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Schooldays.ie - Ireland\'s trusted Parenting and Education Website

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RACE Scheme Ireland 2026: A Complete Guide to Reasonable Accommodations for Parents - Schooldays.ie

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📅 April 2026 · ✍️ Schooldays.ie · ⏱ 7 min read · 📋 Source: State Examinations Commission & citizensinformation.ie

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Secondary school students with special needs may have special arrangements made for them while sitting State examinations such as the Leaving Certificate and Junior Certificate. Candidates with disabilities (for example, visual impairments, learning difficulties, motor and mobility impairments and so on) can apply through their school for the Scheme of Reasonable Accommodations at Certificate Examinations (RACE).

Reasonable accommodations are designed to remove, as far as possible, the impact of a disability on a candidate's performance and enable the candidate to access the state examinations on an equal basis with other students. It does not give the candidate an unfair advantage over other candidates in the same examination.

Examples of reasonable accommodations include the following:

You may get enlarged and/or Braille versions of questions, if you have a visual impairment

You may use voice-activated computers, tape recorders or scribes (other people to do the writing)

You may use assistive technology to access the examination paper, for example reading pens, magnifiers or screen readers

You may do your examination in a hospital or in any other stand-alone centre

If you are deaf or hard of hearing, you may be exempted from the aural part of the examination

Your school has the authority to make special provisions for students with special needs during State exams on the basis of what is best for you. Some of the special provisions your school can make include:

Taking medicine, food or drinks into the examination centre where this is required for medical reasons.

Use of a special desk or chair that is used in your classroom

Use of low-vision aids that you normally use in the classroom

Ensuring that deaf and hard-of-hearing students are seated close to the examination superintendent

Granting breaks or rest periods in each examination session warranted by your physical or medical condition. (Under this special provision, the time taken for rest or as a break can be compensated for at the end of each examination period to a maximum of 20 minutes.)

If you are not satisfied with the arrangements made, you may appeal to an independent appeals forum. The members of the forum are from outside the Commission and all appeals are considered in light of the Framework of Principles set out by the Expert Advisory Group on State Examinations.

The State Examinations Commission has responsibility for ensuring the proper conduct of State examinations in Ireland. The Commission has a stated policy regarding the issue of reasonable accommodations of students with special needs during examination time.

However, schools also have the authority to make a number of specified arrangements to facilitate examination candidates with special needs without requesting advance permission from the Commission.

You can find more information and key dates in the guide for students on reasonable accommodations.

You can download the application form and further information on reasonable accommodations from examinations.ie.

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Scheme of Reasonable Accommodations at Certificate Examinations (RACE)

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Special arrangements are in place for children with disabilities who are taking State examinations

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Our team in KTCM are dedicated, determined, passionate and professional.

We focus deeply on working to making improvement's for the Travelling Community.

Help KTCM (Kilkenny Traveller Community Movement )

Our goal is to be an impactful Community Movement led by members of the Traveller community. We are inspired by the belief that everyday people can shape and mould a society where everyone can achieve their true potential.

Kilkenny Traveller Community Movement (KTCM) are a Traveller led organisation which supports Travellers & Traveller community development.
First established in Kilkenny in 1998

KTCM (Kilkenny Traveller Community Movement ) is dedicated to a few central causes which we believe are crucial in helping us achieve our goals. As a growing movement, we divide our time and efforts so that we can truly invest in each cause.

KTCM (Kilkenny Traveller Community Movement ) is a movement dedicated to cementing a better future for Travellers within Kilkenny . Founded in 1998, we have fought for impactful policy changes on the local and national levels. We strive to hold our leaders accountable, and to educate and empower others to take action. We work to ensure that our voices are heard for generations to come.

In our Kilkenny office, you'll find enthusiastic activists of all backgrounds and ages. What brings us together is our dedication toward our common goals.

But we can't do it without your help.

Get in touch to see how you can get involved and increase our impact.

Your Help is Truly Appreciated

Every individual has the ability to motivate others and inspire true change. By Organizing an Event, you become a crucial part of our movement by making sure that our mission is heard and has a far-reaching, lasting impact.

Our work is never done, and we can use all the help we can get. One of the ways you can take part is by Volunteering. Spread the word about all that KTCM (Kilkenny Traveller Community Movement ) is doing, and help us gain the support we need.

Be Part of Something Great

Active participation is an essential part of our movement's success. Planning a Fundraiser is a great way to connect with your local community and spread the importance of our mission. With several different campaigns, it is easy to find something that personally inspires you.

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Home | KTCM (Kilkenny Traveller Community Movement )

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KTCM are a Traveller led organisation which supports Travellers & Traveller community development. First established in 1998.

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Pavee Point Traveller & Roma Centre currently has a number of vacancies. Traveller Health Programme Manager. Further details here Do you have strategic thinking, policy, advocacy and management skills? Do you have a passion for...

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LibGuides: Literacy Resources: Web Resources

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LibGuides: Literacy Resources: Web Resources

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Sensory Spaces in Schools

A practical resource to support schools to develop sensory spaces within schools or classrooms.

Starting Primary School

This video provides information for parents on the Transition to Primary School. It includes details on educational placements, the supports available to primary students with special educational needs and provides some information on preparing and planning for the transition with your child.

View

Supporting Students with Autism

An overview of web resources to support students with Autism during Covid 19.

English

AT Webinars Blind VI

A list of upcoming Assistive Technology webinars for students who are Blind or Visually Impaired

View/Download

H. Quick Set Up: Digimaster with Integrated Receivers

Assistive Technology for Deaf/ Hard of Hearing
Digimaster Soundfield System

Communication and Keeping in Touch

An introduction to this weeks Theme of The Week Communication and Keeping in Touch.

English
Irish

Study Tips for Students at Post Primary Level - Vision Impaired Student

This leaflet is the adapted study skills resource for a student with low vision at post primary. It is in Ariel 24 - white on black

English

Study Tips for Students at Post Primary Level - Braille using Student

This leaflet is the adapted study skills resource for a braille using student at PP - text only.

English

Developing Gross Motor Skills - Activity Ideas for Home

This resource aims to provide parents with activity ideas for integration into children's play at home to continue to support their gross motor skills development. The recourse contains activities to support core strength, balance, bilateral integration and ball skills.

View/Download

Humour

Joking Around! Using Humour as a tool to learn!

Animating Science Project

A fun experiment to create a moving
image with three basic items from home.

Making a Rainbow

An experiment to to make a rainbow at home with
sunlight, a glass of water, and a mirror.

Developing Listening and Language Skills
Supporting Students who are Deaf / Hard of Hearing at Home

Support document for parents of Students who are Deaf/ Hard of hearing in relation to listening and language Skills

Movement Breaks in Post-Primary Classrooms

An introduction to Baking

Baking: An Occupation for Learning, Development & Life Skills
Brought to you by the NCSE Occupational Therapy Team
View/Download

Decorating Buns

This activity is a fun one to try at home with younger children - the visual supports will appeal to many children with SEN including children with Autism

English

Tips on Green Screen use for Remote Teaching

This is a simple how to guide for using a green screen. Teachers an read step by step instructions and see a video from a teacher using this approach to reach out to his students during this time.

Behaviour Support Pack for Children and Young People with Additional Needs

Promoting Learning and Positive Behaviour at Home - (Resource 1). This resource is the first in a series of 7 booklets to support positive behaviour at home. This behaviour support pack aims to develop an understanding of behaviours of concern. The pack outlines (a) some of the reasons why a child or young person might be displaying behaviours of concern, (b) offers some useful strategies on how to prevent this behaviour(s) and (c) gives guidelines on how to de-escalate behaviour when it reaches crisis levels.

View/Download

A Total Communication Approach for Children and Young People with Additional Needs

Promoting Behaviour and Positive Behaviour at Home - (Resource 5). This booklet provides information for children and young people who require supports for communication. The resource gives an overview of a Total Communication Approach and provides information on different modes of communication within that approach. Communication approaches such as gestures, signs, objects and pictures are discussed, to help your child to express his or her basic needs and wants.

View/Download

COVID 19. I Can Help!
Carol Grey - Social Story

This is a social story by Carol Grey about COVID 19. This social story may be useful to share with parents of students with Autism.
View/Download

Let's Get Regulated !
- Information for Teenagers

This resource pack aims to share some information and activities to support teenagers to self-regulate during this challenging time. These ideas can help teens to focus on the tasks they need to do and want to do; look after their mind and body; manage their emotions; regulate their energy levels and relax.
View/Download

Let's Get Regulated !
- Information for Parents

This resource pack aims to share some information and ideas for parents on supporting self-regulation. Some of these activities could be integrated into your child's play at home to support their self- regulation.
View/Download

Communication Passport Overview

A resource providing an overview of how to create an individualised communication passport for a student.

English
Irish
Ukrainian
Russian

Overview Numeracy through Science Module

This document and video give an overview of the numeracy in science modules 1-10 created in collaboration with Institute of Physics (IOP).

Overview Numeracy through Science Module

This document and video give an overview of the numeracy in science modules 1-10 created in collaboration with Institute of Physics (IOP).

3b. Let us go for a spin (Post Primary)

Two plastic cups are taped together. Several elastic bands are joined to make a catapult. The cups are launched with the aid of the catapult. Vary the stretch and the angle until you master how to loop-the-loop

English
Irish
Ukrainian
Russian

Websites to support Summer Provision

English

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Sensory Spaces in Schools A practical resource to support schools to develop sensory spaces within schools or classrooms. Starting Primary School This video provides information for parents on the Transition to Primary School. It includes details on educational placements, the supports available to primary students with special educational needs and provides some information on preparing and planning for the transition with your child.

