# data[].attributes.headline
Exceptionally Able Students - NCCA Draft Guidelines for Teachers 

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Exceptionally Able Students - NCCA Draft Guidelines for Teachers 

# data[].attributes.headline
Supporting a whole school approach to Numeracy 

# data[].attributes.subject
Supporting a whole school approach to Numeracy 

# data[].attributes.headline
NCSE - Supporting students with SAEN make successful Transitions 

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NCSE - Supporting students with SAEN make successful Transitions 

# data[].attributes.headline
Whole School Questioning Initiative in Maths 

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Whole School Questioning Initiative in Maths 

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Dyslexia Association Ireland | Supporting Children & Adults with Dyslexia

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Our vision is a dyslexia friendly society. Where everyone with dyslexia is enabled to fulfil their potential.

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NCSE - Moving from Primary to PP school 

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NCSE - Moving from Primary to PP school 

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Moving from Primary to Post-Primary School – National Council for Special Education

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See below for guidelines and information videos for parents on moving from Primary to Post-Primary School

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Giftedkids.ie is a support and advocacy website for exceptionally able and twice exceptional children in Ireland. It provides resources and information to help parents, teachers, and students navigate the unique challenges and opportunities associated with gifted education.

The site includes webinars, articles, and community support to foster the development and well-being of gifted children.

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Is My Child Gifted? Trying to determine whether your child is gifted can be difficult; especially if it is your first child, as you have nothing really to measure against. Often it's other people, sometimes outside of the family, who will bring your child's talent to your attention.

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Studyclix helps students prepare for their Junior Certificate (JC) and Leaving Certificate (LC) exams by providing a wide range of study resources. These include:

Past exam papers organized by topic.

Marking schemes to understand how answers are graded.

Notes and guides to help with revision.

Quizzes, flashcards, and videos to make learning interactive and engaging.

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NCSE guide - Guidelines for Parents / Guardians of students with SEN 

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NCSE guide - Guidelines for Parents / Guardians of students with SEN 

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Reading Comprehension strategies - PDST 

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Reading Comprehension strategies - PDST 

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Reading Comprehension is a process in which readers construct meaning by interacting with text through the combination of prior knowledge and previous experience, information in the text and the stance the reader takes in relationship to the text. Comprehension strategies can be defined as the “mental processes” that good readers use to understand text. Comprehension strategies need to be explicitly taught.

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Whole School Approach to Problem Solving 

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Whole School Approach to Problem Solving 

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Khan Academy offers free, world-class education to anyone, anywhere. It provides a wide range of courses and resources in subjects like math, science, history, economics, and more.

The platform includes instructional videos, practice exercises, and personalized learning dashboards to help students learn at their own pace.

One of the unique features of Khan Academy is its integration of Khanmigo, a tutor powered by GPT-4, which enhances the learning experience by providing personalized support.

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The Cognitive Foundations of learning to read - the  cognitive development that must take place for students to learn to read.

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The Cognitive Foundations of learning to read - the  cognitive development that must take place for students to learn to read.

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The Life Skills Resource is Middletown Centre for Autism’s fifth online resource. It is designed to support children and young people with autism, their parents, family members and carers, as well as professionals. The resource aims to assist in developing and supporting the child and young person w…

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NEPS Interventions to support struggling readers

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NEPS Interventions to support struggling readers

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This resource will ensure struggling readers receive the necessary help to improve their reading skills effectively.

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Effective Interventions for Struggling Readers - A Good Practice Guide for Teachers

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Effective Interventions for Struggling Readers - A Good Practice Guide for Teachers

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This resource from the HSE promotes overall wellbeing in schools

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MindOut

MindOut is a Social and Emotional Wellbeing Programme for Senior Cycle students. It aims to enable students to achieve positive outcomes in school, work and life in general. The programme was revised in 2017 using up to date evidence and research along with feedback from teachers and students. MindOut is suitable for Transition Year or 5th year pupils and is designed to be implemented within a single 35-40 minute class period over 12 weeks, using interactive learning methods.

