Rationale
This Policy on Special Education Teaching Provision in Kealkill NS, was formulated by Mary O’ Brien and Mary Tisdall during 2016, and updated during May 2017, taking cognisance of directives contained in the 1998 Education Act; the Learning-Support Guidelines (2000); the Education for Persons with Special Educational Needs Act (EPSEN) 2004; the DES Circulars, especially 02/05 and the revised SET allocation model 2017.
The Policy was discussed, accepted and ratified by the Board of Management of Kealkill NS on 28/09/2017. This policy was reviewed in September 2023 and was ratified at a Board meeting on 18/10/2023
This Policy on SET Provision in Kealkill NS contains the following elements:
1. Situation.
2. Aims of Special Education Teaching .
2.1 Subsidiary aims.
3. Principles.
4. Roles and Responsibilities.
4.1 Role of the Board of Management.
4.2 Role of the Principal.
4.3 Role of the Class Teacher.
4.4 Role of the SET.
4.5 Role of Parents.
4.6 Role of Pupils.
5. Prevention and Early Intervention.
5.1 Prevention Strategies.
5.2 Early Intervention Programmes.
6. The Continium of Support
7. Cluster-Wide Policy
for Screening, Assessment, Caseload, Selection, Permissions, Review
7.1 Parental Permissions.
7.2 Initial Screening.
7.3 Diagnostic Assessment
7.4 Caseload Decisions.
7.5 Selection Criteria.
7.6 Deploying Resources (The 6 Steps from Circular 02/05)
7.7 Staff Meetings.
7.8 Parent-Teacher Meetings.
7.9 Lunchtime Supervision.
7.10 Travelling Time.
7.11 Review of the Cluster-Wide Policy on Learning-Support.
8. Continuing and Discontinuing Supplementary Teaching.
9. Monitoring Progress.
10. Liaising with Parents.
10.1 Communication with Parents
10.2 Principal Teacher Liaising with Parents.
10.3 Class Teacher Liaising with Parents.
10.4 The SET Liaising with Parents.
11. Monitoring and Reviewing this Policy.
List of Appendices.
Appendix 1. The Staged Approach to Assessment, Identification and Programme Planning (Appendix 3 of Circular 02/05).
Appendix 2. A List of Assessments available in Kealkill NS.
Appendix 3. Draft Letter seeking Parental Permission for the Teachers to Administer Selection / Diagnostic Assessments.
Appendix 4. Draft Letter Seeking Parental Permission for their Child to Attend Learning-Support.
Appendix 5. Resources Maintained by the Special EducationTeacher.
Appendix 6. Resources Available to the SET in this School.
Bibliography.
Updated Draft Whole School Policy for Special Education Provision.
1. Situation.
Kealkill NS was allocated 57.5 hours under the SET allocation in 2022.
School Roll Number : 16087E
Address : Kealkill
Number of Class Teachers: 7
This policy is the Special Education Teaching Policy for Kealkill NS; but also contains a section which outlines the cluster-wide policy for Screening, Assessment, Caseload, Selection, Permissions and Review (Section 6).
2. Aims of Special Education:
The principal aim of Special Education provision, “is to optimise the teaching and learning process in order to enable pupils with learning difficulties to achieve adequate levels of proficiency in literary and numeracy before leaving primary school” (LSG: p. 15). This support may be provided by the class teacher and / or the SET (See Appendix 1: The Staged Approach, described in Circular 02/05).
2.1 Subsidiary aims.
- To enable pupils to participate in the full curriculum for their class level
- To develop positive self esteem and positive attitudes about school and learning in pupils
- To enable pupils to monitor their own learning and become independent learners
- To provide supplementary teaching and additional support in English and / or Mathematics
- To involve parents in supporting their children through effective parent support programmes
- To promote collaboration among teachers in the implementation of whole school policies on learning support for pupils
- To establish early intervention programmes designed to enhance learning and to prevent / reduce difficulties in learning
- To guard the self-esteem and self-image of the learner.
3. Principles.
Effective learning programmes are based on the following principles:
- Effective whole-school policies and parental involvement
- Prevention of failure
- Provision of intensive early intervention
- Direction of resources towards pupils in greatest need.