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Oide - Supporting the Professional Learning of School Leaders and Teachers in Ireland

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This section contains the professional learning materials and supporting resources which can be used to support individual and school-led professional developm

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Inclusion Ireland | Advocating for Intellectual Disability Rights

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Inclusion Ireland: Advocate for the rights of people with intellectual disabilities. Join us in creating a more inclusive society.

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Traveller Community · Kilkenny LEADER Partnership

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The Kilkenny Traveller Primary Health Care Project is a HSE funded community health project that aims to improve the health of Travellers in Kilkenny City and County.

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Traveller Community Supports – Kilkenny Parent Hub

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A central route to skills development in Ireland.

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School leavers, older learners, career changers, women and men with diverse backgrounds talents and abilities.

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The NCSE (2011) described inclusion as a process of addressing and responding to the diversity of needs of learners. It involves removing barriers so that each learner will be enabled to achieve the maximum benefit from his/her schooling.

In line with inclusive principles, schools are advised to include students meaningfully in mainstream mixed-ability class groupings. This helps ensure high expectations and enables students with special educational needs to learn alongside their peers. Mixed-ability teaching has beneficial effects for all students and helps promote social and personal development.

The Department acknowledges the very significant progress made by schools in developing inclusive practices and provision whereby the vast majority of students with special educational needs now attend mainstream schools. It also recognises that a small minority of students with significant and enduring needs may require a more specialist setting (for example, special class or special school placement).

A whole-school approach to special educational needs provision should reflect the Department's commitment to the inclusion of students with special educational needs in mainstream schools. Schools with strong inclusive cultures are characterised by:

A positive ethos and learning environment whereby all students, including those with special educational needs, feel welcome and experience a sense of community and belonging

An emphasis on promoting students' participation and active engagement in their learning and in the life of the school

A commitment to developing students' academic, social, emotional and independent living skills

A focus on high aspirations and on improving outcomes for all students

The following resources are available to schools to help them to identify and enhance inclusive education practice:
Inclusive Education Framework Inclusion of Students with Special Educational Needs: A Checklist Universal Design for Learning
The NCSE Support Service offers training for teachers that directly relates to promoting inclusive practices in post-primary schools and support and training for a range of prevention and early intervention programmes and approaches that aim to promote positive behaviour and learning throughout the school by focusing on developing skills, attitudes and knowledge in the following areas:

Behaviour for Learning

Social and Emotional Literacy

Literacy, Numeracy, Language and Learning

Wellbeing

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Inclusive Education in Post-Primary Schools

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The NCSE (2011) described inclusion as a process of addressing and responding to the diversity of needs of learners. It involves removing barriers so that each learner will be enabled to achieve the maximum benefit from his/her schooling. In line with inclusive principles, schools are advised to include students meaningfully in mainstream mixed-ability class groupings.

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Working to deliver a better special education service

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The NCSE has published transitional guidelines for parents of students with special educational needs. These guidelines are intended to assist parents to support their children to make successful transitions.

The NCSE has also published guidance for schools on supporting students with special educational needs to make successful transitions. Click the links below to view the guidelines.

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The NCSE has published transitional guidelines for parents of students with special educational needs. These guidelines are intended to assist parents to support their children to make successful transitions. The NCSE has also published guidance for schools on supporting students with special educational needs to make successful transitions.

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Assessment Service

The Dyslexia Association of Ireland (DAI) has a team of psychologists who provide assessments for both dyslexia and dyscalculia at our national office in Dublin city centre. Our assessment team consists of educational psychologists and assistant educational psychologists, all supervised by our Senior Educational Psychologist.

DAI works with children, young people and adults.

We currently offer dyslexia assessments both online and in-person, and we offer dyscalculia assessments in person.

DAI takes a contextualised approach to assessment and takes account of relevant background information from family, schools, colleges, employers or any other relevant sources.

The assessment takes approximately 2-3 hours for children/young people, and 1-2 hours for adults. Following the assessment, the psychologist gives a brief verbal report of findings. A written report with results and recommendations is then sent to you within four weeks. For more information see our Dyslexia Assessment Policy and our Dyscalculia Assessment Policy.

Arranging An Assessment at the Dyslexia Association

This is very easy. Simply complete the relevant forms below and return them to us. We can't add someone to the waiting list until we receive all the referral forms. Please email completed forms to assessments@dyslexia.ie or post them to us (the address is on the forms).

Children need to be at least six years old and have had at least 18 months of education (e.g. Christmas of Senior Infants) to be assessed.

Please note - given the possible impact of school closures on a child's early literacy development over the last two academic years, we advise parents that in some cases it may be best to wait until January of 1 st Class before considering an assessment. Given the current waiting list, you are still welcome to submit application forms during your child's Senior Infant year, and you will be contacted by the team regarding the date of your assessment. We will review each referral on a case-by-case basis and be in touch with parents if further information is needed.

As of spring 2023, our waiting list is currently 10+ months for an online assessment and 12+ months for an in person assessment.

Referral Forms for Primary School

Referral Forms for Secondary School Young People

Referral Forms for Adults

Fees and Finance

The fee for a child/young person assessment is €550.00, which includes one year's complimentary membership of the DAI. The fee for an adult dyslexia assessment is €300.00; and the fee for an adult dyscalculia assessment is €550. (Adult dyslexia assessments are quicker and less complex, hence the reduced fee.)

All assessments include one year's complimentary membership of the DAI.

A reduced fee rate may be available for people on social welfare or low incomes. An application form for fee support can be downloaded here, or the form can be requested via email from assessments@dyslexia.ie. The completed fee support form should be submitted with your other referral paperwork (assessment forms). Late applications for funding cannot be accepted, but please don't hesitate to seek assistance if you or your family are experiencing financial disadvantage.

Tax relief on the assessment fee may be claimed as a health expense (psychological assessment is a qualifying expense). See the Revenue website for further information. Please note that the Med 1 Form is no longer available. Health expenses are claimed through your Income Tax (IT) return (online). If you are PAYE taxpayer, you also have the option to claim relief in real-time during the year.

If you would like to see a short video that explains the process check out the two videos below. The first one explains the process of coming to DAI for an assessment of a child or young people. The second video explains the process of coming to DAI for an adult assessment.

Coming for an Assessment (Children and Young People)

Coming for an Adult Assessment

Other Providers of Assessments

School-going children may be tested by the National Educational Psychological Service (NEPS). Please ask your school principal if this is possible. This is a free service.

There are also many private/independent educational psychologists throughout the country. A list of these can be accessed through the Psychological Society of Ireland. Choose your educational psychologist carefully to ensure that they have the appropriate qualifications and are trained in the area of dyslexia/dyscalculia. Charges vary between €550 and €1,000+.

There are also some specialist teachers trained in assessment. Dyslexia Specialists Ireland maintains a list of such teachers who have AMBDA/APC international qualifications which recognise the holder's ability to undertake the assessment of dyslexia.

When seeking a private assessment do check the qualifications of the individual. In Ireland, this would mean that the assessor should be either a qualified psychologist (preferably an Educational Psychologist at Masters or Doctorate level) or a qualified dyslexia assessor (a specialist teacher with a Masters in SLD/Dyslexia).

There is no free state provision for adults, even for people who are unemployed or who have a medical card. They will need to access a private educational psychologist. Students in further or higher education should contact their college's Disability Support Service who may be able to organise an assessment.

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Arranging An Assessment at the Dyslexia Association of Ireland

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The Dyslexia Association of Ireland (DAI) has a team of psychologists who provide assessments for both dyslexia and dyscalculia at our national office in Dublin city centre. Our assessment team consists of educational psychologists and assistant educational psychologists, all supervised by our Senior Educational Psychologist. DAI works with children, young people and adults.

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Find out more about dyslexia here, where you will find expert articles and videos.

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What is Dyslexia?

The Dyslexia Association of Ireland is promoting this understanding of dyslexia to better reflect the range of presentations that occur in dyslexic people and the preferences of people with dyslexia. This definition was reviewed and updated in April 2022.

Defining Dyslexia

Dyslexia is a learning difference that can cause difficulties with learning and work. It affects approximately 1 in 10. It occurs on a spectrum with some people mildly affected and others more severely. With the right understanding, accommodations and support people with dyslexia can achieve success in education, the workplace and in wider society.

Everyone with dyslexia is different but there is a commonality of difficulties with reading, spelling and writing and related cognitive/processing difficulties. Dyslexia is not a general difficulty with learning, it impacts specific skill areas. The impact of dyslexia can change according to the environment (i.e. what a dyslexic person is being asked to do and under what circumstances).

While people with dyslexia may develop strengths due to their dyslexia such as determination, problem solving and resilience, dyslexia does not automatically bring specific gifts or talents. The Dyslexia Association of Ireland recognises and respects the individual variation that all human beings display, including those with dyslexia.

Language, Recognition and Rights

Some people prefer the wording 'a person with dyslexia', while others prefer the term 'a dyslexic person'. When working with individuals it is important to use the terminology that the person is most comfortable with. When communicating with a wider audience the terms may be used interchangeably to reflect the variation of preference that exists.

Dyslexia is a recognised disability under Irish and EU law (such as under equalities, accessibility and disability legislation). However, many dyslexic people do not consider themselves 'disabled' and the individual's view should be respected.

Footnote: Sometimes in the past other terms have been used for dyslexia including specific learning disabilities (SLD / SpLD), specific learning difficulties, learning disabilities, specific reading difficulties. reading disorder.

DAI welcomes feedback from all stakeholders on this definition.

