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Guidelines for Post-Primary Schools Supporting Students with SEN in Mainstream Schools

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Guidelines for Post-Primary Schools Supporting Students with SEN in Mainstream Schools

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This would be a useful document to read when creating an IEP, particularly when supporting SEN students in a mainstream setting.

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This document shares guidelines for the IEP process which would be helpful for planning.

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S.M.A.R.T targets are essential when creating educational targets for an IEP. This document clearly communicates what S.M.A.R.T targets are and provides examples.

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Online resources for students with different SEN requirements

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Online resources for students with different SEN requirements

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This link from the NCSE provides many useful resources for a variety of SENs which could be included in an IEP.

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There is some useful information regarding special needs education on the Citizens Information website, including information on the EPSEN Act which is important to keep in mind when planning an IEP.

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Special needs education is the educational arrangements that are put in place for children with disabilities. Not all children with disabilities have special education needs.

You are a person with special educational needs if your capacity to participate in and benefit from education is restricted due to an enduring physical, sensory, mental health or learning disability.

The Department of Education's policy is to provide special needs education in mainstream settings as far as possible. The Education for Persons with Special Educational Needs Act 2004 (pdf) provides that children are to be educated in an inclusive setting unless this would not be in the best interests of the child or the effective provision of education for other children in mainstream education. You can find out more about 'The law on special needs education' below.

The National Council for Special Education (NCSE) has published an information booklet for parents, Children with Special Educational Needs (pdf).

You can read more about school admission for students with special education needs.

Education for children with special needs may be provided in mainstream classes in mainstream schools, in special classes in mainstream schools or in special schools.
Mainstream classes
Many children with disabilities or special needs are in mainstream classes in mainstream schools. They may get help from learning support and resource teachers and care support from special needs assistants (SNAs). You can read more about these supports for children with special educational needs in our documents on special needs education in primary schools and post-primary schools.
Special classes in mainstream schools
Some children attend special classes in mainstream schools. These classes generally have low pupil/teacher ratios.
Special schools
There are around 140 special schools providing for particular types of disability and special needs. Among them are: special schools for students who have a general learning disability at a mild or moderate level; schools for visually impaired and hearing impaired students; a few schools for students with physical disabilities; a small number of special schools for students who are emotionally disturbed.

You can find the special schools in your area on the website on the NCSE website.
Education plans
Under the Education for Persons with Special Educational Needs Act 2004 (the EPSEN Act) each child assessed with a special educational need should have a personal education plan. This system is not yet in place but its implementation is being coordinated by the National Council for Special Education (NCSE) which has published Guidelines for the Individual Education Plan process (pdf).

The NCSE has also published Implementation Report: Plan for the Phased Implementation of the EPSEN Act 2004. This sets out how the Act can be implemented. However, there is currently no date for the implementation of the assessment of need and individual education plans.

Allocation Model

Since 2017, the new system, each mainstream school gets a single allocation of special education teachers. The number of special education teachers allocated to a school is determined by the size of the school and its educational profile.

Schools are provided with the necessary resources in advance so that students with special educational needs can be enrolled into schools and access additional supports. The enables a school to be inclusive and put in place additional teaching support for students who need it. The Department of Education provides information for parents and guardians on how your child can get additional teaching support in school (pdf).

It was announced in May 2021, that the introduction of the frontloaded Allocation Model for Special Needs Assistants for students in mainstream classes in primary and post-primary schools will be deferred to the 2022-2023 school year.

You can read more about the allocation model in our document on special needs education in primary and post-primary schools.

Transport

Special transport arrangements, including escorts and safety harnesses are available for children with disabilities attending school.
Nursing supports to attend school
For the school year 2022-2023, a new pilot scheme will run to put nursing supports in place so that children with complex healthcare need can attend school. Find out more about applying for the pilot scheme.
The National Council for Special Education
The National Council for Special Education (NCSE) works with the Department of Education to improve the delivery of special needs education.