Irish manual available in 22/23

N.B. The Mindout programme materials are only available with training.

Teachers can attend either:

1 day in person training to support the delivery of the Mindout programme. This is suitable for all teachers. Book Here.

2 hour online training. This is only suitable for teachers experienced in teaching SPHE. Book Here.

Campaigns that promote mental health

HSE Mind Monsters is a mental health campaign for young people that focuses on relationships, body image, screen time, exams, stress and sleep.

HSE Little Things is a mental health campaign that focuses on little things we can do to protect our mental health and support the people we care about. Posters are available for Staff Rooms.

Suicide Prevention Training

The HSE National Office for Suicide Prevention works with the HSE Regional Resource Officers for Suicide Prevention to provide training in ASSIT and SafeTalk for teachers.

Referral pathways for Mental Health Services

The Child and Adolescent Mental Health Service (CAMHS) has set out a standard procedure for how children and young people are referred to CAMHS. For more information visit here.

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Emotional Wellbeing Resources for Post Primary School Teachers - HSE.ie

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MindOut is a Social and Emotional Wellbeing Programme for Senior Cycle students. It aims to enable students to achieve positive outcomes in school, work and life in general. The programme was revised in 2017 using up to date evidence and research along with feedback from teachers and students.

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Provides practical strategies for coping with stress and emotional challenges.

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Mindout Coping cards – in English - HSE.ie

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Mental health and resilience program designed for young people.

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Designed to help young people develop emotional resilience and manage anxiety.

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NEPS Guidance for staff using psychological first aid

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NEPS Guidance for staff using psychological first aid

# data[].attributes.body
Provides a framework for school staff to support students experiencing distress. Focuses on immediate and practical support to help students cope with crises.

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DES guide for students on managing stress and anxiety

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DES guide for students on managing stress and anxiety

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This guide aims to empower students with the knowledge and tools they need to effectively manage stress and anxiety.

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DES Guide for Staff on managing stress and anxiety

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DES Guide for Staff on managing stress and anxiety

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This guide aims to empower school staff to effectively manage stress and anxiety both for themselves and their students.

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DES Response to Stress Information for staff

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DES Response to Stress Information for staff

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This guide aims to equip school staff with the knowledge and tools to effectively support students experiencing stress.

# data[].attributes.headline
The Stress Factor Introducing a trauma informed approach

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The Stress Factor Introducing a trauma informed approach

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This booklet aims to equip educators with the knowledge and tools to effectively support students through trauma informed approaches in educational settings.

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This guide aims to empower students to effectively manage panic attacks.

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DES Panic Attacks Guide for School Staff

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DES Panic Attacks Guide for School Staff

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This guide empowers school staff to effectively support students experiencing panic attacks.

# data[].attributes.body
This guide aims to equip school staff to effectively support students who self harm.

# data[].attributes.headline
DES Normalising Thoughts, Feelings and Behaviours

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DES Normalising Thoughts, Feelings and Behaviours

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This guide aims to equip school staff to effectively support students by normalising their thoughts, feelings and behaviours.

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Designed to help young people develop emotional resilience and manage anxiety.

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Sight Vocabulary Support for struggling Readers 

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Sight Vocabulary Support for struggling Readers 

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A Precision Teaching Approach to Teaching Sight Vocabulary and Improving Fluency

It is important when working with young people that they read at a level that is called proficiency level (at a 95% accuracy level).

It monitors precisely learners’ progress in acquiring sight vocabulary. It is about building a sight-vocabulary using a visual method. This is learning to read words by looking at them and remembering them, rather than sounding them out.

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SNIP - Page 85

SNIP is a resource pack aimed at increasing the reading ages of pupils with reading ages of 10+.

It includes curriculum words and words that often contribute to reading hesitation.

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Reading Partners Scheme - Pg 94-100

A cross-aged peer tutoring approach, in that the tutor (helper) would normally be at least two years older than the tutee (learner). Can be run in mainstream Post Primary schools, or in a special class setting. Schools are encouraged to select young people with literacy difficulties to participate in the scheme both as helper and learner.