Earlier Definitions:

The Report of the Task Force on Dyslexia (2001) suggests the following definition: "Dyslexia is manifested in a continuum of specific learning difficulties related to the acquisition of basic skills in reading, spelling and/or writing, such difficulties being unexplained in relation to an individual's other abilities and educational experiences. Dyslexia can be described at the neurological, cognitive and behavioural levels. It is typically characterised by inefficient information processing, including difficulties in phonological processing, working memory, rapid naming and automaticity of basic skills. Difficulties in organisation, sequencing and motor skills may also be present." (p.31)

How common is dyslexia?

Estimates of prevalence vary significantly and depend on the particular definition of dyslexia used in each research study, as well as other factors including language complexity. Depending on the definition used, between 4% to 17% of the population may be considered to have dyslexia. The internationally agreed consensus is that 10% is the average worldwide estimate.

Indicators of Dyslexia

The indicators of dyslexia vary from person to person, and at different age levels. The following indicators are from the Report of the Task Force on Dyslexia (2001).

Many of these indicators may also be noted in children with learning differences not arising from dyslexia.

Indicators at Ages 3-5 Years

Is later than most children in learning to speak

Has difficulty pronouncing some, especially multi-syllabic, words

Has difficulty separating spoken words into sounds and blending spoken sounds to make words (i.e., has difficulty with phonological awareness)

Experiences auditory discrimination problems

Is prone to spoonerisms (eg., fips and chish for fish and chips)

Has difficulty with rhyming

Has difficulty maintaining rhythm

Is unable to recall the right word

Is slow to add new vocabulary

Exhibits delays in acquiring emergent literacy skills (e.g., understanding that written language progresses from left to right, discriminating between letters, words and sentences)

Experiences problems learning the alphabet

Has trouble learning numbers, days of the week, colours and shapes

Has trouble learning to write and spell his/her own name

Is unable to follow multi-step directions or routines

Is developing fine motor skills more slowly than other children

May have difficulty telling and/or retelling a story in correct sequence.

Indicators at Ages 5-7 Years

Is slow to learn the connection between letters and sounds (alphabetic principle)

Has difficulty separating words into sounds, and blending sounds to form words (phonemic awareness)

Has difficulty repeating multi-syllabic words (e.g., emeny for enemy; pasghetti for spaghetti)

Has difficulty decoding single words (reading single words in isolation)

Has poor word-attack skills, especially for new words

May make constant reading and spelling errors including:

- Letter inversions (e.g., m for w)

- Letter transpositions (e.g., felt and left)

- Word reversals (e.g., tip for pit)

- Word substitutions (e.g., house for home)

Reads slowly with little expression or fluency (oral reading is slow and laborious)

Has more difficulty with function words (e.g., is, to, of) than with content words (e.g., cloud, run, yellow)

May be slow to learn new skills, relying heavily on memorising without understanding

Reading comprehension is below expectation due to poor accuracy, fluency and speed

Reading comprehension is better than single-word reading

Listening comprehension is better than reading comprehension

Has trouble learning facts

Has difficulty planning or organising

Uses awkward pencil grip

Has slow and poor quality handwriting

Has trouble learning to tell the time on an analogue clock or watch

Has poor fine motor co-ordination

Indicators Ages 7-12 Years

Has continued difficulty reading text aloud or silently

Reading achievement is below expectation

Still confuses letter sequences (e.g., soiled for solid; left for felt)

Is slow at discerning and learning prefixes, suffixes, root words and other morphemes as part of reading and spelling strategies

Poor reading accuracy, fluency, or speed interferes with reading comprehension

Spelling is inappropriate for age and general ability (e.g., spelling the same word differently on the same page, use of bizarre spelling patterns, frequent letter omissions, additions and transposition)

Poor spelling contributes to poor written expression (e.g., may avoid use of unfamiliar words)

Uses avoidance tactics when asked to read orally or write

Experiences language-related problems in maths (e.g., when reading word problems and directions, confuses numbers and symbols)

Is unable to learn multiplication tables by rote

Still confuses some directional words (e.g., left and right)

Has slow or poor recall of facts

Lacks understanding of other people's body language and facial expressions

Has trouble with non-literal or figurative language (e.g., idioms, proverbs)

Forgets to bring in or hand in homework

Has difficulty remembering what day or month it is

Has difficulty remembering his/her own telephone number or birthday

Has poor planning and organisational skills

Has poor time management

Lacks self-confidence and has a poor self-image

Indicators at Age 12+ Years

Is still reading slowly and without fluency, with many inaccuracies

Misreads words (e.g., hysterical for historical) or information

Has difficulty modifying reading rate

Has an inadequate store of knowledge due to lack of reading experience

Continues to experience serious spelling difficulties

Has slow, dysfluent and/or illegible handwriting

Has better oral skills than written skills

Has difficulty planning, sequencing and organising written text

Has difficulty with written syntax or punctuation

Has difficulty skimming, scanning and/or proof-reading written text

Has trouble summarising or outlining

Has problems in taking notes and copying from the board

Procrastinates and/or avoids reading and writing tasks

Does not complete assignments or class work or does not hand them in

Is slow in answering questions, especially open-ended ones

Has poor memorisation skills

Still mispronounces or misuses some words

Has problems recalling the names of some words or objects

Has poor planning and organisational skills

Has poor time management skills

Has more difficulty in language-based subjects (e.g., English, Irish, History) than in non-language based subjects (e.g., mathematics, Technical graphics)

Lacks self-confidence and has a poor self-image.

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The Dyslexia Association of Ireland is promoting this understanding of dyslexia to better reflect the range of presentations that occur in dyslexic people and the preferences of people with dyslexia. This definition was reviewed and updated in April 2022. Dyslexia is a learning difference that can cause difficulties with learning and work.

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We collect and process your personal information for the following purposes: Authentication, Preferences, Acknowledgement and Statistics. To learn more, please read our privacy policy.

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Positive social skills and personal qualities have been identified as important elements of physical literacy across the world and can add to an individual's motivation and confidence. There are numerous social skills and qualities which can impact on motivation and confidence in PE, but also in other wider physical activity as well as daily life. 3 key skills and qualities related to motivation and confidence in PE in the Irish context have been identified. These include commitment, fair play and teamwork. These three skills and qualities are not designed to be exhaustive and you may wish to address other social skills and qualities which are of importance to the pupils in your class

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Official education portal of the Department of Education and Skills in Ireland. Curriculum focused resources and support for primary and post primary teachers.

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Oide - Supporting the Professional Learning of School Leaders and Teachers in Ireland

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Senior Cycle Learning Programmes Level 1 – Level 2 - Oide

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Oide - Supporting the Professional Learning of School Leaders and Teachers in Ireland

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Junior Cycle Learning Programmes Level 1 – Level 2 - Oide

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The NCSE processes applications for Assistive Technology for students with special educational needs. Completed application forms should be submitted to your SENO along with the professional report(s) supporting the application. Applications are forwarded by the SENO to the Department of Education, who make the decision on all applications.

To make an application, please download the application form below.

Click here to download the 'Application Form for Assistive Technology'.

Click here to download the 'Application Form for Assistive Technology' for students aged 18 or over.

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The NCSE processes applications for Assistive Technology for students with special educational needs. Completed application forms should be submitted to your SENO along with the professional report(s) supporting the application. Applications are forwarded by the SENO to the Department of Education, who make the decision on all applications.

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Typing Lessons - Learn To Type And Improve Typing Speed Free - Typing.com

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Learn to touch type and improve your typing speed with free interactive typing lessons for all ages. Start your typing practice now!

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Members of the National Council for Special Education

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Microsoft Copilot is your companion to inform, entertain and inspire. Get advice, feedback and straightforward answers. Try Copilot now.

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ChatGPT helps you get answers, find inspiration, and be more productive.

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Free interactive presentation software. Live polls, quizzes, beautiful real-time charts & word clouds. No installation, no download, easy to use.

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The NCSE provides a comprehensive programme of Teacher Professional Learning seminars each school year covering a variety of special educational needs topics.

Please see below to browse our current calendar, apply for seminars, and for further information on ASD focussed seminars provided by the Middletown Centre for Autism.

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The NCSE provides a comprehensive programme of Teacher Professional Learning seminars each school year covering a variety of special educational needs topics. Please see below to browse our current calendar, apply for seminars, and for further information on ASD focussed seminars provided by the Middletown Centre for Autism.

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Oiliúint, forbairt agus tacaíocht a sholáthar do mhúinteoirí agus don phobal scoile i gcoitinne, ó thaobh freastal ar riachtanais múinteoirí agus pobail scoile a bhfuil taighde déanta orthu go háitiúil agus trí rannpháirtíocht i gCláir Inseirbhíse Náisiúnta.
A bheith páirteach, mar mhór-acmhainn straitéiseach laistigh den oideachas, i raon tionscadal, clár agus tionscnamh náisiúnta agus eile.

Gníomhú chomh fada agus is féidir mar ionad acmhainne agus cruinnithe do phobal na scoile áitiúil.

Pleanáil d'fhorbairt saineolais i bpríomhréimsí agus a leithéid de shaineolas a roinnt ar fud Líonra na nIonad Tacaíochta Oideachais.

Comhoibriú agus teagmháil a dhéanamh le hIonaid Tacaíochta Oideachais eile chun a chinntiú go mbunaítear Líonra Ionad éifeachtach.

Is mian leis an Ionad Tacaíochta Oideachais aitheantas a thabhairt do thacaíocht Rannóg Oideachais Múinteoirí na Roinne Oideachais agus Scileanna.

Provide training, development and support for teachers and the wider school community, both in terms of meeting locally researched and identified teacher and school community needs and through involvement in National In-service Programmes.