The NCSE:

Plans and co-ordinates the provision of education and support services to children with special educational needs (with schools and the Health Service Executive (HSE))

Plans the implementation of the Education for Persons with Special Needs Act - see above

Provides information on best practice for the education of children with special educational needs

Provides information to parents on the entitlements of children with special educational needs

Assesses and reviews resources for children with special educational needs

Ensures that progress of students with special educational needs is monitored and reviewed

Reviews education provision for adults with disabilities

Advises educational institutions on best practice

Consults with voluntary bodies

Advises the Minister for Education on special education matters

Conducts research and publishes findings

Nominates a person to carry out an assessment of education need on behalf of the HSE

The Disability Act 2005 provides for an Assessment of Need (AON) to identify your child's health needs and what health services are needed to meet these needs. The assessment is carried out by the HSE for children or young people with a disability. Since 2021, the NCSE must nominate a person to carry out an assessment of education needs on behalf of the HSE when an AON is in process. Find out more about the Assessment of Need for children or young people with a disability.

Since 2017, the Special Education Support Service, the National Behaviour Support Service and the Visiting Teacher Service have moved to the NCSE. The NCSE support service was set up to provide a more integrated service to children and their families as well as to teachers and schools.

The NCSE has published information for parents, including the following:
Special Educational Needs Organisers
The NCSE employs Special Educational Needs Organisers (SENOs).

SENOs are responsible for resources to support the special educational needs of children with disabilities at local level. SENOs are local points of contact for parents and guardians and schools.

Your local SENO will:

Provide support and advice to parents and guardians on the facilities services and resources available to assist your child

Identify possible school placements for your child

Process applications for resource teacher support for your child

Assist with applications for transport and Assistive Technology

Liaise with the school, the HSE and other services

Help plan for your child when starting school, moving between schools and their life after school.

You can find the contact details for SENOs on the NCSE website.
The National Council for Curriculum and Assessment
The National Council for Curriculum and Assessment (NCCA) advises the Minister for Education on the curriculum and syllabus requirements of students with disabilities or with special educational needs. The Council has published Guidelines for Teachers of Students with General Learning Disabilities.

The NCCA has also produced draft guidelines for teachers of exceptionally able students.
The National Educational Psychological Service (NEPS)
NEPS provides psychological services to primary and post-primary schools, both State and private schools

NEPS provides training and advice to schools on applying for 'reasonable accommodation' in the State examination arrangements for children with disabilities.

In the Irish Constitution there is information about the role of the State in providing education and the rights of parents.

All children have a constitutional right to free primary education and children with special educational needs have the right to free primary education up to age 18

There have been significant legal changes concerning special needs education.

Education for Persons with Special Educational Needs Act 2004

The Education for Persons with Special Educational Needs Act 2004 (pdf) - also known as the EPSEN Act - provides for the education of children aged under 18 years with special educational needs. The Act focuses on children's education but there are references to further and adult education. You are a person with special educational needs if your capacity to participate in and benefit from education is restricted due to an enduring physical, sensory, mental health or learning disability. While the Act is passed, all parts of it are not fully in effect.

The Act:

Provides that people with special educational needs are educated in an inclusive environment, as far as possible

Establishes that people with special educational needs have the same right to avail of and benefit from education as children who do not have those needs

Provides for the greater involvement of parents in the education of their children and decision making

Establishes the National Council for Special Education (NCSE) on a statutory basis

Gives statutory functions to the Health Service Executive with regard to the education of people with special educational needs

Establishes an independent appeals system - the Special Education Appeals Board - where decisions made about the education of people with special educational needs can be appealed

The Act sets out a range of services to be provided to people with special educational needs. These include assessments, education plans and other support services. Parents can seek assessments of a child's educational needs. Assessments can be initiated by the Health Service Executive (HSE), by a school principal or by the National Council for Special Education. The system for personal education plans is not yet in place and its implementation is being co-ordinated by the NCSE.

The HSE is currently responsible for providing health services to pre-school children and may provide speech and language therapy services. The NCSE will be responsible for providing services to school-going children.

In line with the EPSEN Act, the Department of Education provides supports to children with a disability.

The Special Education Appeals Board and mediation

The 2004 Act provides for alternative methods of dispute resolution and encourages a move away from the courts as the forum for redress. The Special Education Appeals Board was established in 2006 for the resolution of disputes and the determination of appeals and the first Board members were appointed. The Board is not yet in operation.

When the Appeals Board comes into operation, the Act provides for the following:

If the council refuses to arrange an assessment of a child or to prepare an education plan, the parents of the child or the school principal may appeal to the Appeals Board.

The Appeals Board will have the power to direct the council to arrange the preparation of an assessment or of an education plan. In this case, the council must comply with the direction of the Appeals Board.

The Appeals Board may dismiss the appeal of the parents or principal. The 2004 Act also provides for a process of mediation following the exhaustion of any rights of appeal under the legislation.