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SNIP Literacy Programme

Designed to show quick and measurable improvements in reading and spelling for young people with literacy difficulties.

Target Audience: Suitable for young people aged 8+ with standardized literacy scores of 80 or less.

Focus: Uses primary high frequency words (HFW) grouped by visual differences to aid recognition and fluency.

Analytic Phonics: Emphasizes the makeup of words to address gaps in phonics knowledge.

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Reading Recovery Programme.       Page 50-51.  

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Reading Recovery Programme.       Page 50-51.  

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Reading Recovery Programme (RR) is a school-based, short-term literacy programme designed for children aged five or six who experience the most difficulty in literacy language learning. RR involves intensive one-to one lessons for 30 minutes a day with a specially trained Reading Recovery teacher, for between 12 and 20 weeks.

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Video of Siobhan O’ Donoghue talking about Reading Recovery Programme

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Reading Recovery – Ionad Oideachais Mhuineacháin

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Literacy Lift-Off (LLO) is based on the Reading Recovery programme developed by (PDST).

LLO is a within class programme, where SET Teachers join the class-teacher and establish ‘station teaching’ or teaching in small groups. Young people spend approximately 10-12 minutes/station, working on core skills, typically; familiar reading, letter/ word work, writing, and reading of ‘new’ (unfamiliar) texts. Schools organise for a block of Literacy Lift-Off to be delivered to students, 40-50 mins/day, 4 to 5 days/week, for a period of 8 to 12 weeks.

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Adaptive PE

Adaptive PE is the term for a Physical Education program that has been tailored for a student with differing abilities from her peers. It uses alternative forms of common activities, and alternate equipment, as well as strategies for including the student with physical disabilities to the fullest of his/ her abilities.  As well as developing physical skills, PE teaches children intellectual skills, helps them navigate complex social situations, nurtures their emotional development and it is more FUN. This program is developed as part of an IEP (Individualized Education Program) and every child has a legal right to PE class and Federal Law states that all children, regardless of handicap & condition, are entitled to free and appropriate education.

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The Best Start: Inclusive Schools Project is part of the Irish Wheelchair Association Revolutions Programmes, aimed at promoting inclusive physical education and sport for children with physical disabilities. The project provides resources and support to teachers and schools to ensure all students can participate in physical activities.

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CARA Return to Sport and Physical Activity for People with Disabilities

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CARA Return to Sport and Physical Activity for People with Disabilities

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The document provides guidelines to ensure a safe and inclusive return to sport and physical activity for people with disabilities. It emphasizes the importance of equal opportunities for people with disabilities to participate in sport and physical activities.

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Return-to-Sport and Physical Activity for people with disabilities Guidelines- cara

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CHATT - a Reading Comprehension Strategy 

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CHATT - a Reading Comprehension Strategy 

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The Cognitive Foundations of learning to read - the  cognitive development that must take place for students to learn to read.

# data[].attributes.subject
The Cognitive Foundations of learning to read - the  cognitive development that must take place for students to learn to read.

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Programmes, Initiatives or Interventions 
delivered across the Continuum of Support in schools 
to support and promote inclusion 
and positive experiences and outcomes for students 

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Graphic Organisers to support all Subjects 

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Graphic Organisers to support all Subjects 

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Graphic Organisers provide a visual method of developing, organising and summarising students learning.

They facilitate the learning process by providing a scaffold for the development of ideas and the construction of knowledge.

They can all be used at the various stages of the learning process:

• Pre - teaching

• Introducing a topic

• Teaching a topic

• Independent Learning

• Study and revision

• Preparing answers to examination questions.

Visual, auditory and kinaesthetic learners all benefit from using the organisers.

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Post-Primary Literacy Resources for Teachers - PDST 

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Post-Primary Literacy Resources for Teachers - PDST 

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Oral language development

Methodologies that support speaking and listening.

Methodologies that support reading.

Spelling.

Explicit vocabulary instruction.

Vocabulary strategies.

