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Working to deliver a better special education service

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Publications and Research. At NCCA, we work with learners, teachers, practitioners and parents to develop research-based curriculum and assessment.

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NEPS psychologists work in partnership with teachers, parents and children in identifying educational needs. They offer a range of services aimed at meeting these needs, for example, supporting individual students (through consultation and assessment), special projects and research.

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NEPS psychologists work with both primary and post-primary schools and are concerned with learning, behaviour, social and emotional development.

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When drawing up timetables it is important to remember that:

• timetables should be continually reviewed

• children should not miss the same subject each time they are withdrawn

• if a pupil is unavailable for their supplementary session due to special circumstances, the  Special Education Teacher will attempt to reschedule the session with the co-operation of another teacher.

• interruptions to classrooms should be kept to a minimum.

It may be beneficial to children to work in small groups rather than 1:1 on a continuous basis.

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SEN Pathways and Milestones Early A-D PLC

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It is vital that you seek parental permission before:

* any testing
* any withdrawal for support
* any withdrawal for Nurture

Permission forms do not need to be obtained for children who were in the system from the previous school year.

Please inform the office staff of the children involved. A Permission Form will be sent via Aladdin Connect. Please check in with the office to see if permission has been granted or not.

Once permission is granted testing / withdrawal can begin

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There is a new drive on the G-Drive called Movement Library. There are lots of resources for OT work and Movement Breaks. Please add to this if you find useful resources

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As per Section 23 of Circular 0013/2017, SET can include time in their timetable for collaboration. It is important to note that this is not personal planning time. This time can be used to collaborate and plan  with other members of the SEN team and with class teachers.
As per the Circular “co-ordination time, should however, be kept to a minimum in order to ensure that the most teaching time that can be provided for pupils can be given to those pupils”. The agreed time for collaboration in St Laurence’s  is a maximum of 40 minutes per week.

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NNRIT
NVRT

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It is very important when drawing up support plans that you remember to have SMART targets:

S - Specific
M - Measurable
A - Attainable
R - Realistic
T - Time bound

*Targets must be expressed using clear language describing exactly what a child will be able to do or say to be successful.
*We need to show that children are making progress and that identified targets have been achieved.
*Targets must be realistic and within the child’s ability as identified in ongoing assessments.
*Targets must be tailored to the child’s individual needs and should be linked to the child’s desired outcomes.
*Targets or outcomes must always have a specific time frame by which it is hoped the child will have successfully achieved them and at this point the targets should be reviewed to assess progress.

This link will take to you the Goal Setting Bank of resources and may assist you in wording your targets.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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This is a link to Anne Crowley’s SEN folder in the G drive.

It is a treasure trove of resources. Please take time to go through the folder and familiarise yourself with its contents.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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This is an excellent CPD course.
The modules of this course are available via the link below to the gdrive.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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It is critical that the parents/guardians complete a Permission Form before you withdraw a child for testing.
Prior to sending the Permission Form the Class Teacher or SEN teacher (whichever is relevant in the circumstance) must arrange to speak with the parent to inform them of the concern and to request permission for testing. Only then can the Permission Form be released.
The form will be sent via the Aladdin connect app. This will be done by the office. Please check with Fran, Deirdre or Karen who will let you know if the permission has been granted

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Information Gathering Sheet - all levels

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Information Gathering Sheet - all levels

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This is available on Aladdin via Aladdin Connect

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Coming soon

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The circular in relation to the criteria relating to exemption from standardised  testing is available in the Circulars tab of this Padlet.

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Please share your fortnightly plans with the relevant class teachers so that they can see what the children on School Support Plus and School Support from their class are working towards.
You can share your plans via email or on Aladdin.

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Dyslexia Portfolio

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SET will meet with parents twice a year.
Meeting 1 takes place in November (or before if necessary)
Meeting 2 takes place at review time at the end of the school year.
If a child is being dismissed from School Support to Classroom Support, SET must call or meet with parents to discuss this.
Consultation, collaboration and communication with parents/guardians is a vital part of working in the SEN department. Outcomes for children are greatly enhanced where there is collaboration between home, school and child.