4. Roles and Responsibilities.
The role of supporting learning is a collaborative responsibility shared by all:- The Board of Management, Principal Teacher, Class Teachers, SET, Parents and Children. It is important that everyone contributes in the planning and implementation of our school plan on Special Education Provision.
4.1 Role of the Board of Management.
The Board of Management shall:
- Oversee the development, implementation and review of the Special Ed policy. Ensure that adequate classroom accommodation and teaching resources are provided for the SETs. Provide adequate funds for the purchase of Special Education materials.
- Provide a secure facility for storage of records relating to pupils in receipt of Special Education Teaching. We use the Aladdin software system.
4.2 Role of the Principal Teacher.
“The principal teacher has overall responsibility for the school’s learning-support programme and for the operation of services for children with special educational needs”. (Learning-Support Guidelines, p.38). The Education Act (1998) , the EPSEN Act (2004) and the 2017 SET guidelines have all reiterated this responsibility.
The Principal Teacher is required to:
- Assume overall responsibility for the development and implementation of the school’s policies on Special Education and special needs in co-operation with the Special Education Teachers.
- Work with teachers and parents in the development of the school plan on learning support and special needs.
- Monitor the implementation of the school plan on Special Ed and special needs on an ongoing basis.
- Organise at least one cluster meeting per annum.
- Monitor the selection of pupils for supplementary teaching, ensuring that this service is focused on the pupils with very low achievement.
- Oversee the implementation of a whole-school assessment and screening programme to identify pupils with very low achievement and learning difficulties so that these pupils can be provided with the support they need.
- Keep teachers informed about the external assessment services that are available and the procedures to be followed for initial referrals.
- Help teachers increase their knowledge and skills in the area of Special education.
- Liaise regularly with the SETs, “In order to support the implementation of school policy on special education as outlined in the school plan, the principal teacher should arrange a meeting with the special ed teacher at least once each school term to discuss the implementation of the school plan on learning support” (Learning-Support Guidelines, p. 40).
- Assume direct responsibility for co-ordinating Special Education and special needs services.
- The role of co-ordinating Special Education and special needs services may be filled by the principal teacher him / herself. Alternatively, the principal teacher may assign these duties to another teacher such as a special education teacher, SET or post holder.
Typically, the duties assigned to this role would include the following:
- Maintaining a list of pupils who are receiving supplementary teaching and / or special educational services (continuum of support documentation)
- Help to co-ordinate the caseloads / work schedules of the Special Ed teachers
- Supporting the implementation of a tracking system at whole-school level to monitor the progress of children with learning difficulties (through use of continuum of Support and Aladdin.)Advise parents on procedures for availing of special needs services
- Liaising with external agencies such as psychological services to arrange assessments and special provision for pupils with special needs
- Arrange for classroom accommodation and resources, as appropriate.
- Organise and co-ordinate the construction of Student Support Plans
4.3 Role of the Class Teacher
- Circular 02/05 demands the implementation of the Staged Approach. Stage 1 of this approach requires class teachers to support their pupils’ learning, in the first instance (See Appendix 1 of this policy).
- The Staged Approach requires class teachers to construct simple, individual plans of support, and to implement this plan for a specified time (3 Months) before referring the child for Stage 2 interventions (See Appendix 1 of this policy).
- Circular 02/05 demands that, “Interventions with pupils at stages 2 and 3 should include a classroom support plan to ensure that the pupils’ needs are met for the whole school day” (p. 7).
- The Learning Support Guidelines (2000) advocate a significant change in the role of the class teacher, in terms of increasing emphasis on consultation with the learning-support teacher and with parents.
- The class teacher has primary responsibility for the progress of all pupils in her / his class, including those selected for supplementary teaching.
- “A particular responsibility of the class teacher is to create a classroom environment in which learning difficulties can be prevented or at least alleviated”, (Learning-Support Guidelines, p. 42).
This can be achieved by:
- Grouping pupils for instruction
- Providing lower-achieving pupils with strategies for reading, spelling and problem solving
- Adapting learning materials for lower-achieving pupils
- Liaising closely with their parents. When supplementary teaching cannot be provided for a pupil, or is being phased out or discontinued, the class teacher will need to develop and implement a support programme that meets the pupil’s changing needs, in consultation with the Special Ed teacher.