Writing Supports

Keyword journals

Graphic Organisers

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Suggestions for Language Instruction  - Padlet

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Suggestions for Language Instruction  - Padlet

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• Graphic organisers

• KWL Charts

• Writing Checklists

• Bloom’s Taxonomy / Prompt Questions

• Writing Frames

• Keywords

• Semantic Mapping

• Dictionary / Thesaurus

• Digital tools: Padlet, etc.

# data[].attributes.headline
Programmes, Initiatives or Interventions 
delivered across the Continuum of Support in schools 
to support and promote inclusion 
and positive experiences and outcomes for students 

# data[].attributes.subject
Programmes, Initiatives or Interventions 
delivered across the Continuum of Support in schools 
to support and promote inclusion 
and positive experiences and outcomes for students 

# data[].attributes.body
Programmes, Initiatives or Interventions 
delivered across the Continuum of Support in schools 
to support and promote inclusion 
and positive experiences and outcomes for students 

# data[].attributes.headline
Graphic Organisers to support all Subjects 

# data[].attributes.subject
Graphic Organisers to support all Subjects 

# data[].attributes.body
Graphic Organisers provide a visual method of developing, organising and summarising students learning.

They facilitate the learning process by providing a scaffold for the development of ideas and the construction of knowledge.

They can all be used at the various stages of the learning process:

• Pre - teaching

• Introducing a topic

• Teaching a topic

• Independent Learning

• Study and revision

• Preparing answers to examination questions.

Visual, auditory and kinaesthetic learners all benefit from using the organisers.

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Graphic Organisers - to scaffold good Writing 

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Graphic Organisers - to scaffold good Writing 

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A KWL chart is a graphic organizer used to guide students through a learning process. KWL stands for:

K- Know

What I Know: Students list what they already know about a topic before starting the lesson.

W- Want to Know

What I Want to Know: Students write down questions or what they want to learn about the topic during the lesson.

L- Learned

What I Learned: After completing the lesson, students summarize what they have learned.

Purpose

Activate Prior Knowledge: Helps students recall what they already know.

Set Learning Goals: Encourages curiosity and sets a purpose for learning.

Reflect on Learning: Allows students to synthesize and reflect on new information.

Usage

Subjects: Can be used across various subjects like reading, science, social studies, etc.

Group or Individual: Suitable for whole group, small group, or individual activities.

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This manual provides guidance on how schools may approach the teaching of a number of writing genres. This is a Primary School based but will support the struggling writer in PP school.

It focuses on seven genres, this list is not exhaustive. Appropriate assessment tools are suggested, along with a variety of practical activities. In maths class for example, students will be encouraged to use the language of maths and the structure of procedural writing to explain how they have solved a problem. In this way, writing becomes a pathway to learning.

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Support Self-Regulation:

Aims to help students manage their behaviour and reactions to various situations.

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Middletown Centre for Autism - strategies - Proprioceptive - Sensory Regulation

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The proprioceptive system is located in our muscles and joints. It provides us with a sense of body awareness and detects/controls force and pressure. The proprioceptive system also has an important regulatory role in sensory processing as proprioceptive input can assist in controlling responses to sensory stimuli.

Proprioceptive input can be very calming for those who are easily overwhelmed by sensory stimulation.

Proprioceptive input can be alerting for those who need increased sensory stimulation to facilitate attention and learning.

Many students with autism seek proprioceptive input in order to regulate their emotional and behavioural responses to sensory stimulation.

It should be noted, however, that some students may be overresponsive to proprioceptive input and will therefore avoid the activities listed below. It is important to find alternative calming strategies for these students as listed in other sections.