The Education Act 1998

The Education Act 1998 deals with education generally but emphasises the rights of children with disabilities and with other special educational needs. This Act is in effect and provides that every person concerned with the implementation of the legislation must have regard to a number of objectives including:

To give practical effect to the constitutional rights of children including children who have a disability or who have other special educational needs, as they relate to education

To provide that, as far as is practicable and having regard to the resources available, a level and quality of education appropriate to the needs and abilities of the people of the country

The Minister for Education is obliged, among other things, to ensure that everyone living in Ireland (including people with disabilities and people who have other special educational needs) has available support services and a level and quality of education appropriate to his/her needs and abilities.

Funding

The 1998 Act gives the Minister for Education certain functions in respect of funding, including the funding of support services for students with disabilities.

Schools must use their available resources to ensure that the educational needs of all students, including those with disabilities, are identified and provided for.

Boards of Management are required to use the State resources provided to the school to make reasonable provisions and accommodation for students with disabilities or other special education needs, including, where necessary, alteration of buildings and the provision of appropriate equipment.

The Act also provides that the criteria for funding of schools may allow for the payment of additional grants to schools, having regard to the level of educational disadvantage.

Support services

The 1998 Act defines support services as including, among other things:

Assessment of students

Guidance and counselling services

Technical aids and equipment, including means of access to schools, adaptations to buildings to facilitate access and transport for students with special needs and their families

Provision for students learning through Irish sign language or other sign language, including interpreting services

Speech therapy services

Provision for early childhood, primary, post-primary, adult or continuing education to students with special needs otherwise than in schools or centres for education

The Education (Provision in Respect of Children with Special Educational Needs) Act 2022, allows the Minister to direct a school to work with the NCSE and put a special class in place. The Department of Education has published information for schools about providing for children with special education needs.

The Equal Status Acts 2000-2011

The Equal Status Act 2000-2011, outlaws discrimination in areas of life - mainly the provision of services. The Acts apply to educational services, including private schools and pre-school facilities.

There are certain specific provisions in the Acts in relation to education and some of these deal with people with disabilities or people who have special needs.

The Equal Status Acts outlaw direct and indirect discrimination on a number of grounds including gender, religion, disability, race and membership of the Traveller community.

Under the law, a school may not discriminate in relation to:

The admission or the terms and conditions of admission of a student

The access of a student to any course, facility or benefit provided

Any other term or condition of participation in the school by the student

The expulsion of a student or any other sanction

Discrimination on grounds of disability

The Equal Status Acts set out certain activities that do not constitute discrimination. The following relate to discrimination on the grounds of disability:

Schools may make different arrangements for sport for children on the basis of age, gender or disability if these are reasonably necessary.

Schools will not be considered to discriminate against a student with a disability if compliance with the provisions of the legislation would have a seriously detrimental effect on or make impossible the provision of services to other students.

In certain circumstances, discrimination on the grounds of disability can occur if there is a failure to do all that is reasonable to accommodate the needs of a person with a disability. If a person with a disability cannot avail of a service without the provision of special treatment or facilities then the service provider may be required to provide such special arrangements if there is only a nominal cost involved.

The Act includes a provision that clarifies that the nominal cost issue does not prejudice or dilute the various provisions in the Education Act 1998 in relation to children with a disability. It should be noted that these provisions all relate to the use of public funds. This means that private primary schools are only obliged to make special provision for children with disabilities if there is only a nominal cost involved.

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This document describes the special arrangements for the education of children with special educational needs

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This is a rough guide to help structure and design an IEP, it highlights certain things to keep in mind.

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Information on IEPs from an Irish primary/post-primary co-educational special school

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Information on IEPs from an Irish primary/post-primary co-educational special school

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This is a very useful piece as it contains valuable and relevant information relating to IEPs from a co-educational special school in Ireland.

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An Individual Education Plan (IEP) is a written document prepared for a named student. Specifies the learning goals that are to be achieved by the student over a set period of time (usually one year) and the teaching strategies, resources and supports necessary to achieve those goals.

An IEP may usefully be thought of as a product. However, there is also a process involved in developing the plan and it is the quality of this process that determines the quality and effectiveness of the Plan. The Individual Education Plan is developed through a collaborative process involving the school, parents, the student (where appropriate) Enable Ireland Therapeutic staff and other relevant personnel or agencies. It refers to the adapted or modified aspects of the educational programme and focuses on priority learning needs, although the student may also have other learning needs that will not require the same intensive degree of planning and monitoring.