- In supporting the development and implementation of the school plan on learning support the class teacher should administer and score appropriate screening measures, and discuss the outcomes with the SET.
- The class teacher plays an important role in the initial identification of pupils who may have general or specific learning disabilities. The class teacher will carry out appropriate screening measures him / herself and / or refer the pupil to the learning-support teacher for appropriate screening.
- For each pupil who is in receipt of supplementary teaching, the class teacher will collaborate with the Special Ed teacher in the development of a Student Support Plan by identifying appropriate learning targets and by organising classroom activities to achieve those targets.
- For each pupil who is in receipt of supplementary teaching, the class teacher will adjust the class programme in line with the agreed learning targets and activities on the pupil’s Support Plan and maintain a record of the pupil’s progress towards achieving those learning targets.
With regard to teaching pupils with low achievement, the following general approaches and methods are recommended:
- Group teaching
- Modifying presentation and questioning techniques to maximise the involvement of pupils with low achievement in class activities
- Placing an emphasis on oral language development across the curriculum
- Providing pupils with extra tutoring in the key basic skills in literacy and numeracy
- Setting learning targets at an appropriate level
- Providing learning activities and materials which are suitably challenging but which also ensure success and progress
- Carrying out error analyses of a pupil’s work to pinpoint specific areas of difficulty, for particular attention in subsequent lessons
- Setting up ‘buddy systems’ in class (high achievers collaboratively working with low achievers).
A key role of successful learning-support is a very high level of consultation and co-operation between the class teacher and the Special Ed. teacher.
Central to this consultation is the development, implementation and review of Support Plans. This consultation will be achieved through formal timetabling at least once per instructional term, and through informal consultation as the need arises.
It is accepted practice for class teachers to consult with the parents of all their pupils from time to time. However, for parents of pupils who are in receipt of supplementary teaching, additional time should be devoted to consultation and collaborative planning.
In the case of each pupil who has been identified as experiencing low achievement and / or a learning difficulty following administration of an appropriate screening measure, the class teacher should:
- Make parents aware of the concerns of the school about their child’s progress
- Outline the school’s practices regarding the administration of diagnostic tests by the SET and seek the approval of the pupil’s parents to proceed with such assessment
- Outline the support that is available in the school to pupils who experience low achievement and / or learning difficulties
- Indicate to the pupil’s parents that a meeting with the SET will follow the assessment
- After the diagnostic assessment, attend, if possible, the meeting between the pupil’s parents and the SET and indicate how the pupil’s class programme will be modified in order to achieve the agreed learning targets in the Student Support Plan.
4.4 Role of the Special Education Teacher
The activities of the Special Education teacher should include both teaching and nonteaching duties. According to the Learning-Support Guidelines (2000) “The particular balance that the learning-support teacher achieves between supplementary teaching and consultative activities will depend on the specific circumstances of the school” (p. 32). The SET’s activities should include, where possible:
- Assisting in the implementation of a broad range of whole-school strategies designed to enhance early learning and to prevent learning difficulties.
- Provide supplementary teaching commensurate with the child’s particular and individual needs.
- Research the pupil’s specific learning difficulty, to become au fait with this impediment to learning.
- Implement recommendations from outside agencies, wherever possible, and liaise with outside agencies pertinent to the children in their care.
- Development of a Support Plan for each pupil who is selected for supplementary teaching, in consultation with class teachers and parents.
- Maintaining a weekly planning and progress record, or equivalent, for each individual or group of pupils in receipt of learning support.
- Delivering intensive early intervention programmes and providing supplementary teaching in English and / or Mathematics to pupils in the junior section of the school (Junior Infants to 2nd Class), caseload permitting.
- Providing teaching in English and / or Mathematics to pupils in the senior section of the school who experience low achievement and / or learning difficulties, caseload permitting.
- Co-ordinating the implementation of whole-school procedures for the selection of pupils for supplementary teaching, giving due consideration to:
Individual pupil assessment, Programme planning, Curriculum differentiation, Approaches to language development, Approaches to reading, Approaches to spelling, Approaches to writing, Approaches to Mathematics
- Meet with parents of each pupil who is in receipt of SET to discuss targets and ways in which attainment of the targets can be supported at home.