Indicators that a student is seeking proprioceptive input

Bites/chews on objects e.g. sleeve of jumper, pen/pencil

Hyperextends joints e.g. bending back fingers, locking knee joints

Bangs body parts e.g. bangs hands together, bangs jaw with hand

Holds objects with excessive pressure e.g. pencil; writes heavily on page

Enjoys rough and tumble play but can be excessively rough with others

Throws self heavily onto floor

Prefers to run, jump or stamp heavily when he/she should be walking

Likes to sit with knees tucked under himself/herself

Engages in weightbearing activities e.g. swinging on desks, climbing

Walks on tiptoes (NB there are other possible factors for this gait pattern; seeking proprioceptive input is just one factor)

Providing proprioceptive activities can enhance a student's learning in the classroom. These activities will help a student to achieve a calm and alert state which then improves emotional wellbeing and the ability to engage and learn.

Ideas for Proprioceptive Activities

Proprioceptive activities involve providing intensive input to the muscles and joints. Some ideas are provided here but you may wish to develop your own ideas which will suit your students and your classroom routine. Think of activities which will work the muscles and joints:

Weightbearing activities e.g. crawling, push-ups

Resistance activities e.g. pushing/pulling

Heavy lifting e.g. carrying books

Cardiovascular activities e.g.running, jumping on a trampoline

Oral activities e.g. chewing, blowing bubbles

Deep pressure e.g. tight hugs

Consider the following factors when introducing proprioceptive activities:

WHAT is the purpose of the activity?

Are you using the activity to calm an overresponsive child?

Are you using the activity to increase input to an underresponsive or sensory seeking child?

WHEN will the activity take place?

If using the activity to calm an anxious student, try to introduce the activity before he/she becomes anxious and distressed. Identify trigger points for anxiety (e.g. the playground, Music, Assembly) and implement the proprioceptive input before these times. This will then keep him/her calm during these times. Incorporate the activities into the student's timetable or visual schedule.

Some students may be able to recognise when they are becoming stressed and request permission to participate in a calming activity. Use a visual support so the student can request the break without the need for verbal communication.

The activities can also be used to calm a student who becomes suddenly and unexpectedly distressed by sensory input. The teacher should use a visual support to direct the student to an appropriate activity. The activity should be very familiar to the student so that he can perform it easily and independently.

If using the activity to provide increased input in order to alert an underresponsive or sensory seeking student, identify the times when he/she tends to be disengaged or seeking input, and incorporate proprioceptive activities at these times. This will often be before and after sitting to do quiet/independent work.

Some students may be able to recognise when they are losing attention or becoming restless, and can then request a break for proprioceptive activities to re-engage attention.

If the teacher notices students becoming lethargic or restless, direct them to carry out a proprioceptive activity, or carry out activities with the whole class.

HOW OFTEN will the activities take place?

Identify when the overresponsive student is becoming distressed or when the underresponsive/sensory seeking student needs more input, and provide the activities at these times.

The frequency of the activities will depend on the individual sensory needs of the student.

Activities do not need to be lengthy. Short frequent activities are often more beneficial. Some activities can be completed in 30 seconds, while others may last several minutes.

Observe the student and monitor when he/she reaches the calm alert state. This will then guide how long and how often activities need to take place.

WHERE will the activities take place?

Some activities can be completed by students without leaving their seats e.g. hand pushes, chair push ups, squeeze objects

Some activities can be completed in the classroom e.g. wall pushes, star jumps, wiping benches

Some activities may have to take place outside the classroom e.g. stacking chairs, jumping on a trampoline, climbing wallbars

WHAT activities will be used?

CHAIR BASED EXERCISES

CLASSROOM BASED EXERCISES

OTHER EXERCISES

FUNCTIONAL ACTIVITIES

Wiping benches and tables

Brushing/mopping floors

Holding doors open

Carrying piles of books

Carrying a backpack with a heavy item in it

Stacking chairs

Moving furniture

Putting out and tidying away PE equipment

ORAL ACTIVITIES

Blowing bubbles

Blow football i.e. blowing cotton wool along a table to score goals

Drinking through a straw of bottle with a sports cap

Chewing food or appropriate object e.g. chewy tube

Playing a wind instrument

Blowing up a balloon

Drinking a thick liquid through a straw e.g. milkshake, yoghurt, custard

PASSIVE ACTIVITIES

'Hot dog': student is rolled in a blanket and another student or adult pretends to spread on tomato ketchup, mustard etc.