Not every aspect of the curriculum and school life needs to be modified for every student with special educational needs - only those areas of identified need arising from assessment should be covered. The amount of adaptation and support will vary according to the individual learning needs of each student. Some students with more complex needs may require significant educational modifications.

In this way the I.E.P. should become a practical, working document.
An IEP should be:

a plan of action

a tool for communication and collaboration

a record of progress

a framework for decision making

An IEP should:

have a learning element

be built on the curriculum the pupil is following

make use of programmes, activities and materials which are available

be implemented as far as possible in the normal classroom or clinic setting

An IEP should set out:

the nature of the pupil's learning difficulty

the special needs provision required such as o staff involved, including the frequency of support

external specialists involved, including frequency and timing

help from parents at home

specific programmes/activities/materials and equipment

targets to be achieved in a given time

monitoring and assessment arrangements

review arrangements and date

Targets are sometimes called behavioural, instructional or performance objectives. They should describe the knowledge, skills or understanding that a pupil is expected to have by the end of a particular time period.

Targets should be SMART:

S Specific (behaviour, conditions, criteria)

M Manageable and measurable

A Achievable and agreed

R Realistic and reviewable

T Time bounded
Targets should include
1. Behaviour: the observable action; what the pupil must do to demonstrate mastery of the task (e.g. "say the alphabet")

2. Conditions: the conditions under which that behaviour is expected to occur (e.g. "given the oral direction, say the alphabet from memory")

3. Criteria for Acceptable Performance: to what extent the pupil will be able to perform the action (e.g. "...in thirty seconds with 100% accuracy")

While Individualised Educational Plans must be personal and specific to each individual pupil's needs, teaches can use dedicated software such as IEP Writer 2 or IEP Manager, to assist with the preparation of I.E.P.s. Teachers are required to use the same format and conduct a whole school approach.
IEP Formulation School Administration
The school administration will:

Link with the Clinic administrator during January each year and agree dates for October, mindful that IEP/Family meetings are complete before October mid-term break.

Book reasonable accommodation in the school building for IEP/Family meetings.

Set dates for individual families and liaise with families during June to be finalised before the commencement of summer holidays.

In September send out IEP forms to each family, ensure its return and dispersal to the teacher and therapists.

Circulate student forms to each class and record returns.

During October remind parents by school text of their IEP appointment.

Ensure minutes of the meeting are typed, circulated, agreed and finalised.

Keep record of final IEP and minutes of meeting.

Teaching staff
The teacher will:

Consult each of the pupil's file taking careful note of previous IEPs, End of year reports, Psychological and other therapists reports and other pertinent documentation.

Consult the completed parents IEP form

Consult the Student IEP form.

Contact the parent by phone and discuss the contents of the both IEP forms.

Formulate a draft IEP before the IEP / Family meeting based on the information gained.

Attend the IEP Family meeting and present the IEP and lead discussion on recommendations.

Amend the IEP as appropriate and forward to school administrator.

Request parent's agreement and signature of the Final IEP document.

The following forms of assessment will be used:

Observation

Specifically- designed tasks and tests (checklists)

Work samples and portfolios

Assessments and reports from psychologists, speech therapist, occupational therapist, behaviour therapist,

Reports from previous placements and professionals

Information from parents/guardians and special needs assistants.

The school designed checklists will be based on the following areas:
1. Communication and Language

2. Physical

3. Multisensory

4. Cognitive

5. Social Skills

6. Science Assessment

These assessments will be carried out by the class teacher at the beginning during and end of each year.
Parents
Parents provide a perspective on their children that is different from that of the professionals involved with the child. Parents are the source of vital information about the child's developmental history. Parents can often provide valuable information about the child's medical history/requirements, educational history strengths and gifts and emotional and social needs.
Parents are asked to consider:

What are your child's strengths?

What are your concerns regarding your child's education?

What were the results of your child's evaluation?

What are your child's academic, developmental, and functional needs?

Is the child's behavior interfering with her education?

Is the child's education hindered by a limited understanding of the English language?

Is the child visually impaired and in need of Braille instruction?

Is the child deaf or hearing impaired and needing to develop special communication skills?

Is there any special technology that will aid the child's educational development?

Complete the IEP Parents form in consultation with all members of the family.

Speak with the teacher about your priorities for the coming year.