Be involved, as a major strategic resource within education, in a range of national and other projects, programmes and initiatives.

Act as far as possible as a resource and meeting centre for the local school community.

Plan for the development of expertise in key areas and to share such expertise throughout the Education Support Centre Network.

Co-operate and engage with other Education Support Centres so as to ensure that an effective Network of Centres is established.

The Education Support Centre wishes to acknowledge the support of the Teacher Education Section of the Department of Education and Skills

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Education Centre Tralee | Teacher CPD - Education Centre Tralee | Teacher CPD Courses Kerry | Teacher Professional Development | Teacher Summer Courses

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The Education Centre Tralee. Provide training, development and support for teachers and school community, through involvement in National In-service Programmes.

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ADHD in Women: Symptoms and Treatment Guide

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ADHD symptoms in women can change across life stages. Learn how ADHD presents in girls, teens, and adults and what treatments can help.

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FEMALE ADHD symptoms don't look like boys' symptoms, so girls aren't diagnosed as often. In Ireland, 5% of children up to 18 have ADHD, but within the eight-to-12-year age range, four to five times more boys than girls are diagnosed.

Why girls aren't diagnosed as frequently is because our understanding of ADHD is outdated, says advanced ADHD coach Claire Twomey. Males tend to present with ADHD externally. "The typical concept we have of ADHD is excessive energy, aggression, bouncing off the walls, appearing to be lazy or not interested in schoolwork."

Knowledge of how the condition presents in girls is documented, but the public and clinicians need to catch up. "Women tend to present with daydreaming, zoning out, sensitivity, being bossy; for so long these have been excused away as character traits," says Ms Twomey, adding that women internalise their challenges, work harder to compensate, and mask what is going on.

"The bottom line is most clinical professionals aren't screening for ADHD. And teachers and parents, who don't have the resources or information, aren't looking for ADHD in girls. When anyone is looking, they expect to see typically 'bold' behaviours, but these indications aren't always present, because no two ADHDers are the same.

"Each person will have different levels of challenges, and they'll respond to their challenges differently. They'll also have various strengths and coping mechanisms that'll impact the impairments society expects to see."

While a late diagnosis often brings relief and understanding, it can also bring grief. "Many women have a lifetime of constant struggle, mental-health issues, trauma, failed relationships/marriage, difficulty raising children, disruptions or drop-outs academically. They can have a really hard time finding a career that suits them. The list goes on," says Ms Twomey.

Also, the dysregulation of neurotransmitters - and masking and overcompensating - can lead to cycles of boom and bust.

No surprise then that women with ADHD burn out. "They try harder, using processes and systems designed for neurotypical people. Eventually, they run out of steam."

Claire Twomey: Post-discovering how my brain works - how I can work with it instead of against it - everything changed. Photograph: Moya Nolan

When Ms Twomey was diagnosed with ADHD eight years ago, aged 28, she was relieved to have an explanation for the years of struggle she'd had with concentration and emotional regulation.

But she also felt sadness and regret "for all the years of struggle, and wondering why nobody had picked it up".

Her undiagnosed ADHD was "definitely very impactful" in preventing her from enjoying the usual college experience. "I dropped out of college three times; it took six years to do my undergrad."

For someone with undetected ADHD - where symptoms can include difficulty concentrating and completing tasks, being easily distracted and forgetful, and having organisation and memory challenges - Ms Twomey says the post-primary-college transition is too wide and there is no bridge.

"In post-primary, the timetable is pre-made. You're told what to do. Then, you jump into college and you're expected to find your own way. I lost myself in that."

The contrast between life pre- and post-diagnosis has been "like night and day", she says. "Post-discovering how my brain works - how I can work with it instead of against it - everything changed. My hobbies, friendships, career, my sleeping and eating habits, my interests: It was like a life overhaul. I connected to myself. Everything was easier."

Until a few years ago, Alice (name changed) knew nothing about neuro-divergence. Now 43, she was diagnosed with ADHD at 40, but had asked her GP 15 years before if she might have the condition. "The GP said: 'Absolutely not. You're too successful. You couldn't have ADHD'."

Alice's query had been prompted by a book about time management for people with ADHD. "In my job, I had to set my own routine, structure, and systems completely from scratch. I really struggled. I knew it wasn't depression; mentally and physically everything was fine. Something was very wrong with how I struggled with routine and structure."

For Alice, ADHD brings 'time blindness'. She explains: "Time doesn't move in a linear way. It can move very fast or very slow. It makes it very difficult for me to plan how long something will take."

After her GP's response, Alice didn't think about ADHD for a long time. Describing how adept she was at masking daily work challenges, she says: "I struggled anytime I was left on my own to do a task. I'd lose interest or lose track of time. I learned to put myself into a team. Everybody wanted me on their team, because I'm a problem-solver and can see the big picture.

"But I struggled to work on my own. I'd likely be late and need regular reminders of deadlines. Whereas, if I'm encouraged and have something to look forward to, I'm a flier."

Having worked for different companies, Alice quit her job, and became self-employed. And then she got sick. "I was having heart problems: regular chest pains, struggling to breathe, exhausted all the time."

A cardiologist said her heart was healthy. "But clearly something was very wrong in my life."

A different GP took Alice's ADHD question seriously, referring her to a psychiatrist. Due to the long wait, Alice first saw a psychologist and, following multiple tests, got an ADHD diagnosis.

"The relief was unreal. There was euphoria, but also grief, which I was unprepared for," Alice says. "I revisited things in my life that might have been different if I'd known, times I could have been kinder to myself, when it would have helped if I'd understood myself."

Supported by an ADHD coach, Alice re-evaluated her coping mechanisms so as to now shape healthier strategies. "My coping skills were alcohol and binge-eating. As soon as I got diagnosed, I cut back on alcohol straightaway and now I hardly drink at all. My GP reassured me I wasn't an alcoholic, but self-medicating my ADHD."

Working with her coach she unpicked all the ways she'd previously lived and "found better ways of managing with the brain I have".

Alice's psychiatric referral finally came through. She was prescribed Ritalin, which has worked "brilliantly" for her. "I sleep better, I don't binge-eat as much. I exercise more. I focus in a way I couldn't before. The coaching has been the big thing: It meant when I got the medication, I knew how to use my new capacity."

Claire Twomey, advanced ADHD coach. Photograph Moya Nolan

Ms Twomey says people with ADHD symptoms often get misdiagnosed with other disorders; for example, major depressive disorder, general anxiety disorder and bipolar disorder. "But the symptoms never resolve, despite treatment, because they never get to the root cause of the problem."

Research shows that 44% of un-medicated ADHDers experience depression by the age of 30. Another study found 28% of individuals referred for mood and anxiety assessment had undetected ADHD (exa.mn/BMC-adult-ADHD).

Liz Quish, psychotherapist and neurodiversity-informed practitioner, has had clients whose presentations suggested they have ADHD. "Out of 10 women I've worked with in the last few months, two have been diagnosed with ADHD and another is in the process of exploring assessment.

"Women with ADHD can present very anxious, depressed, and with low self-esteem but they can't identify why," Ms Quish says. "I look at their executive function skills, how are they managing with planning, what are their levels of attention and motivation, what's their impulse control like. Do they have problems organising/prioritising/starting/finishing tasks?"

Ms Quish doesn't assess for ADHD; rather, she hypothesises with the client as to whether there might be something else underlying their depression/anxiety/poor self-esteem. "I ask: Are these secondary symptoms to something else that could possibly be ADHD?"

Aside from an awareness deficit that ADHD symptoms present differently in women, Ms Quish says other barriers to female diagnosis include significant waiting lists for assessment, which, in the public system happens through GP referral to a psychiatrist or psychologist.

At the Greenane Centre, where Ms Quish practises, training is delivered for psychotherapists in neurodiversity-informed psychotherapy. "So therapists can pick up on the nuances clients present with, and think in a neurodiverse-informed manner." Facilitators who deliver the programme are psychotherapists, and are themselves neurodiverse.

"It's about expanding the neurodiversity-informed lens."

Alice says that when people hear about ADHD and neuro-divergence, they think about challenges and drawbacks. "But when you find the supports you need, and your strengths come to the fore, life changes significantly. Because those strengths were always there."

Advanced ADHD coach Claire Twomey, see

Also see

Tell-tale signs a woman may have ADHD:

"The ADHD brain needs higher levels of stimulation - when it experiences boredom/pressure/overwhelm, it shuts down," says advanced ADHD coach Claire Twomey.

She says traits - for example, difficulty concentrating or completing tasks, being easily distracted or forgetful, having organisation or memory challenges, blurting things out, and interrupting others - are usually experienced by ADHDers in environments that don't meet their needs.

The hyperactivity element of ADHD may be cognitive (rather than physical) in females, manifesting in bombarding thoughts and racing minds. "Also in women, we tend to see a lot of nail-biting, skin-picking, repetitive behaviours - all quite discreet ways of fidgeting.

"Women with ADHD report getting easily overwhelmed and finding it hard to make decisions. They experience underachievement and being easily frustrated. They may give up easier and remove themselves from social situations."

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fitness; exercise; work life balance; healthy eating

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Diagnosing ADHD in females: 'The relief was unreal - there was euphoria, but also grief'

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Attention deficit hyperactivity disorder presents differently in girls than in boys. This means many females with the condition are undiagnosed or not diagnosed until adulthood

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Wondering if you might have ADHD? Find out more about signs and symptoms, causes, and the three types of ADHD.

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ADHD Ireland offers support groups for parents of young people with ADHD. These support groups are free, however, we do ask for a small donation to cover our costs. You can find more information about those groups here:

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ADHD Ireland offers support groups for parents of young people with ADHD. These support groups are free, however, we do ask for a small donation to cover our costs.

