Ballinamore Post-Primary Schools

Policy on Special Educational Needs

Mission Statement

Our Mission is the provision of a broad, relevant curriculum for our students, through which they can develop their full potential.  We aim to prepare our students to participate as good Christians and as good citizens in society. 

Aims of Policy on Special Educational Needs

1.      To clarify the procedures in this school for addressing SENs.

2.      To outline how SENs are identified

3.      To highlight the dependency of the school on the provisions of the Department of Education and Science for SENs.

4.      Clarification of the role of school authorities, teachers and parents.

5.      To enable the student to function as independently as possible in society through the provision, by the Department of Education and Science, of such educational supports as are necessary to realise that potential. 

What are Special Educational Needs

Students who have Special Educational Needs are those: who have already been assessed as having a mild general learning disability; those who have a physical disability that prevents them from engaging in the learning process without the assistance of some special intervention.  It does not include students whose needs can only be met in a special school. 

Enrolment of Children with Special Educational Needs

The Board recognises parents’ rights to have a school of their choice for their children and will endeavour to provide, with assistance from the DES, for students who have special educational needs. It is the policy of this school to cater for the SENs of pupils, with the Departments resources, in mainstream classes where possible and in smaller groups or one to one tuition, by withdrawal from classes where necessary, in consultation with the student, parents and teachers. 

The Board of Management must be made aware of any special needs as soon as possible. 

The following information is required: 

Has the student had access to any of the following? 

1.      Special needs assistant or classroom assistant.

2.      Special class.

3.      Help, for specific needs, from a resource teacher.

4.      Assistance with behavioural problems

5.      Psychological assessment.  The report to be provided.

6.      Any additional resources to help with special needs.

7.      Any resource in relation to travel or mobility arising from a physical disability. 

·        The Board will request a copy of the pupil’s relevant medical/psychological report and may require a professional assessment.  The purpose is to assist the school in establishing educational and training needs of the child relevant to his/her disability or special needs and to profile the support services required.

·        The Board assesses how needs can be met.

·        If further resources are required the Department of Education & Science will be requested to provide the resources before enrolment e.g. special needs assistant, specialised equipment or furniture, transport etc.

·        The School authorities will meet the parents to discuss the child’s needs and the school’s capacity to meet these needs.

·        The parents and prospective student may be invited to view the school and its facilities.

Please Note:  It may take some time for the Department of Education and Science to process the applications.  Parents are advised to inform the school as early as possible and discuss the situation well in advance of making application. 

As soon as is practicable, but not later than twenty one days, after a parent has provided the relevant information, the Board of Management shall make a decision in respect of the application concerned and inform the parents in writing.  Education Welfare Act (Section 19,(3),).  

Collaborative Approach

Good communication between home and school enhances student learning.  As several teachers can be involved in the student’s education close collaboration between the subject teachers and the Learning Support teacher and the Resource teacher is essential for the effective planning of the needs of the student with mild general learning disabilities.    

In addition to liaising with teachers and parents/guardians the Learning Support Teacher may need to liaise with professionals from other disciplines: NEPS, social workers, educational psychologists, speech and language therapists, visiting and resource teachers, occupational therapists, physiotherapists. 

Planning for individual Educational Needs

The gathering of formal and informal information about the student from every possible source is an essential starting point in planning for individual needs.  Sources include:

·        Diagnostic assessments.

·        Parents/guardians

·        Teachers’ own observations and assessments.

·        Observations and assessments made by other professionals.

·        The student’s own assessment of his/her performance.

Planning for an individual student will include: priority needs, short-term learning objectives, long term learning objectives and ongoing evaluation. 

Roles and Responsibilities in relation to Special Educational Needs

The Board of Management has the overall responsibility in approving and monitoring the school’s policy in relation to SEN.  

The Principal, Learning Support Teacher, senior management of the school are responsible for drawing up this policy in consultation with teachers, students and parents, subject to the approval of the Board of Management.  The Principal and senior management are responsible for the implementation and overview of the policy.  

The Learning Support Teacher is responsible, in cooperation with subject teachers, for the implementation, monitoring, reviewing and reporting of the policy.  

Assessment, Identification and Curriculum Provision

At the beginning of the school year, First Years will be asked to sit assessment tests.  The purpose of these tests will be to identify any students who have special educational needs.

On the basis of these tests the Learning Support teacher will determine which students are in need of assistance.  The parents and the students will be consulted about this before any decision is made in relation to assistance.  

Some students may be in need of one to one teaching or tuition in smaller groups and so may need to be assessed by an Educational Psychologist.  The student and his/her parents will be consulted and their consent obtained before any such action is taken.  The psychologist may recommend some such tuition.  Application will be made to the Department for hours for this purpose.  The school will be able to provide these hours only if they are first approved by the Department of Education and Science.  The school will not be in a position to provide any Special Needs Hours out of its own resources.  It will be agreed in advance with student and his/her parents what classes they will be withdrawn from for one to one tuition.  If the student has an exemption from Irish then he/she will be given special tuition during this period.   If the student has opted to give up French; tuition will be given during this time. 

Emotional / Behavioural Difficulties

All students will be required to abide by the school’s Code of Discipline.  The code outlines the expected behaviour and the system of sanctions and rewards.  The Class Tutor’s role is mainly pastoral and consists in listening to students about their concerns, giving advice and direction.  The Year Head is mainly concerned with discipline.  Subject teachers may refer a student to the Class Tutor or Year Head.  If a student displays behavioural problems that have not been satisfactorily addressed by the normal Code of Discipline procedures and by the normal channels of contact with parents the school authorities may seek to have an assessment by an educational psychologist from NEPS.  This may result in a special educational plan for the student to monitor, assess and enhance learning and behaviour.    

Partnership with Parents

This school acknowledges the right of parents to send their children to the school of their choice.  It also acknowledges their right to be informed about any significant learning or behavioural difficulties that arise.  It is expected that parents will inform the school about any relevant learning, emotional, physical or psychological difficulties that the student has upon enrolment.  Any relevant documentation that would assist the school in assessing how it might best address the concerns is required.  

The system of communication with parents is by written reports twice per year and by a Parent / Teacher meeting once per year.  If significant problems arise then the parents will be contacted by the Principal or by the Learning Support teacher.  The school will engage no outside agency unless the parents have given permission. 

Leaning problems may be known in advance of enrolment and the school informed upon enrolment or earlier.  The assessment tests at the start of First Year may identify areas where a student may need additional support.  In the course of the year the subject teachers may identify significant problems with learning or with behaviour.  If these have not been successfully solved by the implementation of the Code of Discipline or by the usual teaching methods then extra assistance may be needed. 

Meetings between parents, student, Learning Support teacher, Principal and others will take place if necessary to review and decide on the best approach. 

Review

This policy will be reviewed annually by the Board of Management.  The review process will involve School authorities, Learning Support Teacher, students, parents.