- Meet with parents of each pupil who is in receipt of SET at the end of each instructional term:, To review the pupil’s attainment of agreed targets, To discuss the next instructional term and To revise the pupil’s Student Support Plan.
- Contributing at the school level to decision making regarding the purchase of learning resources, books and materials to be made available to pupils with learning difficulties in their mainstream classrooms and in the Special Education teacher’s room.
- Performing a defined role in co-ordinating the provision of special needs and learning-support services in the schools in our cluster, as requested and time permitting.
- Liaising with external agencies such as educational psychologists, speech and language therapists etc… to arrange assessments and special provision for pupils with special needs.
- Collaborate with the principal teacher and meet with him / her at least once each school term to discuss issues relating to the development and implementation of the school plan on SET, and to the provision of SET.
- The SET should work closely with class teachers to implement school policies on preventing learning difficulties, screening pupils for learning difficulties, interpreting the outcomes of diagnostic assessments and providing supplementary teaching and other forms of learning-support, where it is deemed necessary.
The SET plays an important role in co-ordinating the selection of pupils for supplementary teaching. The SET shall:
- Co-ordinate the administration by class teachers of a whole-school screening programme to identify pupils with very low achievement and / or learning difficulties in English and Mathematics
- Consult with class teachers on the identification of pupils who may need diagnostic assessment, taking into account the pupils’ scores on an appropriate standardised screening measure, agreed criteria for identifying pupils, teachers’ own views of the pupils’ difficulties and needs and the number of pupils to whom Special Education can be provided.
- Carry out a comprehensive diagnostic assessment of each pupil who has been identified as experiencing low achievement and / or learning difficulties and, in consultation with the class teacher and parents, identify the type and level of Special Education that is needed to meet the pupil’s needs.
- In addition to providing supplementary teaching to pupils, the SET is involved in administering a range of formal and informal assessments and in maintaining records of the outcomes of those assessments. The SET shall: Conduct an initial diagnostic assessment of each pupil who has been identified as having low achievement and / or a learning difficulty, based on results of an appropriate screening measure and record the findings of the assessment in the pupil’s Student Support Plan.
- Monitor the ongoing progress of each pupil in receipt of supplementary teaching in relation to the attainment of agreed learning targets and short-term objectives that arise from them and record the observations in the Weekly Planning and Progress Record, or equivalent.
- Review the progress of each pupil at the end of an instructional term or on achieving targets and record it on the Student Support Plan.
- As one of our SETs is shared between 3 schools, the following caution contained in the Learning-Support Guidelines, is particularly relevant to our situation: “Teachers providing learning-support services in a cluster of schools face additional challenges in meeting the learning needs of pupils” (Learning-Support Guidelines, p.51).
THE ROLE OF THE SNA: (See policy on Special Needs Assistants also)
- Assistance with feeding: where a child with special needs requires adult assistance and where the extent of assistance required would overly disrupt normal teaching time.
- Administration of medicine: where a child requires adult assistance to administer medicine and where the extent of assistance required would overly disrupt normal teaching time.
- Assistance with toileting and general hygiene: (including catheterisation) where a child with special needs cannot independently self-toilet, and until such time as they are able to do so.
- Assistance with mobility and orientation: on an ongoing basis including assisting a child or children to access the school, the classroom, with accessing school transport (where provided, school Bus Escorts should, in the first instance, assist a child to access school transport), or helping a child to avoid hazards in or surrounding the school. (Every effort must be made by the school to provide opportunities for independence e.g. the removal of hazards.)
- Assisting teachers to provide supervision in the class, playground and school grounds: at recreation, assembly, and dispersal times including assistance with arriving and departing from school for pupils with special needs where the school has made a robust case that existing teaching resources cannot facilitate such supervision.
- Non-nursing care needs associated with specific medical conditions: such as frequent epileptic seizures or for pupils who have fragile health.
- Care needs requiring frequent interventions including withdrawal of a pupil from a classroom when essential: This may be for safety or personal care reasons, or where a child may be required to leave the class for medical reasons or due to distress on a frequent basis.
- Assistance with moving and lifting of children, operation of hoists and equipment.