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ADHD Ireland offers support groups for parents of young people with ADHD. These support groups are free, however, we do ask for a small donation to cover our costs. You can find more information about those groups here:

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ADHD Ireland offers support groups for parents of young people with ADHD. These support groups are free, however, we do ask for a small donation to cover our costs.

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Lookout - Assisted vision – Apps on Google Play

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A visual assistant to help people with vision loss explore the world

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Seeing AI is a free app that narrates the world around you. Designed with and for the blind and low vision community, this ongoing research project harnesses the power of AI to open up the visual world. Seeing AI assists with daily tasks from reading, to describing photos, to identifying products, and more. The app continues to evolve as we hear from the community and AI research advances.

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Seeing AI is a free app that narrates the world around you. Designed with and for the blind and low vision community, this ongoing research project harnesses the power of AI to open up the visual world. Seeing AI assists with daily tasks from reading, to describing photos, to identifying products, and more.

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Easily create surveys and polls to collect customer feedback, measure employee satisfaction, and organize team events.

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'6 fun activities, a level for everyone...let the fun begin!

CPD - . Live Webinars

Sligo Education Centre is delighted to announce the continuation of our live webinars series to support teachers/SNA's in these challenging times.

in collaboration with Education Support Centres Ireland, ESCI has developed a number of interactive

online training courses for teachers.

To book your NQT workshops at Sligo Education Centre click on link below

Sligo Education Centre is compiling a list of teachers who are available for substitute work in the area for the school year 2019/20 more

The application window to have a teacher trained in Reading Recovery during the 2020/21 year has been extende d until 5pm, Wednesday April 22nd more

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'6 fun activities, a level for everyone...let the fun begin! CPD - . Live Webinars Sligo Education Centre is delighted to announce the continuation of our live webinars series to support teachers/SNA's in these challenging times. in collaboration with Education Support Centres Ireland, ESCI has developed a number of interactive online training courses for teachers.

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All students are unique and special in their own way. Each learns in a different way and needs their education to be individualized.

But differentiating lessons for gifted students can require even more thought and extra planning.

Gifted learners tend to go through their learning activities rapidly and require modifications to their education for them to be fully engaged in the classroom.

If you're struggling to know exactly how to differentiate lessons for gifted students, this is just the article for you. We'll highlight instructional strategies to use that will meet your student's need for enrichment in the classroom, as well as pitfalls to avoid.

What does "Gifted" mean?

The National Association for Gifted Children defines gifted as " students with gifts and talents performed or capable being performed at higher levels compared to others the same age, experience, and environment. "

If your school has a gifted program, they likely also have their own definition and benchmarks that qualify a student as gifted. It is important to note that there is not a unified definition from all the states concerning what gifted means.

Gifted students are seen across all racial, socioeconomic and cultural backgrounds.

And there is no one behavior or skill set that defines a gifted learner. Some are gifted in athletics or leadership while others are gifted in the sciences or social skills.

Why is differentiated instruction needed for talented students?

Gifted students are often bored in a typical classroom. This can result in them just zoning out of the lesson or misbehaving. In situations where gifted students are left unchallenged for long periods of time, the students may never learn how to learn in a classroom.

These students need unique opportunities to analyze, evaluate, create and reflect in challenging ways. Differentiating the lesson according to their strengths can help make this happen.

Building differentiated lessons is about the philosophy and practice rather than a strict step-by-step process. You can tweak this practice to match your students' readiness, interest, learning styles and academic needs.

In general, differentiating lessons is a helpful strategy for all student learning. Education scholar Carol Tomlinson emphasizes, " Differentiation really means trying to make sure that teaching and learning work for the full range of students."

However, this article will specifically focus on why it's necessary for gifted students. When a student is contemplating skipping a grade but isn't quite ready to make the leap or is only gifted in a particular subject, differentiated lessons are a great solution.

8 Differentiation strategies for gifted learners

There are a lot of ways to use differentiation with a lesson. Different approaches will likely work better for a particular topic or student. Here are some ideas to get you started.

1. Create tiered assignments
Tiered assignments allow learners to complete the same assignment at different levels of difficulty.
How you implement this strategy will vary based on your classroom. For example, you may design an assignment for the middle tier of students and then add additional challenges for gifted students.

Another option is designing a more difficult assignment and then adding scaffolding, such as a graphic organizer or supplied reading material, to those at or below grade level.

With this strategy, it is important to routinely assess your students to understand where they are at. This way you will always know who needs advanced content and who needs more help.

2. Shorten the explanations

Gifted students typically understand a concept the first time it is explained, whereas their peers may need the content to be taught a few different ways.

Try giving a short pre-assessment or a pop quiz once you have taught the concept one time to see if the gifted students can move on to the next topic.

Doing this will hopefully prevent boredom and, in turn, misbehavior from gifted students.

3. Use flexible apps

When bringing technology into your classroom and blending the learning experience, choose apps and games with flexibility. Look for options where gifted students can work on more complex concepts while other students work closer to grade level.

There are plenty of apps, like Prodigy Math, that engage students and evaluate their skills to determine if they are learning math problems at the right level. Prodigy Math then uses adaptive algorithms to continue to challenge the student.

Apps like this can also help strain teachers less when planning differentiating lessons since they don't have to design the tiers themselves.

4. Offer open-ended and self-directed assignments

Open-ended tasks are great for differentiated lessons because they leave plenty of room for students' skills and ideas to shine. They are especially good at stimulating higher-order thinking skills such as problem-solving.

Self-directed assignments give gifted learners responsibility for their own development and let them decide how far they want to take their own learning. Assignments with open-ended questions encourage students to offer creative responses, work in small groups and build other ways to further explore. But make sure you deliver open-ended sessions with an end goal rather than leaving the students alone.

5. Introduce project-based learning

Project-based learning is effective since it mimics the real world. In a project-based assignment, learners conduct research, ask complex questions and improve management skills. Oftentimes, projects end with a presentation, which is great for practicing public speaking.

Projects can be completed in small groups or by each student individually. This learning method is especially beneficial for gifted learners due to its depth, student choice, real-world learning and collaboration opportunities.

Project-based learning tends to go over the best when the assignments relate to a student's interests. For example, a high school student interested in social studies could be tasked with designing advocacy around an issue of their choice.

6. Try a compact curriculum

A compact curriculum is similar to shortening explanations, but it will actually throw out whole lessons that the gifted student already understands. Instead, the gifted student will be given lessons on content they've never been exposed to.

Most often in this method, students will be given a pre-test that allows them to show mastery over various problems. Then, the curriculum is adjusted.

It's important to remember that curriculum development for gifted students is a dynamic process.

7. Pair gifted students up

Another strategy is being more intentional in how you pair students up in collaborative projects. Putting gifted students together in cluster groups boosts their achievement since they are able to work at a faster pace.

You may even find that in specific subjects, students that are gifted in that area can be paired up for their own differentiated lesson while you teach the rest of the class. These pairs can work on advanced content and learn from each other.

8. Always keep learning

Teaching requires constant innovation and growth with a new classroom of kiddos each year. You will always be tweaking what you are doing based on new things that you learn.

In the last two years, the pandemic has required flexibility and accelerated digital learning in ways we had never seen before.

The challenges that came with this got teachers talking and opened up a dialogue about what learning strategies work. It created a community where more experienced teachers could impart their knowledge to others.

Gifted education pitfalls to avoid

As with any strategy, there are ways to do it well and ways to do it that are not so great. Try to avoid these three common mistakes when differentiating lessons for gifted students.

1. Using gifted students as teaching assistants

While gifted students may seem like a great help in the classroom, they should not be tasked with mentoring or tutoring other students. They need to be challenged in their own education and reteaching a concept that they already know doesn't do that.

A different way to go about this is having flexible grouping projects that let students work together for a short period of time. These projects allow gifted students to practice interacting with their peers and allow other students to learn from gifted students, but it's temporary.

This method allows gifted students to learn and avoids attaching a 'teacher' role to their interactions.

2. Working independently without oversight

A differentiated lesson for gifted learners should lead to more collaboration and content enrichment without the learner working constantly on their own. Assigning open-ended tasks without oversight or accountability can actually have the opposite effect of what you're going for with gifted learners.

Ensure that lessons allow for student choice while still conforming to school district standards. And check in often with your gifted students.

3. Assuming mastery in all subject areas

Don't assume that just because a learner is gifted in one area means that this means they are gifted in every area. For example, a student may be reading at a high school level but is not a strong writer. Or they may excel at math problems but struggle to understand graphs in science.

Evaluate each subject area individually before assigning advanced lessons to gifted students.

Creating a learning environment for everyone

Differentiated lessons can be a great tool for gifted students in your classroom. But there are best practices to keep in mind when you're constructing lessons. Differentiating lessons helps challenge gifted students and keep them engaged in your classroom.
If starting the process of planning differentiated lessons feels overwhelming to you, using Prodigy can be a great first step.
Whether you're teaching in a math or English classroom, Prodigy is a fantastic free teaching resource that customizes each student's experience with adaptive content.

Prodigy helps make it easier for you to differentiate instruction across your classroom, with no grading required! Teachers simply select what curriculum-aligned skills they'd like to test on their students or let Prodigy's adaptive algorithm assign content to help a student grow, including those in gifted or talented strands.
It's also free for teachers and schools! See how it works below: Create your free account

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7 Ways to Differentiate Lessons for Gifted Students

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All students are unique and special in their own way. Each learns in a different way and needs their education to be individualized. But differentiating lessons for gifted students can require even more thought and extra planning. Gifted learners tend to go through their learning activities rapidly and require modifications to their education for them to be fully engaged in the classroom.