'Sandwich game': student lies on a mat, and another mat is placed on top of him/her

Steamroller: student lies on stomach and an exercise ball is rolled over his/her back

Applying deep pressure to shoulders/arms

Tight hugs

WEIGHTED RESOURCES
Consult with an occupational therapist before using weighted items.

Weighted jacket/vest

Weighted blanket

Weighted lap pad

Weighted belt

Back pack with heavy book (or equivalent)

Beanbags in coat pocket

Weighted animals

Weighted cap

↑ Back to top

Strategies According to Sense

Activities

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The proprioceptive system is located in our muscles and joints. It provides us with a sense of body awareness and detects/controls force and pressure. The proprioceptive system also has an important regulatory role in sensory processing as proprioceptive input can assist in controlling responses to sensory stimuli.

# data[].attributes.headline
Calming And Alerting - Sensory Strategies 

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Calming And Alerting - Sensory Strategies 

# data[].attributes.body
Middletown Centre for Autism - Calming and Alerting Strategies - Sensory Regulation

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Calming strategies for students who are over or hypersensitive and displaying 'fight, fright, or flight' behaviour.

Always prepare the student, using visuals can help make the student feel more secure about what is going to happen now and next

Sitting or lying under a heavy blanket

Student using hands to press down on their head

Student sitting on floor, bending knees to chest, wrapping arms around knees and squeezing

Deep pressure massage

Giving themselves a hug

Squeezing a fidget toy or firm water bottle

Squeezing and relaxing face or hands

Retreating to a calm area when needed or at regular set intervals

Sucking a sweet or drinking out of a water bottle

Perform a heavy lifting task e.g. carrying books

Press ups or chair press ups

Student carrying a heavy back pack between classes

Regular swimming or sport activity

Alerting strategies for students who are under or hyposensitive and displaying either sensory seeking behaviour or lethargic, disengaged behaviour.

Always prepare the student, using visuals can help make the student feel more secure about what is going to happen now and next

Active, energising movements for a short period e.g. jogging on spot, jumping, jumping jacks; having short activity or movement breaks is a good idea to keep a lot of students alert and focussed

Drinking a cold drink

Clapping hands or singing

Having routine movement breaks before periods of concentration

Giving student extra opportunities for movement during class e.g. giving out books?

Incorporating movement within lessons

Changing light in classroom or using different colours of text

Listening to music during periods of individual study

More specific strategies are available by selecting the appropriate sense from the sensory strategies menu.
Sensory Audit for School and Classrooms
It may be useful to assess the suitability of your classroom in meeting the diverse sensory needs of pupils with autism.  Small changes to the environment can significantly contribute to improving sensory regulation.  Click here for a template to audit your classroom environment.

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Practical Tips for the Classroom - Best Practice: Sensory

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Calming strategies for students who are over or hypersensitive and displaying ‘fight, fright, or flight’ behaviour. Always prepare the student, using visuals can help make the student feel more secure about what is going to happen now and next Sitting or lying under a heavy blanket Student using hands to press down on their head …

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Visual (seeing)

Sight is processed through the 'Visual' sense. Visual sensory stimuli is 'picked up' through visual receptors located in the eye and are stimulated by light, colour and movement.

This is different from problems involving sight or sharpness of vision. In this section, we will concentrate on students who have difficulty regulating visual input. Difficulties regulating visual input can result in sensitivity to light and moving images or a student may seek out increased amounts of visual input.

Activities

Proprioceptive (body awareness)

The proprioceptive system is located in our muscles and joints. It provides us with a sense of body awareness and detects/controls force and pressure. The proprioceptive system also has an important regulatory role in sensory processing as proprioceptive input can assist in controlling responses to sensory stimuli.

Proprioceptive input can be very calming for those who are easily overwhelmed by sensory stimulation.

Proprioceptive input can be alerting for those who need increased sensory stimulation to facilitate attention and learning.

Many students with autism seek proprioceptive input in order to regulate their emotional and behavioural responses to sensory stimulation.