- Assistance with severe communication difficulties including enabling curriculum access for pupils with physical disabilities or sensory needs (See also section 9) and those with significant and identified social and emotional difficulties. Under the direction of the teacher, this might include assistance with assistive technology equipment, typing or handwriting, supporting transition, assisting with supervision at recreation, dispersal times etc.
The following tasks are the type of secondary care associated tasks which SNAs will often perform, but only once they have been allocated on the basis of the primary care support tasks listed above. The indicative list of secondary associated tasks listed below is not definitive and is reflective of the tasks detailed in Circulars 08/02 and 71/2011.
The associated support tasks which may be carried out, but which would not in themselves normally constitute a reason for the allocation of SNA support include:
- Preparation and tidying of workspaces and classrooms or assisting a child who is not physically able to perform such tasks to prepare and tidy a workspace, to present materials, todisplay work, or to transition from one lesson activity to another. To assist with cleaning of materials.
- Assistance with the development of Personal Pupil Plans for children with special educational needs, with a particular focus on developing a care plan to meet the care needs of the pupil concerned and the review of such plans.
- Assist teachers and/or Principal in maintaining a journal or care monitoring system for pupils including details of attendance and care needs. Assist in preparation of school files and materials relating to care and assistance required in class by students with special needs.
- Planning for activities and classes where there may be additional care requirements associated with particular activities, liaising with class teachers and other teachers such as the Special Ed. teacher and school principal, attending meetings with parents, SENO, NEPS Psychologists, or school staff meetings with the agreement and guidance of class teacher/principal.
- Assistance with enabling a pupil to access therapy or psycho-educational programmes such as anger management or social skills classes, under the direction of qualified personnel including class teachers or support teachers.
- Assistance to attend or participate in out of school activities: walks, or visits, where such assistance cannot be provided by teaching staff.
The Role of the Classroom Teacher and Special Ed. Teachers and the Role of an SNA to support those teachers:
- Students with special educational needs can have very complex learning needs and should be taught by qualified and experienced teachers who are equipped with the necessary skills to meet the needs of these students.
- SNAs are recruited specifically to assist in the care needs of pupils with disabilities in an educational context. SNAs therefore do not have a teaching/pedagogical role and it would not be appropriate for pupils with special needs to be taught by unqualified personnel.
- Section 22 (1) of the Education Act 1998 states the primacy of the teacher in the education and personal development of students in schools. The classroom teacher is responsible for educating all pupils in his/her class, including any pupil with a special educational need. The class teacher has primary responsibility for the progress and care of all pupils in his/her classroom, including pupils with special educational needs.
- It is the responsibility of the classroom teacher to ensure that each pupil is taught in a stimulating and supportive classroom environment where all pupils feel equal and valued. The teacher will have access to all information that is likely to be relevant to teaching or supervising a pupil with special educational needs. The classroom teacher also has a central role in identifying and responding to pupils with additional needs. These responses will be informed and assisted by collaboration with colleagues, parents/guardians and others such as the school’s NEPS psychologist and the local SENO.
- The classroom teacher will also make specific accommodations for a pupil within the class as a result of concerns about a pupil’s progress, application, communication, behaviour or interaction with peers.
- When a pupil with significant and complex care needs has access to support from a SNA the classroom teacher will work closely with the SNA. However, the class teacher continues to have primary responsibility for teaching and learning and for the social and emotional development and progress of the pupil.
- Though the SNA can provide useful assistance to the teacher in ensuring that the pupil is able to access education, the role of the SNA is not to provide additional tuition, as this is the role of qualified Special Ed. teachers who may assist the teacher to provide additional teaching to pupils with special educational needs.
4.5 Role of Parents.
“Parents through their unique knowledge of their own child, have much to contribute to their child’s learning programmes” (Learning-Support Guidelines, p.52). Parents can prepare for and support the work of the school by:
- Providing a home environment in which there are opportunities for adults and children to participate together in language, literacy and mathematical activities in the early years before formal schooling begins.
- Supporting the work of the school by participating with their child in such activities as:
Using Information and Communications Technology (ICTs), where available, to support learning in English and / or Mathematics
Book sharing / reading stories
Storytelling
Paired reading (listening to and giving supportive feedback on oral reading)
Discussions about school and other activities to build vocabulary and thinking skills
Writing lists and short accounts about children’s experiences
Counting and measuring and other activities involving number
Visits to the zoo, museum, library etc… to broaden the range of their child’s experiences
- Where their child is in receipt of supplementary teaching, implementing suggested home-based activities outlined in their child’s Support Plan and discussing the outcomes with the child’s teachers.