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Welcome to the Team Teaching Toolkit webpage! We hope that you find the materials useful as you engage with team teaching in your school.

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Working to deliver a better special education service

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Teaching Resources - Early Years, Primary, Junior Cycle, Parents

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Instant access to printable lesson plans, assessments, interactive activities, resource packs, PowerPoints, ebooks and teaching ideas in English and as Gaeilge.

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Differentiating Instruction: It’s Not as Hard as You Think

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Universal Design for Learning (UDL) is a set of principles for curriculum development that give all individuals equal opportunities to learn, including Students with Disabilities. This growing movement aims to improve the educational experience of all students by introducing more flexible methods of teaching, assessment and service provision to cater for different styles of learners. This approach is underpinned by research in the field of neuroscience and is designed to improve the learning experience and outcomes for all students.

The UDL guidelines provided by US organisation CAST are based on the idea that there is no such thing as a 'typical' or 'average' student, that all students learn differently and that to successfully teach for all students, we have to introduce greater flexibility in to teaching and learning practice. They say that educators should follow 3 core principles when designing learning experiences, building in:
From Theory to Practice: the UDL guidelines>>

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Seesaw providing choice

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Seesaw | Elementary Learning Experience Platform

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Seesaw | Elementary Learning Experience Platform

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Elementary Learning Experience Platform | Seesaw

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Seesaw is a Learning Experience Platform with 25M+ users, enhancing elementary education, engagement, and school culture while improving academic success.

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Teaching Resources - Early Years, Primary, Junior Cycle, Parents

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Instant access to printable lesson plans, assessments, interactive activities, resource packs, PowerPoints, ebooks and teaching ideas in English and as Gaeilge.

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Inclusion in education is recognised as a basic human right and is the foundation for a more just and equal society. Having a policy and ethos of inclusion in schools ensures that education is provided to children in the context of:

The following is an overview of the supports and resources relating to inclusion;

Special Education Support Services

The SESS provides support to teachers in the form of in-school professional development and individual professional development. They offer an email and phone support service via 1850 200884 or info@sess.ie.

National Council for Special Education

The NCSE deliver a service through a national network of Special Educational Needs Organisers (SENOs) who liaise with parents and schools and the HSE in providing resources to support children with special educational needs. In 2011 it published Inclusive Education Framework: A guide for schools on the inclusion of pupils with special educational needs.

Scoilnet

Scoilnet has developed a number of factsheets (see below) which provide definitions, characteristics of special needs, helpful strategies and related links as a means of supporting teachers in responding to inclusion in education.

Inclusive education is a process that involves the transformation of schools and other centres of learning to cater for all children - including boys and girls, students from ethnic and linguistic minorities, rural populations...

UNESCO, 2009

Introduction to the Laptops Initiative (2003-05) which involved mobile technology, literacy and inclusion

Spotlight on Resources Created

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Add a resource

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Upgrade your browser now

What you need...

To register for a Scoilnet Account you will need to have a Teaching Council number and a roll number for your school in Ireland.

If you already have a Scoilnet Account then you can sign in here.

The benefits...

A Scoilnet account will allow you to upload your resources or weblinks to Scoilnet as well as enabling you to share and add resources to a favourites listing. Users who have a Scoilnet Account will also be able to fully access Scoilnet Maps and Census@School from home.

Register

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Official education portal of the Department of Education and Skills in Ireland. Curriculum focused resources and support for primary and post primary teachers.

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We are a national organisation providing a collaborative platform to enhance sport and physical activity opportunities for people with disabilities.

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Get the kids to think about how it feels to be included / excluded, and how they can make sure that everyone is included in future, with this interesting worksheet.

Explore Activity Village

Print out this inspirational poster, featuring a quote by Barack Obama and use in your displays (use the borderless settings on your printer for the best results). Perfect for World Thinking Day!

Kids can use this story paper - which comes in colour or black and white - for writing a story about a playground accident, or perhaps for thinking about ways they might "be there" to help other children who need a hand.

Encourage children to think about what diversity means with the help of this interesting and thought-provoking worksheet.

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Get the kids to think about how it feels to be included / excluded, and how they can make sure that everyone is included in future, with this interesting worksheet. Explore Activity Village Print out this inspirational poster, featuring a quote by Barack Obama and use in your displays (use the borderless settings on your printer for the best results).

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People with disabilities and long-term illnesses are disadvantaged in many aspects of social inclusion. A study, funded jointly by the National Disability Authority and the Equality Authority, entitled "Disability and Social Inclusion in Ireland", by Brenda Gannon and Brian Nolan, ESRI, examines how people with disabilities and long-term illnesses fare by comparison with others in Irish society in terms of:

educational attainment;

earnings;

poverty;

social participation.

Social exclusion is more widespread where people are severely hampered in their daily lives.

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Disability and Social Inclusion in Ireland

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People with disabilities and long-term illnesses are disadvantaged in many aspects of social inclusion. A study, funded jointly by the National Disability Authority and the Equality Authority, entitled "Disability and Social Inclusion in Ireland", by Brenda Gannon and Brian Nolan, ESRI, examines how people with disabilities and long-term illnesses fare by comparison with others in Irish society in terms of: educational attainment; earnings; poverty; social participation.

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We work towards the full inclusion of people with intellectual disabilities by supporting people to have their voices heard and advocating for rights under the United Nations Convention on the Rights of People with Disabilities (UNCRPD).

We invite everyone with an interest in the area of intellectual disability to join us.

Information about your rights and access to services, supports and benefits - to help you speak up for yourself or a person you support

We work towards the full inclusion of people with intellectual disabilities by supporting people to have their voices heard and advocating for rights

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Inclusion Ireland | Advocating for Intellectual Disability Rights

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Inclusion Ireland: Advocate for the rights of people with intellectual disabilities. Join us in creating a more inclusive society.

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equality science workplace diversity equity inclusion inclusive education workplace montgomery county diversity inclusion leadership cultural diversity disabilities

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Inclusive Education in Action Project
This project aims to provide a resource for those working to develop equity and equal opportunities within education systems globally and is the result of collaboration between UNESCO and the European Agency for Development in Special Needs Education. At the end of its first year in 2010 the initiative produced a framework and rationale, along with a website which provides examples of policies, accounts of practice, stories, videos and more.
Click here for the Project Framework and Rationale [PDF 884Kb]
Click here for the project website

(Dept. of Education and Science Inspectorate, 2007)

(A checklist produced by SESS to help schools identify barriers to inclusion)

(Guidelines on appropriate use of language related to pupils with special education needs - from SESS Post-primary Inclusion Seminar material)

(A reflective checklist on inclusion for schools - from SESS Post-primary Inclusion Seminar material)

A list of acronyms used in Special Education (SESS)

A study aimed at gathering information on teachers' perceptions about inclusion, current practice in creating inclusive learning environments and current constraints to inclusive practice.
To view PDF documents you will need to download Adobe Reader from the Adobe website.

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Inclusive Education in Action Project This project aims to provide a resource for those working to develop equity and equal opportunities within education systems globally and is the result of collaboration between UNESCO and the European Agency for Development in Special Needs Education.

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Working to deliver a better special education service

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Rapid is the complete intervention solution for struggling primary learners working behind Age Related Expectations, and for KS2 children with special educational needs.

Age-appropriate content, with real-life topics, to inspire a love of reading in KS3 students.

A dyslexia-friendly font that wasdesigned especially for the series.

Innovative software, featuring a 'read to me' feature to encourage independent learning.

Teaching support and level teststhat both specialists and non-specialists will find easy to use.

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Rapid Plus - Outside the Box Learning Resources

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Rapid is the complete intervention solution for struggling primary learners working behind Age Related Expectations, and for KS2 children with special educational needs. Age-appropriate content, with real-life topics, to inspire a love of reading in KS3 students. A dyslexia-friendly font that wasdesigned especially for the series.

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Working to deliver a better special education service

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What is Dyscalculia? - The Dyslexia Association

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Developmental Dyscalculia, like dyslexia, is one of a family of specific learning difficulties.

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For further supports please visit the Maths Development Team Website
A copy of Literacy and Numeracy for Learning and Life;The National Strategy to Improve Literacy and Numeracy among Children and Young People 2011-2020 is available to download here.
Numeracy is not limited to the ability to use numbers, to add, subtract, multiply and divide. Numeracy encompasses the ability to use mathematical understanding and skills to solve problems and meet the demands of day-to-day living in complex social settings. To have this ability, a young person needs to be able to think and communicate quantitatively, to make sense of data, to have a spatial awareness, to understand patterns and sequences, and to recognise situations where mathematical reasoning can be applied to solve problems.

The definition of Numeracy are found on page 8 of the Strategy. The two video clips below, which are shown at the Leadership Seminars, may help facilitate discussion on what it means to be both literate and numerate and the implications of this for teaching and learning in our schools.

Literacy for the 21st Century
What it means to be numerate

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For further supports please visit the Maths Development Team Website A copy of Literacy and Numeracy for Learning and Life;The National Strategy to Improve Literacy and Numeracy among Children and Young People 2011-2020 is available to download here. Numeracy is not limited to the ability to use numbers, to add, subtract, multiply and divide.

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Last Updated on January 8, 2021 by Editorial Team

The intervention of technology in education is one of the marvelous phenomena that happened in this era. Things possible now with available gadgets could have never be imagined 10 years ago. From regular student's wiki to braille assistance, technology has achieved great heights in the sector.

