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Planning for Special Needs Students as Part of School Development Planning
Regional Seminar
School Development Planning Initiative
Purpose of School PlanningPurpose of School Planning
The fundamental purpose of School Development Planning is to ensure that all students experience a quality education appropriate to their needs in a changing world. Its key focus is the enhancement of student learning.
(SDP Draft Guidelines Unit 9)
PROGRAMMEPROGRAMME
Special Needs – Links with whole school planning
First steps in planning for Special Needs Inclusion Special Needs Categories The Legislative Background Workshop – organising a special needs
planning session in the school Developing a Special Needs policy
Key QuestionsKey Questions
How do you put Special Needs on the planning agenda?
How do you promote effective strategies for teaching students with special educational needs at second level?
How do you develop a policy on special needs?
The School Plan: Two PartsThe School Plan: Two Parts
Part 1: Relatively Permanent Features School’s mission, vision, aims School profile School policies, curricular & non-curricular School practices re review & evaluation
Part 2: Development Section Factors governing development needs List of school’s development priorities Set of Action Plans to address priorities
School Improvement – SDP ProcessSchool Improvement – SDP Process
Adopt / adaptAdopt / adapt
EVALUATE – self
EVALUATE – self
MonitorMonitor
IMPLEMENTIMPLEMENT
Action Plans / Policies
Action Plans / Policies
DESIGNDESIGN
PrioritisePrioritise
REVIEWREVIEW
MISSIONVISION
AIMS
MISSIONVISION
AIMS
Government policy
Human rights
Belief in equality
Parental rights
Lack of resources
Desire to help
Lack of knowledge
Concern for majority
Feeling put upon
Lack of time
How do you put special needs on the How do you put special needs on the planning agenda?planning agenda?
May emerge as a priority during school review
Board of Management may wish to respond to recent legislation
Differentiation may arise as an issue in subject department planning
Subject inspection may highlight the need to plan for students with special needs within ordinary classes
“Special needs students should attend a special school”
“Special needs students should attend a special school”
“Inclusion of students with special needs is government policy”
“Inclusion of students with special needs is government policy”
“The school is here to serve all students whether or not they have special needs.”
“The school is here to serve all students whether or not they have special needs.”
“Special needs students are the Learning Support Teacher’s responsibility.”
“Special needs students are the Learning Support Teacher’s responsibility.”
“I teach honours classes. I don’t have any special needs students”
“I teach honours classes. I don’t have any special needs students”
“Adaptable, well-prepared teaching is all that is required to teach my child.”
“Adaptable, well-prepared teaching is all that is required to teach my child.”
What can you do to advance planning What can you do to advance planning for special needs? for special needs?
Acknowledge the challenge that this poses for subject teachers
Identify current best practice in the school Raise awareness and provide information Explore legislation and the implications for schools Explore strategies that can be used by subject teachers Encourage teachers to plan at subject department level Establish a task group to develop a whole school policy Ensure that the school has a staff member trained in
learning support/resource
Identify Existing Good PracticeIdentify Existing Good Practice Explore the school’s tradition of support for students with
special educational needs Existence of Learning Support teacher/ Resource teacher Number of resource hours available Number of students who receive individual support (small
group + individual) Financial support from the BOM +Parents Association Facilities for Learning Support Record of acquiring Special Consideration in State Exams Links with NEPS psychologist Links with Primary Schools Exam results for students with special needs Pastoral Support/Counselling
8
Diagnostic WindowDiagnostic Window
WHAT IS WORKING WELL
EVIDENCE
WHAT IS NOT YET WORKING WELL
EVIDENCE
Raise Awareness and Provide Raise Awareness and Provide Information on…Information on…
Integration V Inclusion Categories of Special Needs Legislative Context Strategies for effective teaching Resources
Integration InclusionIntegration Inclusion
Supporting the child so that s/he can take part in the unchanged programmes and environment
Student adapts to suit the school:
A willingness to restructure their programmes and environments in response to the diverse needs of the pupils who attendSchool adapts to suit the student
(McCauley ‘04)
Inclusion Inclusion What is it?What is it?
Inclusive education means all children and young people with and without disabilities or other special needs, learning together in ordinary mainstream schools, with appropriate networks of support.
(Profexcel, 2001)
InclusionInclusion
Inclusion may take different forms: Full-time placement in mainstream class Placement in mainstream class with learning
support/resource services Part-time placement in special class and part-
time in mainstream Full-time placement in a special class in a
mainstream school
(Profexcel, 2001)
Categories of Special Needs 1Categories of Special Needs 1
Physical disability
Hearing impairment
Visual impairment
Emotional or behaviour disorder e.g ADD/ ADHD
Categories of Special Needs 2Categories of Special Needs 2
General Learning Disability
(Average IQ = 100) Borderline Mild GLD IQ 70-79 Mild GLD IQ 50-69 Moderate GLD IQ 35- 49 Severe/profound GLD IQ >35
Specific Learning Disability
IQ average but RA/MA/SA @ 2%
Categories of Special Needs 3Categories of Special Needs 3
Autism/Autistic Spectrum Disorder
Including Asperger Syndrome Assessed Syndromes Specific Speech /Language Disorder
The Legislative BackgroundThe Legislative Background
Inclusion and equity are the values driving Irish social policy, including educational legislation
Legislative ContextLegislative Context Education Act 1998
Section 9: A recognised school shall provide education to students which
is appropriate to their abilities and needs … it shall as far as resources permit
ensure that the educational needs of all students, including those with special needs, are identified and provided for.