- Talking positively about school and school work;
- Availing of real-life situations to discuss the importance of language, literacy and mathematics.
- Modelling involvement in language, literacy and mathematical activities at home by engaging in and talking about these activities.
- Where their child is in receipt of supplementary teaching, implementing suggested home-based activities outlined in their child’s Support Plan and discussing the outcomes with the child’s teachers.
- Parents should keep the class teacher informed of the progress that they observe in their child’s learning. They should also let the school know of any learning difficulties that they observe in their child at home. If, following diagnostic assessment, the child has been identified as requiring supplementary teaching, the parents should attend a meeting with the learning support teacher to discuss:
The results of the assessment
The learning targets in the Student Support Plan
The actions to be taken by the school to meet those targets
The ways in which attainment of the targets can be supported at home.
- Where a child is in receipt of supplementary teaching from the Special Education teacher, the parents should:
- Discuss their child’s progress with the Special Education Teacher at the end of each instructional term, and, in cases where supplementary teaching is to be continued, discuss the revised learning targets and activities in their child’s Support Plan.
- At the discontinuation of supplementary teaching, discuss with their child’s teachers how the child’s future learning needs can continue to be met at school and at home
- Participate in activities organised by the school that are designed to increase the involvement of parents in their children’s learning
- Become familiar with and contribute to the development of the school plan on learning support individually and through involvement in parents’ associations.
4.6 Role of Pupils.
Pupils who are in receipt of supplementary teaching should, as appropriate:
- Become familiar with the medium and short-term learning targets that have been set for them and they should be given the opportunity to contribute to the setting of such targets.
- Contribute to the selection of texts and other learning materials that are relevant to the attainment of their learning targets.
- Develop ‘ownership’ of the skills and strategies that are taught during supplementary teaching and learn to apply these learning strategies and skills to improve their own learning.
- Contribute to the evaluation of their progress by participating in appropriate assessment activities, including self-assessment.
“The involvement of pupils in the development, implementation and review of their own learning programmes is an important principle underlining effective supplementary teaching” (Learning-Support Guidelines, p.54).
5. Prevention and Early Intervention.
Prevention / early intervention is a cornerstone of SET.
5.1 Prevention Strategies.
Our strategies for preventing learning difficulties include:
- The development of agreed approaches to the teaching of English and Mathematics in order to ensure progression and continuity from class to class.
(See Plean Scoile for English and for Mathematics)
- Provision of additional support in language development and relevant early literacy and mathematical skills to pupils who need it , where caseload allows;
- Implementation of a whole school parental involvement programmes that focus on developing children’s oral language skills, shared books with children and developing their early mathematical skills
- Implementation of paired reading programmes involving adults / parents and pupils in the school
- Ongoing structured observation and assessment of the language, literacy and numeracy skills of pupils in the infant classes to facilitate early identification of possible learning difficulties
- Close collaboration and consultation between the Infant teacher and the SET.
5.2 Early Intervention Programmes.
Early intervention is a vital component of the SET provision in this school, caseload permitting. Early intervention programmes may be provided by the class teacher and / or by the SET, in accordance with the Staged Approach, outlined in Circular 02/05 (pp. 21-22), and available here in Appendix 1.
- Close collaboration and consultation between the class teachers and the SET, will identify pupils who may be in need of early intervention. Teacher observation and professional opinion will be given due consideration in the selection of pupils for early intervention programmes.
- Intensive early intervention programmes in the early primary classes can be an effective response to meeting the needs of children with low achievement. These programmes will:
- Be set within a specific time frame (decided by the SET, and class teacher.)
- Be based on a shared expectation of success by everyone involved.
- Involve small group teaching or one-to-one teaching where small group teaching has not been effective.
- Include a strong focus on oral language, laying the foundation for meaningful reading activities and further development of language and comprehension skills.
- Emphasise the development of phonemic awareness and a range of other word identification skills.