We curated a list of top 10 free mobile apps for people with dyscalculia. Our focus in this post is on the apps that are directly or indirectly related to dyscalculia and its impact on our daily lives. We tried to reach every corner of it and thus, coming up with apps that help in tackling the issues with ease.

Other than Mathematics, Socratic also supports Science, History, English, and Economics. The app uses vision technology to read the submitted image and AI to figure out the concepts for solving it.

Simple but interactive UI makes it really easy to use. The ability of the machine to spit out the results in just a few seconds is pretty impressive. However, the app itself is limited by its dependence on optical character recognition.

Links: Android Playstore | Apple Appstore

Photomath is another super popular app sharing a similar goal to Socratic. However, Photomath is buffed with additional great features that make it lucrative to use over Socratic.

It has a scientific calculator to edit equations right there in the app. An interesting find in the app is that it not just explains the answer, it also shows multiple methods of tackling the problem. Furthermore, the app supports more than 30 languages, which is really impressive considering the limitation of OCR technology. We tried comparing the functionality aspects of Socratic with Photomath, the machine learning of the latter's turns out to be more powerful than former.

Links: Android Playstore | Apple Appstore

Improving mental math is one of the main practices necessary in overcoming Dyscalculia. Mental Math is our ability to do mathematical calculations in our mind without the help of any device, such as calculator and mobile phones, etc. The more we develop mental math skills, the faster our brain will have computational power. The mental Math Practice app is here to serve that purpose.

Mental Math Practice app aims at improving mental math skills by using flashcards. Some of the features mentioned :

200 mental math flashcards crafted by an expert math tutor

Concept explanations of shortcuts used.

Detailed insights and progress tracking

The app is developed by an online test prep company, Magoosh. It currently sits at 4.5-star ratings with more than 100k downloads on play store.

Links: Android Playstore | Apple Appstore

Flow Free is a widely popular addictive game that involves connecting dots based on their colors. This app demands spatial reasoning and planning to complete all of the color matches without crossing or overlap of the lines or pipes.

People with dyscalculia generally have trouble with spatial awareness, this game can be really beneficial in training their minds about it. It has over 2500 free puzzles for kids to try and challenge their visual-motor skills. The app is developed by NoodleCake Studios with over 100 million downloads on play store.

Links: Android Playstore | Apple Appstore

Smartynote is a notepad app with powerful features like OCR, Voice recognition, and Text to speech. Although the app is made specifically for dyslexics, people with dyscalculia can also take the benefit as it can read numbers as well.

It really makes note taking so much easier. All you have to do is click a photo of a page or some text, it will extract the text and save it to your note. You can use voice recognition if you want the app to write a note while you speak. You can also let the app dictates the saved note to you. Different color combinations and fonts are available to suit your needs. Around 20k people use this app worldwide.

Links: Android Playstore

Puzzles and games are curated according to the user's training habits and preferences. Moreover, users can check detailed insights into their training process and analyze the progress. The app is available in English, Spanish, Portuguese, French, German, Japanese, and Korean. More than 90 million people use this app worldwide.

Links: Android Playstore | Apple Appstore

NeuroNation is another brain training app with tasks and exercises similar to Lumosity. However, it majorly targets people with weak memory and concentration power (as in the case of dyscalculia).
At the moment, the program consists of 27 exercises. More than 15 million people use this app worldwide.

UI is pretty simple and easy to understand. Users can personalize activities according to their potentials. Just like Lumosity, the Neuro nation also provides detailed insights into training progress. A daily 15 minutes of exercise with the app is recommended.

Links: Android Playstore | Apple Appstore

Prodigy Game is the perfect example of 'learning while playing'. It lets you practice concepts of mathematics in an interactive way. As per the description, Prodigy delivers a unique learning experience through an interactive math game where success depends on correctly answering skill-building math questions. Players can earn rewards, go on quests, and play with friends - all while learning new skills.

The app mainly targets kids age up to 6-12. Its user base comprises of over a million teachers and 50 million students around the world. Parents can monitor their child's progress through the levels and understanding of the concepts. Teachers should allow students a 10-minute play in class as a reward of completing a task. This will motivate students and give them a sense of achievement.

Links: Android Playstore | Apple Appstore

Although apps like google maps may have eased the burden still a complete solution is required to ensure driving safety. Well, there are no such apps which you could blindly trust for driving as it depends upon your own practice and experience and we recommend to include driving expert if you have alarming issues while driving. Car Dashdroid, however, aims to serve the one-stop platform for complete driving assistance while you are on road.

Car Dashdroid gives you quick, easy access to things you'd normally want on the road. That includes navigation, music, contacts, messages, voice commands, and more. It has a smart dialer so you won't have to search for your contacts anymore. It can read text messages out loud and it supports popular messaging apps like WhatsApp, Telegram, Facebook Messenger, and others. It also comes with a compass, speedometer, and plenty of other useful features. There is even Tasker support.

Links: Android Playstore | Apple Appstore (Alternative iCarmode)

Abacus is a manual aid for calculating that consists of beads or disks that can be moved up and down on a series of sticks or strings within a usually wooden frame. Practicing abacus is to consider one of the best ways to develop number sense. Numbers are physically constructed and manipulated in Abacus. Practicing 10-15 minutes daily can effectively build your math calculative skills.

One problem with an abacus is that its difficult to carry it everywhere. Know Abacus app is here to serve this purpose. You can carry virtual abacus on your smartphones and play with it anytime you want. You have to perform steps on Know abacus according to the tasks given by the app. The app is developed by the developer, Kittipong Mungnirun and over 500k people use it worldwide.

Links: Android Playstore | Apple Appstore

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Top 10 must-have free apps for Dyscalculia [2021] - Number Dyslexia

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A list of top 10 free mobile apps for people with dyscalculia. Apps that directly or indirectly related to overcoming dyscalculia and its impact to our daily lives. We tried to reach every corner of it and thus, coming up with apps that helps in tackling the issues with ease.

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NUMERACY GAPS, SORTED

Are gaps in basic mental numeracy skills holding your students back from making exceptional progress in mathematics?

Numeracy Ninjas is a numeracy programme for schools which supports learners in developing high levels of fluency with important numeracy skills that are prerequisites for success in the study of 11 - 16 mathematics.

Aimed at learners aged 9 - 13, Numeracy Ninjas is a quick, low-stakes in-lesson activity which is completed multiple times each week. The programme is based on cognitive science research findings and motivates learners through gamification principles.

Let Numeracy Ninjas close the numeracy gaps holding your students back from excelling in mathematics.

Happy Customers

Don't Just Take Our Word For It

DOUBLE the rate of progress

In a 2016 controlled trial experiment at a large mainstream comprehensive school in the UK involving 430 students, those who participated in the Numeracy Ninjas programme for one academic year achieved on average, double the rate of progress over the students in the control group, as measured on a diagnostic numeracy assessment taken at the start and end of the year.

FREE TRIAL

Can I try before I buy?

Yes, absolutely! Try the Numeracy Ninjas programme with your learners for free for 5 weeks. Sign up for our free trial and we'll email you the Ninja Skill Book PDFs for weeks 1 to 5.

We use cookies on our website to give you the most relevant experience by remembering your preferences and repeat visits. By clicking "Accept All", you consent to the use of ALL the cookies. However, you may visit "Cookie Settings" to provide a controlled consent.

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Click below to download a FREE copy of Under The Mask: Inside Feelings.

Watch the author, Emma Cahill, read Inside Feelings and bring the Superheroes to life!

In the original Under The Mask, Olly meets the loveable Superheroes who teach him simple coping mechanisms to deal with sadness, anger and worry.

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Under The Mask Inside Feelings, by Emma Cahill

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Click below to download a FREE copy of Under The Mask: Inside Feelings. Watch the author, Emma Cahill, read Inside Feelings and bring the Superheroes to life! In the original Under The Mask, Olly meets the loveable Superheroes who teach him simple coping mechanisms to deal with sadness, anger and worry.

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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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Talk to someone

Worried about something you have seen online or concerned about your child? Childline and the National Parents Council Primary offer free advice and support service.

Childline is a support service for young people up to the age of 18.There is a 24hr telephone, online and mobile phone texting service.

The National Parents Council Primary enables and empowers parents to be effective partners in their children's education.

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Webwise offer free information, advice and resources to help parents, teachers and students address internet safety issues.

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We are constantly learning and developing social skills to benefit from communication and interactions with other people.

It's important for children to understand how to interact with different people and act in varied social situations. These are key skills for functioning in broader society and thriving across many educational subjects.
Explore this collection of resources with confidence
Teachers at Twinkl have carefully arranged an array of Early Years Social Skills activities, designed for children who may experience social, emotional or mental health difficulties. The aim is to support children's interactions in a positive, mindful way.

You'll find plenty of fun social skills games to explore. These types of games encourage communication and co-operation.

How can I help my child with social skills?

Story time - Sharing stories and discussing what's happening helps children understand varied social situations, and how they might be expected to behave.

Emotions - Recognising other people's emotions can be tricky - it's hard enough to understand what's happening in our own heads and hearts, never mind other people's! Role-play is a helpful activity. Make sure you talk to your child to understand their intentions. You may find this How Do You Feel Today? Emotions Chart helpful.

Empathy - Understanding other people's feelings and responding appropriately is fundamental to positive interactions. You can practice empathy using scenario cards, reading stories and by showing empathy yourself.

Play - Play is one of the best ways to encourage social development, as deeper development is more likely to occur organically from a child's own reasoning. Learning through play is often more effective (and fun) than 'teaching' skills like turn-taking and sharing interests.

Focus - Plan lessons which focus on developing certain social skills rather than adding this type of development as an extra benefit to a lesson.