Establish and maintain an admissions policy which provides for maximum accessibility
Section 15The BOM shall publish… the policy of the school concerning admission to and participation in the school and ensure that… principles of equality and the right of parents to send their children to a school of the parents’ choice are respected
Legislative ContextLegislative Context
Equal Status Act 2000 Identifies the school as a service provider The school cannot discriminate on the
grounds of disability (one of nine grounds) This refers not only to admission but also to
access to any course, facility or benefit provided
Education of Persons with Special Education of Persons with Special Educational Needs Act 2004Educational Needs Act 2004
Key Principles
Special Needs students have same rights as their peers
School should be an inclusive environment
Greater involvement of parents
National Council for Special Education
Education for Persons with Special Education for Persons with Special Educational Needs 2004Educational Needs 2004
Special needs child shall be educated in an inclusive environment
Exceptions: The best interests of the child as
determined in accordance with any assessment carried out under this Act , or
The effective provision of education for children with whom the child is to be educated
Education of Persons with Special Education of Persons with Special Educational Needs Act 2004Educational Needs Act 2004
The Bill lays down clear procedures for Arrangements for the referral by the school of a
student for assessment Involvement of the parents and the special needs
organiser Preparation of an individual educational plan Provision of services to a child to enable him or
her to participate in and benefit from education
Planning for InclusionPlanning for Inclusion Recognition of Individual and collective
responsibility Planning needed at every level for inclusion
Individual subject teacher Subject Department Level Whole school Level Parental and student involvement Development of policy
Policy areas which need to take cognisance of students with special needs: Curriculum, Assessment, Homework, Transition from Primary, Staff Development, Sports Policy, Field Trips/School Tours
3 Possible Workshops to Use:3 Possible Workshops to Use:
Exploration of strategies and structures for communication
Whole school response to special needs Subject teacher’s response to special
needs
Workshop on Developing Strategies Workshop on Developing Strategies for Effective Communicationfor Effective Communication
What are the current procedures for gathering information on students with special educational needs?
Who should have access to information re. individual students?
What structures should be in place to allow this to happen?
How should links with parents be established and maintained?
Whole School Response to Students Whole School Response to Students with Special Educational Needswith Special Educational Needs
What is your school currently doing to support students with special needs?
What strategies could be developed to enhance current provision?
What structures are needed to support these?
Subject Teacher’s Response to Subject Teacher’s Response to Inclusion of Special Needs StudentsInclusion of Special Needs Students
Think of a special needs student whom you have taught. How did you support his/her learning?
What can you as an individual subject teacher do to facilitate inclusion of students with special needs in your classroom?
What can be done at subject department level?
What can the school do to support you in this process?
Developing a Special Needs PolicyDeveloping a Special Needs PolicySome SignpostsSome Signposts
State the purposeLink to Mission/ethosRationaleLegal ContextDefinition of Special NeedsAimsObjectivesStrategy for Identification of students with Special Needs Learning Support currently availableSelection of students for learning support/resource
Roles: BOM, Principal/ D.P/subject teacher/ Learning Support/ Resource teacher/SENO Communication with parentsProvision for staff developmentRecord KeepingStrategies for Monitoring and EvaluationConsultation and appeals proceduresDevelopmental priorityLinks to other policies
General Principles Re. Policy General Principles Re. Policy DevelopmentDevelopment
Comply with legislation Align policy and core values Consider how the policy impacts on teaching and learning Consult stakeholders (Whatever group can be affected by the
policy, they, or a representative group, should be consulted about it)
Identify and state the reasons for the policy A policy is a guide to practice and is drafted to be
implemented. The language used should be understandable to those who
read it Don’t just import a policy from another school. Use samples
as a guide to the process of developing your own policy Publicise to all concerned stakeholders. Policy documents
must be adopted formally by a BOM Review and evaluate regularly
Whole School Supports NeededWhole School Supports Needed Trained personnel + on-going staff development Coordinated approach at subject department
level Time needed to facilitate a collaborative process Key person should be nominated to coordinate
and monitor the process Procedures re. development of IEPs Procedures re. communication of information
among partners On-going evaluation important Development of whole school policy
CoursesCourses
Higher Diploma in Special Educational Needs
Provided by UCD CICE St Angela’s Sligo UL
One year full time courses, supported by the DES
(i.e. paid substitution; subsistence and travel allowances) The year is divided into 12 weeks university based and remainder is school based
Masters in SEN in UCD (part time, self funded)