Activities

Strategies

# data[].attributes.attachment_link.title
Strategies According to Sense - Best Practice: Sensory

# data[].attributes.attachment_link.description
Sight is processed through the 'Visual' sense. Visual sensory stimuli is 'picked up' through visual receptors located in the eye and are stimulated by light, colour and movement. This is different from problems involving sight or sharpness of vision. In this section, we will concentrate on students who have difficulty regulating visual input.

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PDST- Catalogue of Resources for Post Primary Schools 

# data[].attributes.subject
PDST- Catalogue of Resources for Post Primary Schools 

# data[].attributes.attachment_link.authors[].name
National Council for Curriculum and Assessment (NCCA)

# data[].attributes.attachment_link.description
The Education Passport materials support the transfer of pupil information from primary to post-primary school. From 2014/2015, schools should use these materia…

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DES- Catalogue of Wellbeing Resources for PP Schools 

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DES- Catalogue of Wellbeing Resources for PP Schools 

# data[].attributes.attachment_link.title
Catalogue of Wellbeing Resources for Post-Primary Schools

# data[].attributes.attachment_link.title
Relate – National Council for Special Education – Working to deliver a better special education service

# data[].attributes.attachment_link.title
Relate – National Council for Special Education – Working to deliver a better special education service

# data[].attributes.headline
NBSS - Promoting and Supporting Behaviour for Learning 

# data[].attributes.subject
NBSS - Promoting and Supporting Behaviour for Learning 

# data[].attributes.body
A structured Adult mentoring Intervention for Students

# data[].attributes.headline
NCSE - The Physical Classroom Environment - UDL Approach 

# data[].attributes.subject
NCSE - The Physical Classroom Environment - UDL Approach 

# data[].attributes.headline
Info for Parents of Children with Physical disabilities - links to disability networks

# data[].attributes.subject
Info for Parents of Children with Physical disabilities - links to disability networks

# data[].attributes.headline
Leaving PP School to go to Further Education and Training (FET)

# data[].attributes.subject
Leaving PP School to go to Further Education and Training (FET)

# data[].attributes.headline
Leaving PP School to go to REHAB Training Options 

# data[].attributes.subject
Leaving PP School to go to REHAB Training Options 

# data[].attributes.headline
IWA - Supporting young people in wheelchairs 

# data[].attributes.subject
IWA - Supporting young people in wheelchairs 

# data[].attributes.attachment_link.readable_text
There are three types of IWA-Sport coaching courses available:

Coaching clinics

We offer coaching clinics to interested people, clubs and organisations.

These clinics can fit in with the existing training schedule of a club or can be booked separately. Clinics consist of practical, sports-specific training sessions and include all essential components of a standard training session including a warmup, drills and skills section and a cool down.

Sports: We provide coaching clinics in the following sports: leader training (multisport), wheelchair basketball, wheelchair rugby, and para powerlifting.

Clinic length: Clinic sessions are flexible but generally a session will be no longer than two hours.

Cost: €20.00 per participant. (minimum of 12 participants required)

Introduction to coaching courses

We offer a Coaching Ireland accredited level 0 (Introduction to Coaching Practises) to interested people or organisations. This can be delivered generically or specific to a particular sport.

Sports: We provide level 0 coaching courses in the following sports: leader training (multisport), wheelchair basketball, wheelchair rugby and para powerlifting.

The course will:

provide volunteers, parents and club members with the skills and tools to manage and lead a coaching session in their club.

provide basic information to participants about the sport itself and organising games and activities for young children.

focus primarily on developing fundamental skills in the respective sport and empowering participants to lead a coaching session.

Course length: 7 hours

Assessment: The course is not assessed and a Sport Ireland certificate of attendance is issued upon completion.

Cost: The course fee per participant is €40.00 per person paid in advance.

Level 1 coaching - Wheelchair Basketball

In this course, coaches will continue to develop the fundamental skills of wheelchair basketball. The course focuses on the development of specific skills and drills. Also included is some basic information regarding wheelchair use and classification.

