)
Sequencing the ideas, stating them in order
Identifying important parts of text
Summarizing- outlining all or part of a text
Scanning a text to get a particular piece of information
Skimming the text to get a rapid overall picture of the material
Relating prior knowledge or personal experience to the text
Generating questions while reading
‘Thinking aloud’ after reading part of text
Monitoring whether or not reading makes sense
Interpreting- not directly stated cause/effect, motives, emotional reactions
Developing Phonemic Awareness
Recognising rhyme and alliteration
Segmenting oral words into syllables
Segmenting oral words into their onsets and rhymes
Isolating sounds in oral and written words
Segmenting oral words into their phonemes
Counting phonemes in oral words
Blending a sequence of oral sounds to form a words
Deleting phonemes in oral and written words
Substituting phonemes in oral and written words.

Using Jolly Phonics from Infants to 2 Class.

Using PAT programme by Jo Wilson from Senior Infants to Sixth Class

Also using SWAP cards from first class to sixth class.

Developing Word identification Skills.
A multi sensory approach to literacy development is used in order to cater for the differing learning styles of each individual pupil. The following elements are included in our programme to develop word identification skills
Building sight vocabulary
Phonics
Syllabification
Engaging pupils in reading continuous text. Pupils are provided with frequent opportunities to read books that are at an appropriate level of interest and matched to the pupil’s reading ability and skills.
Development of a sight vocabulary related to the child’s current reading material and to their own interests and experiences.
Early instruction with letters whose sounds can be produced in isolation (f, m, s) and the words in which they occur (s s s snake)
Direct explicit instruction in initial blending of letter sounds already learned. Teacher models the blending of sounds by pointing to the letters in the word as their sounds are articulated and blended.
Instruction linking phonemic awareness with instruction in phonics, including practice in segmenting some or all of the sounds represented by the letters in printed words.
Phonic rules, which should be presented as tentative and having exceptions as well as conforming patterns, only rules that work most of the time are taught.
Flexible approaches to applying knowledge of letter- sound correspondences and phonic rule, for example trying out a different sound for a vowel if the initial attempt is unsuccessful.
Experience in breaking printed works into phonemes and building them up again
Instructions that links phonics to writing. Spelling provides systematic practice in segmenting words into their sounds and representing the sounds in sequence: Dictation exercises.
Strategies for dividing words into syllables
Using grapho-phonic, semantic and syntactic clues to identify new words
Using context and picture cues
Practice in reading texts that contain a good proportion of phonetically- regular words so that pupils can apply new phonic skills
Structural analysis


Ginn Reading 360 books and skills books are used, along with a variety of other reading material including The Wolf Hill reading scheme, ‘Reading Recovery’ readers and the SRA reading scheme.

Developing gross and fine motor skills (if necessary)
Appropriate cutting and pasting activities or beading activities if required.



Procedures and Criteria for Continuing and Discontinuing Pupils in receipt of Supplementary Teaching.
Following the end of an instructional term a review of a child’s progress will take place. The learning support teacher will undertake further diagnostic testing and this will determine how much progress the pupil has made in meeting the goals set out in the IEP/IPLP/GEP. A decision is then made to continue/discontinue the provision of supplementary teaching.

In the summer term of each year the Micra T is administered to all pupils. In June of each year, every pupil receiving supplementary teaching is tested individually using the following tests:

The Neale Analysis of Reading Ability
Schonell Spelling Test
Schonell Reading Test
Dolch High Frequenting reading list
Jackson’s Phonic Skills Test
Free Writing Assessment
Learning Support Teacher’s devised assessment/test of learning targets


Results of this assessment are recorded in the pupil’s learning support folder and an evaluation of the learning programme is made. A decision with regard to the level of support now required by the pupil is made in consultation with the class teacher, learning support teacher and parents. This is usually finalised the following September.

A decision to discontinue supplementary teaching is based on:
Has the pupil achieved some/all of the learning targets set?
Will the pupil be able to cope independently/semi-independently in the classroom learning context?
The decision-making process involves consultation between the class teacher, the learning support teacher and the pupil’s parents and account is also taken of the overall learning support demands of the school.
A decision to continue the provision of supplementary teaching will result in the revision of the pupil’s I.E.P.
A child may discontinue learning support if they score above the 10-12 percentile in the Micra T or the Sigma T in May/June and the class teacher and learning support teacher feel the child no longer needs supplementary teaching.

When it has been identified that a child is still struggling and performing below their potential despite receiving supplementary teaching, the class teacher and the learning support teacher may seek the advice from the SENO in consultation with the child’s parents. At this stage the school may refer a child for a psychological assessment (see Education for Persons with Disability Act 2004) under the NEPs system. Other agencies may need to be contacted, who will advise on a range of provision including IEP targets and strategies.

The triggers for further intervention, despite receiving an individualised programme for the child could be:
The child makes little or no progress over a long period of time
Continues to work at Primary curriculum levels substantially below that of children at a similar age and with a similar IQ
Continues to have literacy and numeracy difficulties
Has emotional or behavioural difficulties which substantially and regularly interfere with the child’s learning, or that of other children

Referral to out of school agencies.
The Principal coordinates the referral of pupils to outside agencies e.g. educational psychologist (N.E.P.S.)