Therapists and other professionals

The range of professionals consulted in relation to a child's educational programme may vary as appropriate. The information provided by such professionals may include: information about the child's medical needs, physical or sensory development, cognitive functioning, emotional and/or behavioural development, speech and language, communication, hearing and/or vision. Information gathered from these professionals can help determine the child's strengths and needs across a range of functioning.

All therapist involved and working with the child are invited to the IEP meeting and their view and inputs are recorded in the minutes of the meeting.

IEP Process

The school secretary will book suitable accommodation in January each year for the following October.

In June the school secretary will link with the School Clinic Administrator and draw up a timetable of IEPs for the following October.

In September the School Clinic Team Co-ordinator and the Principal will host a Parent's meeting to explain the IEP process and encourage participation. Pre IEP forms will be distributed at this meeting and sent home with each child.

The school secretary will ensure return of IEP forms and distribution to all staff (school and clinic)

Teachers will administer child friendly pre IEP forms to parents and students and ensure their return. The school secretary will ensure all staff receive copies of this form.

Teachers will phone parents and discuss learning targets based on returned forms. (Parents and Students)

Therapist will ring parents and discuss therapy goals with parents based on information supplied in the IEP forms.

Teacher will construct DRAFT IEP document

Therapists will construct DRAFT Therapy plan

Teacher, SNAs, Parents, student and all relevant therapists will attend scheduled meeting and finalize teachers and therapist's goals.

The teacher will write up the IEP and distribute to parents for signing.

A copy of the IEP will be lodged with the school Office for storage.

Parents are offed a review of the IEP or parent / teacher each February.

The IEP process will be reviewed during the May Teacher staff meeting.

The preparation and construction of a pupil's IEP is an important part of the school year. The school is committed to this resource and will review the process with all parties on an annual basis.

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An Individual Education Plan (IEP) is a written document prepared for a named student. Specifies the learning goals that are to be achieved by the student over a set period of time (usually one year) and the teaching strategies, resources and supports necessary to achieve those goals.

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Transition from Primary to Post-Primary for Pupils with Special Educational Needs

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Transition from Primary to Post-Primary for Pupils with Special Educational Needs

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This pdf promotes positive teaching and learning environments for SEN students as they transition from primary to post-primary. This may be helpful when planning an IEP.

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S.M.A.R.T goals poster clearly and briefly communicates what S.M.A.R.T goals are.

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Educational Resources for students with SEN

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Educational Resources for students with SEN

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Resources are very beneficial to students with SEN, here is a list of examples which may be useful in the classroom.

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Educational Resources for Students with Disabilities as a Guide for Teachers and Parents

In an inclusive educational landscape, it's crucial for teachers and parents to have access to the right tools and strategies. Through valuable insights and educational resources for students with disabilities as a guide for teachers and parents, students can be educated more effectively. By exploring various educational resources, innovative teaching techniques, and empowering strategies, it can make a significant difference in the lives of these remarkable learners and can foster an environment where every student can thrive academically and personally.

At Servisource, we provide Academic Personal Assistants (PA's), Personal Assistants, ISLs or Irish Sign Language Interpreters as well as Note takers to students. We recruit, rigorously screen, obtain Garda Vetting and induct our ESWs before appointing them to work with individuals. This ensures we have the right people with the right skills, understanding their needs and matching them with an Educational Support Worker that suits them. Examples of Support Workers include:

Personal Assistants

Note-taker

Irish Sign Language Interpreters

Speed Text Operator

Reader/Scribe/Invigilator

Subject Specific Tutor

Study Skills Support

Want to know more about our Education Support Services?

By working together, educators and parents can create an inclusive educational journey where students are not just supported but truly empowered to thrive. The landscape of special education in Ireland is evolving, with a wealth of tailored resources and support systems designed to empower both teachers and parents in nurturing the potential of students with disabilities.

The diverse range of assistive technologies, specialised learning materials, and holistic approach, ensures that every student/child receives an education that is inclusive and accommodating. Through the combined efforts of educators, parents, and specialised professionals, the education journey is not just supported but enriched, creating a future where every child, regardless of their abilities, can achieve their full potential.

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Educational Resources for Students with Disabilities as a Guide for Teachers and Parents - Servisource

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In an inclusive educational landscape, it's crucial for teachers and parents to have access to the right tools and strategies. By offering valuable insights and educational resources for students with disabilities as a guide for teachers and parents, students can be educated more effectively.