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All SEN related resources are stored on the G Drive in the Admin folder - Special Duties - Anne Crowley.
If you have any queries in relation to SEN resources, both physical and online please speak to Anne in Room 7 or Karen in the office.
Link to G-Drive below.

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There are specific slots timetabled into Croke Park hours for SET / Class Teacher review meetings.

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Standardised Testing
Drumcondra Maths 1st - 6th

Baseline assessments for Numeracy

MALT

SIGMA T

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Standardised Testing
*Drumcondra Spelling
*Drumcondra Reading

Senior Infants
Test2R

Other Tests 1st - 6th
YARC
MICRA
Two Peas Phonological Assessment

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What to do if you have a concern for a child in Junior Infants

Details coming soon

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The PDST is funded by the Teacher Education Section (TES) of the Department of Education and Skills (DES) and is managed by Dublin West Education Centre. 14 Joyce Way, Park West Business Park, Nangor Road, Dublin 12 Email: info@pdst.ie Login | Privacy Policy | Cookie Policy

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Supporting Students with SEN - Transition to Primary School

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Supporting Students with SEN - Transition to Primary School

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Balanced Approach to Literacy - Early Intervention

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Balanced Approach to Literacy - Early Intervention

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Continuum of Support - School Support PLUS

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All Student Support Files should be filled out on Aladdin.
In Aladdin:
1. Go to the child's profile.
2. Go to Actions
3. Click: New Document from template
4. From the drop down menu select the Continuum of Support Template (2020 Revised) Student Support File

Student Support Plans must be completed by the end of September.

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This document is outdated in that we no longer call it learning support but there are some good ideas in the samples on how assessment data informed the onward strengths, needs and targets pg70.

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Guidelines - Supporting pupils with SEN in Mainstream Schools

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Guidelines - Supporting pupils with SEN in Mainstream Schools

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See SEN folder for updated versions

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Continuum of Support - Classroom Support

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Guidelines for Teachers - Continuum of Support

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The Department has set out the Continuum of Support framework to assist schools in identifying and responding to students' needs. This framework recognises that special educational needs occur along a continuum, ranging from mild to severe, and from transient to long term, and that students require different levels of support depending on their identified educational needs. Using this framework helps to ensure that interventions are incremental, moving from class-based interventions to more intensive and individualised support, and that they are informed by careful monitoring of progress.

The Continuum of Support is a problem-solving model of assessment and intervention that enables schools to gather and analyse data, as well as to plan and review the progress of individual students.

Using the Continuum of Support framework, schools can identify students' educational needs, to include academic, social and emotional needs, as well as needs associated with physical, sensory, language and communication difficulties. The framework emphasises the importance of looking at a student's needs in context, and provides useful resources to support this (for example, Learning Environment Checklist, Teacher Checklist for Whole-Class Structures and Supports).

The Continuum of Support enables schools to identify and respond to needs in a flexible way. This means that needs can be responded to as early as possible. Of course, the principle that pupils with the greatest level of need have access to the greatest levels of support is of primary importance. This approach is also supported by information and engagement with external professionals, as required.

The following levels of support are suggested.

Table 1 (download here) outlines how a school can collect evidence about students' educational needs at each level of the Continuum of Support. This evidence can then be used to adapt teaching, to plan the next steps in students' learning and to gauge their responses to intervention. When data and information are carefully collected, shared and compared, schools can identify and respond to those students who have special educational needs.

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The Department has set out the Continuum of Support framework to assist schools in identifying and responding to students' needs. This framework recognises that special educational needs occur along a continuum, ranging from mild to severe, and from transient to long term, and that students require different levels of support depending on their identified educational needs.

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Beginning of Year Checklist - SET (2024-25)