The Principal, class teacher or learning support teacher meets with the parents to discuss the need for referral and to seek consent.

The class teacher completes the necessary referral form in consultation with the learning support teacher.

Parents are asked to complete their section of the referral form.

The external professional visits the school to meet with the pupil, parents, principal, class teacher and learning support teacher and the assessment is conducted.

This is followed by a return visit at which findings are discussed, recommendations are considered and an appropriate response is agreed.

When concerns arise regarding the manner or speed of the follow-through post assessment, such concern is pursued by the principal with the out of school agency concerned.

The local SENO is contacted, if appropriate.



Provision of Resource Teaching and Individual Education Plans
When the special needs of a child has been confirmed by a psychologist and it appears they may qualify for resource hours under the Special Education Circular 02/05, the application for resource hours will be forwarded to the SENO. The SENO will determine whether the child falls into the category of lower incidence or high incidence.

If the SENO decides that a child qualifies for resource hours, then based on psychologist’s report, tests, existing school reports and information, the class teacher and the resource teacher, SNA (if assigned), parents and representatives of outside agencies (if necessary) will formulate an Individual Education Plan.

These IEPs will employ a small steps approach. By breaking down the existing levels of attainment into finely graded targets, we ensure that the child experiences success.
This plan includes:
The nature and degree of the child’s abilities and skills
The degree of the child’s special needs
The present level of performance
The goals which the child is to achieve over a set period
Services to be provided
Services for transition to second level school

The strategies set out in the IEP will, as far as possible, be implemented in the normal classroom setting or alternatively in the resource room.

The management of the IEP strategies will be the responsibility of the class teacher and the resource teacher.

The resource teacher will carry out a review of the IEP. The class teacher will consult with the resource teacher, the child and SNA (if appointed) and agree on the expected outcomes of the IEP. The parents are invited to attend a meeting to discuss or make recommendations to a draft review if they wish. Again, outside agencies may play a part in formulating the final copy. The review will be recorded on the IEP.

The review in May/June will be to formulate an IEP, which will be part of the plan for September. IEPs for the children moving to second level will be referred to at the consultation meetings with the second level representative.

Communication Strategies.
The operation of an effective communication system between all the parties involved in meeting the learning needs of the child is considered essential. The various strands of the system include:
Class teacher and learning support teacher agree which children should be assessed for learning support from the results of the Micra T, Sigma T, MIST and Belfield Infant Profiles (B.I.A.P.)
Class teachers are given a record of diagnostic testing from the learning support teacher.
The class teacher and the learning support teacher discuss and plan together the I.E.P.
The class teacher and learning support teacher agree which part of the programme will be the responsibility of the class teacher.
There is ongoing communication between the learning support teacher and the class teacher throughout the instructional term and the class teacher is kept up to date with child’s progress.
Class teachers to be given access to materials or worksheets for pre-reading activities, early reading activities, and activities to develop phonological awareness or comprehension activities as requested.


Parental Involvement.
Parents are the child’s primary educators. Therefore, it is particularly important that there are close links between the learning environment of home and school. A collaborative approach between parents, teachers and others involved in the child’s education is essential.
There will be regular communication between the learning support teacher and parents/carers.
Support is available to the parents from the learning support teacher to assist them to work effectively with their child.
Parents are actively involved in the achievement of the targets set for their child. e.g. through homework that reinforces the work done in supplementary teaching and shared reading.


Complaints.
If parents/carers have a complaint about the special educational provision made, then they should in the first instance make an appointment to speak to the learning support teacher or resource teacher and then the principal. The complaint will be investigated and dealt with as early as possible. If the matter is not resolved to the parent/carers satisfaction, then the matter proceeds to the board of management.

Provision of Resources.
Resources for the provision of learning support include a variety of textbooks, reading books, library books, games and ancillary materials and oral language materials. A variety of testing materials are also used including standardised, diagnostic, screening, non-reading intelligence, reading attainment, phonological awareness and maths attainment tests.

Following consultation between the learning support teacher, principal and class teachers, funding for materials may be provided from the materials grant and/or funding may be available through the Board of Management and/or the Parents’ Association.

Learning support resources will primarily be used in the learning support room. These resources are also available to class teachers following consultation with the learning support teacher.

Timetabling.
The provision of learning support and supplementary teaching 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 areas each time they attend learning support. A flexible approach to timetabling is adopted by class teachers while class disruption is minimised and children will be taken through work they have missed.

The provision of learning support includes withdrawal of pupils from their classroom.


Monitoring and Reviewing.
This policy will be reviewed in 2012, and at least every three years after that.

The board of management and the principal will ensure the special needs provision is an integral part of the school development plan.

Through the school wide implementation of this policy we aim to enhance pupil’s learning in the following ways:

Improved standards of academic achievement
Enabling of the discontinuation of the provision of learning support based on positive assessment results
Enhanced parental involvement in supporting their child’s learning needs


Ratification and Communication.
This policy was ratified by the Board of Management of St. Paul’s NS Walshestown at a meeting on _____________________________. Parents may obtain a copy of this policy from the school and the policy is available to be viewed at the school.