Our resources enable children with social, emotional and mental health difficulties to be gradually eased into group work, while improving key skills such as co-operation. We've compiled a collection of fun and interactive activities that encourage group work to successfully complete the objectives. Resources provide building bricks, with therapy sheets, cards, word mats and games to help children learn to socialise effectively. Activities like the Conversation Game - Have a Conversation Cards are colourful and easy to use. Packs like this Social Skills Worksheets Resource Pack provide resources you can access and print at any time, tailored to a range of scenarios you could experience in the learning environment.

Early Years Social Skills activities often involve things like verbal abilities, empathy, and self-control. They'll learn how to show they're sorry and make things right after wrongdoings.

This can help children to shape a sense of independence, through the ability to take ownership of their actions and behaviours.

Alongside being considerate of other's feelings, children will also be able to effectively express how they're feeling, too, with these activities. It takes a lot of social maturity and confidence in order to be able to open up to other people.

This Emotions Board Game is particularly great for providing encouragement to children to openly discuss their emotions. It's also a great find for those with SEND, since it has beneficial qualities for emotional communication barriers.

With Early Years Social Skills activities, they'll also learn how to have good manners, like saying 'please' and 'thank you'.

It's important for children to develop their cognitive and social-emotional skills. It also makes a much more positive and active learning environment for them.

By implementing social skills early on, it means that children will be better prepared for building healthy, lasting relationships and strong bonds.

Interpersonal skills are important for children's growth in social development. It means they're less likely to have social and emotional difficulties later in life.

Making friends with others can help to build emotional resilience. This will help them to overcome challenging obstacles that life can bring.

As a result, children will develop altruism, social competence, companionship, self-confidence and a sense of belonging. It'll also give them a security blanket and ensure isolation prevention.

With resources like these Early Years Social Skills activities, children are likely to get along with the majority of people they meet. Children with these abilities and positive habits are likely to adjust to change well and become successful in situations which require them to build rapport.

Teaching self-awareness can help a child to carefully judge situations as well as their own and others behaviours. With these Early Years Social Skills activities, children can learn the most appropriate ways to respond to different social situations.

Early Years Social Skills activities can help children to be able to manage conflicts and problems. An example might be where they spot another child showing signs that they're upset due to lack of inclusion. They might seek to include this child within their games. This positive learned behaviour shows conflict resolution as well as leadership, which are both strong social skills to have.

Top social skills activities

An array of carefully selected resources and social skills games are available to use at home or in the classroom to support children with social, emotional and mental health difficulties.

All the resources have been created and approved by teachers. They follow guidance for age-related learning expectations, providing reliable support in one easy-to-download file.

Once you've chosen a resource, simply click the green 'Download Now' button located at the bottom to receive your ready-to-use file.

Why not start with these social skills resources?

We hope you find the information on our website and resources useful. However, please be aware that every child's needs are different.

The above video may be from a third-party source. We accept no responsibility for any videos from third-party sources. Please let us know if the video is no longer working.

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Early Years Social Skills Activities - SEND Inclusion

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We are constantly learning and developing social skills to benefit from communication and interactions with other people. It's important for children to understand how to interact with different people and act in varied social situations. These are key skills for functioning in broader society and thriving across many educational subjects.

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Social Skills - Kid Sense Child Development

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What are social skills? Social skills are the skills we use everyday to interact and communicate with others. They include verbal and non-verbal communication, such as speech, gesture, facial expression and body language. A person has strong social skills if they have the knowledge of how to behave…

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School transition toolkit - primary to post-primary - Jigsaw

School transition toolkit - primary to post-primary

School transition toolkit - primary to post-primary
The transition from primary to post-primary school is a milestone in a young person's life.
While exciting it can also bring its own challenges. Jigsaw has developed a toolkit for primary schools to support teachers to prepare young people for the change ahead.

Welcome to Jigsaw's school transition toolkit

The final year of primary school prepares and supports young people to come to terms with the changes that lie ahead and to develop their own coping strategies. This year young people may have missed out on opportunities to develop some of these skills in the classroom due to the Covid-19 pandemic.

Young people's ability to respond to change is often related to their coping skills, personal resources, relationships with family and friends and the school environment itself.

What you will find

We have incorporated strategies in a number of engaging resources for you and your class. These include a mix of methodologies including classroom discussions, animations, scenarios, reflective exercises and worksheets.

We hope this toolkit will support young people to feel more prepared for some of the changes they may experience in post-primary school and to support them in developing their own coping strategies to deal with these changes.

School transition toolkit - primary to post-primary

Section 1 supports young people to explore mental health, their attitude to change and the types of feelings change can bring up.
Exploring attitudes and feelings towards change

Section 2 encourages young people to consider how change may look and strategies to be prepared for change. It also supports how to think about how friendships may change.
Preparing for change

Section 3 supports young people to consider their strengths and to develop their own coping strategies that they can use during the change from primary to post-primary school.
Strategies to support youth mental health

Section 4 encourages young people to ask for support when they need it, who they can turn to for support and what they are looking forward to when attending post-primary school.
Identifying and accessing supports

Our partners

Jigsaw's school transition toolkit is supported by Rethink Ireland through the Innovate Together Fund, a collaboration between Rethink Ireland and the Department of Rural and Community Development (via the Dormant Accounts Fund).

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School transition toolkit - primary to post-primary - Jigsaw

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School transition toolkit - primary to post-primary - Jigsaw The transition from primary to post-primary school is a milestone in a young person's life. While exciting it can also bring its own challenges. Jigsaw has developed a toolkit for primary schools to support teachers to prepare young people for the change ahead.

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Transitions can be particularly challenging for all students and can pose even greater levels of challenge for students with special educational needs. Good planning and support for transition helps to ensure the successful transfer of students from early childcare and pre-school to primary school, from primary school to post-primary school and from post-primary school to further education settings.

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Transitions can be particularly challenging for all students and can pose even greater levels of challenge for students with special educational needs. Good planning and support for transition helps to ensure the successful transfer of students from early childcare and pre-school to primary school, from primary school to post-primary school and from post-primary school to further education settings.

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Educoot Education Resources for literacy, numeracy, digital literacy, life skills, employment skills & more

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There are five Priority Learning Units at the heart of every Level 2 Learning Programme. These prepare students for the opportunities, responsibilities and experiences of adult and working life and lifelong learning.
The five PLUs are:
Resources purchased by secondary schools include Levels 1 to 4 and all subject areas are popular, including Information Technology, Health and Fitness, Cookery, Maths and Work Experience.
See the mapping below:

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L2LP Lesson Plans, Classroom Materials - Educoot Education Resources for literacy, numeracy, digital literacy, life skills, employment skills & moreL2LP Lesson Plans, Classroom Materials

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There are five Priority Learning Units at the heart of every Level 2 Learning Programme. These prepare students for the opportunities, responsibilities and experiences of adult and working life and lifelong learning. The five PLUs are: Resources purchased by secondary schools include Levels 1 to 4 and all subject areas are popular, including Information Technology, Health and Fitness, Cookery, Maths and Work Experience.

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We can not wait to get outside & do as many activities as possible! If that is also your goal then this list of gardening activities for kids will surely prove to be a great resource. There are so many fun ideas here deciding where to start might be the only challenge.

MORE
for
KIDS:

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Fun and educational kids activities - slime, glow in the dark, play dough, science experiments, kids crafts, fun recipes, and more!

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Level 2 Learning Programmes. At NCCA, we work with learners, teachers, practitioners and parents to develop research-based curriculum and assessment.

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Engage with Nature website will make available month by month instructions and resources for working with the seasons by cultivating school gardens; creating habitats; exploring the environment and understanding our place in it. It is by learning to love the natural environment that pupils can be persuaded to change practice and to motivate the adults in their lives to do the same.

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This guidance resource is designed to give you a range of strategies to calm overwhelmed children, by looking at our 8 senses: touch, sight, hearing, taste, smell, interception, vestibular and proprioception. Great for getting a better understanding of what children with disabilities, developmental…

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Free delivery for orders over £45

In our shop, you will find sensory toys and sensory education resources for children with autism, ADHD and other additional needs. All our products are thoroughly tested by us - if it isn't easy or enjoyable to play with, we don't stock it!

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I would like to thank you for the excellent service you have given me and super fast delivery. I have a 3 year old autistic boy so finding good quality toys for him was hard. I was recommended this site by a support worker and can i say the toys are excellent. I will be buying again in the near future.

Bethan

★★★★★

I would like to say that I was thoroughly impressed with the service I received when shopping online with your store. I actually requested a faster delivery due to a holiday and needing a sensory product urgently and I received it so quickly at no extra cost! The items are perfect and I really would recommend you to anybody.

Claire Gill

★★★★★

First and foremost, a huge thank you for sending me my order of Chewbuddy so promptly. My son is constantly using his chewbuddy instead of chewing holes through his clothes! Great value,
would most strongly recommend yourselves and I will shop with yourselves again

Susan Dolan

SenseToys Gift Card

Our e-gift vouchers make excellent gifts, redeemable online on our full range of products.

Delivered instantly by email. Online redemption instructions are enclosed with the e-gift voucher.

Select amount

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Sensory toys and educational resources for children with special needs

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Free delivery for orders over £45 In our shop, you will find sensory toys and sensory education resources for children with autism, ADHD and other additional needs. All our products are thoroughly tested by us - if it isn't easy or enjoyable to play with, we don't stock it!

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Please note that this item is a Special Order Product. The average waiting time for delivery is 21 days but this could take longer due to supplier or delivery delays. Believe us, it is worth the wait. If you are happy to go ahead, please close to place your order.