Course length: 20 hours

Assessment: each attendee will receive a short theory and practical assessment on day 4 of the course.

Cost: The course fee per participant is €100.00 per person paid in advance.

Inclusive PE: Schools Teacher Training

Inclusive PE Schools Teacher Training educates teachers in the benefits of inclusive practices and imparting the best methods for including students with physical disabilities within their P.E. class.

The training is aimed at qualified or trainee teachers or lecturers.

How do we deliver the training?

1. Visiting the schools to deliver an interactive presentation to teachers in the school environment demonstrating inclusive sport.

2. Visiting third level institutes to deliver practical and theory sessions to trainee teachers in third level colleges

Make an enquiry

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Education & Coaching - Irish Wheelchair Association

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IWA-Sport is committed to the Sport Ireland National Coaching Development programme. This programme, designed by ... Continued

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‘FRIENDS for Life’ is an acronym that helps young people to remember the coping steps to follow;

F- Feeling Worried

R- Relax and feel good.

I – I can do it.

E- Explore solutions and coping step plans, N- Now reward yourself,

D – Don’t forget to practice and

S- Stay cool!

There are three components in ‘FRIENDS’ based on CBT principles;

(1) Learning/ Behaviour,

(2) Cognitive and

(3) Physiological.

The Learning/Behaviour component involves helping young people to problem solve, use coping skills, expose themselves gradually to feared situations, reward themselves for brave behaviour and identify positive role models and support networks.

The Cognitive component

involves helping children and adolescents to use positive self talk (green thoughts), challenge negative self-talk (red thoughts), evaluate themselves realistically and reward themselves.

The Physiological component

involves teaching young people to be aware of their body clues to use relaxation techniques and to self-regulate.

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NCSE - Classroom Sensory Screening Tool 

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NCSE - Classroom Sensory Screening Tool 

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Supporting Communication - Middletown Autism Centre

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Supporting Communication - Middletown Autism Centre

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Each child in the EYFS setting will have a unique communication profile. Once their individual strengths and needs have been assessed, strategies can be put into place to support the child’s communication.

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Supporting difficulties with social communication and social interaction

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Supporting difficulties with social communication and social interaction

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One of the core features of autism is ‘persistent difficulties with social communication and social interaction‘ (APA, 2013). Therefore, all autistic children and young people are likely to have difficulties around social communication and interaction but these communication differences will often be even more evident in those with associated learning difficulties. Difficulties may include:

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For children who respond best to visual methods of communication, visual schedules might support their understanding of what is expected throughout the day. Visual strategies can reduce anxiety and promote independence by showing the child what is happening now and next and makes the day/ activity or environment feel more predictable safe and secure.

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Recognising and supporting different sensory strengths and needs can create a more inclusive and engaging environment at home and across early years settings.

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AAC Devices for Kids: What are They and How to Use Them

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What are AAC Devices? AAC devices are augmentative/alternative communication systems that allow a person to communicate with those around them without speaking. There are many different types of AAC but the most common are high-tech AAC Devices that allow a person to push a button to speak a message.

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In our most recent webinar Adam Harris spoke about providing predictability to make the world more accessible to people with autism.

With this in mind, today's resource outlines our top tips on how to write a social narrative.

Social narratives use text and visuals to define what is expected in a given situation. A social narrative may be useful to help a child or young person learn a new skill, or master a situation they find difficult, and are are most successful when individualised to the specific skill, situation and/or person.

To support our social narrative guidelines, we have an additional link to video instructions for writing social stories.

We hope that these resources will support you to write social narratives for the child or young person you know.

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Social Media - Middletown Centre For Autism

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In our most recent webinar Adam Harris spoke about providing predictability to make the world more accessible to people with autism. With this in mind, today's resource outlines our top tips on how to write a social narrative. Social narratives use text and visuals to define what is expected in a given situation.

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To write a Social Story is to assume an invitation into the mind of a child, adolescent or adult with autism… Let’s be careful in there. Welcome to CarolGraySocialStories.com…I am glad you stopped by.