- Engage the pupils in frequent supervised oral and silent reading of texts at appropriate levels of difficulty and monitor their comprehension.
- Stress the interconnected nature of listening, speaking, reading and writing.
- Focus on language development in mathematics, and in the development of mathematical procedures and concepts.
6. The Continium of Support
We use the Continuum of Support Framework set out by the Department of Education to identify and support children with additional needs. Like this framework, we recognise that Special Educational Needs occur along a continuum, ranging from mild to severe, and from transient to long-term and that pupils require different levels of support depending on their identified additional needs. By using this framework, it helps us implement a staged approach to ensure that our support and interventions are incremental, moving from class-based interventions to more intensive and individualised support, and are informed by careful monitoring of progress.
The Continuum of Support is a problem-solving model of assessment and intervention that enables us to gather and analyse data, as well as to plan and review the progress of individual pupils.
This problem-solving process is illustrated as follows:
Identification of educational needs is central to our policy and the new allocation model. By using the Continuum of Support framework, we can identify pupils’ educational needs, to include academic, social and emotional needs, as well as needs associated with physical, sensory, language and communication difficulties. This, in turn, allows us to identify and respond to needs in a flexible way.
The Continuum of Support suggests the following levels of support:

STAGE 1 CLASSROOM SUPPORT
Classroom Support is the most common, and typically the first response to emerging needs. It is a response for pupils who have distinct or individual educational needs and who require approaches to learning and/or behaviour which are additional to or different from those required by other pupils in their class. Problem-solving at this level typically begins when a parent or teacher has concerns about an individual pupil. The class teacher and parents discuss the nature of the problem and consider strategies which may be effective. The class teacher may seek advice from Special Education Teachers at this stage. Classroom Support incorporates the simple, informal problem-solving approaches commonly used by class teachers to support emerging needs.
STAGE 2 SCHOOL SUPPORT
In some cases, interventions at classroom support level are not enough to fully meet the pupil’s special educational needs. If standardised test results and teacher observation indicate this to be the case, School Support may, therefore, be required. The class teacher involves the Special Education Teacher Team (SET Team) in the problem-solving process at this point and it involves more systematic gathering of information and the development and monitoring of a School Support Plan. Where progress is such that the child is no longer giving cause for concern, the child will revert to the usual differentiated curriculum available to all children.
STAGE 3 SCHOOL SUPPORT PLUS
If a pupil’s special educational needs are severe and/or persistent, they are likely to need intensive support. If interventions at classroom support and school support levels are not enough to fully meet the child’s special education needs, a School Support Plus plan is required. School Support Plus will generally involve personnel outside the school team in the problem solving, assessment and intervention process. An assessment may be arranged at this point from a relevant and suitably qualified professional to provide more information to help the school and parents to meet the needs of the child. If the child is assessed as having care needs then an application will be made to the SENO for SNA support. Where it is recommended that a child requires specialised equipment the school will make an application for this equipment and arrange for the use of this equipment to be demonstrated to the relevant staff. However, the information from Classroom and School Support work will provide the starting point for problem-solving at this level.
Identification of Educational Needs through the Continuum of Support Process
Classroom Support | The class teacher considers how to differentiate the learning programme effectively to accommodate the needs of all pupils in the class. A classroom support plan is developed and/or adjusted over time for those pupils who do not respond appropriately to the differentiated programme. This is informed by: Parental consultation Teacher observation records Teacher-designed measures/assessments Basic needs checklist Learning environment checklist Pupil consultation – My Thoughts About School Checklist Literacy and numeracy tests Screening tests of language skills A classroom support plan runs for an agreed period of time and is subject to review. |
School Support | At this level a support plan is devised and informed by: Teacher observation, records, Teacher-designed measures/assessments, Parent and pupil interviews, Learning environment, checklist, Diagnostic assessments in literacy/numeracy, Formal observation of behaviour including ABC charts, frequency measures, Functional assessment as appropriate, including screening measures for social, emotional and behavioural difficulties A support plan at this level may detail suitable teaching approaches including team-teaching, small groups or individual tuition. A school support plan operates for an agreed period of time and is subject to review. |
School Support Plus | This level of the continuum is informed by a detailed, systematic approach to information gathering and assessment using a broad range of formal and informal assessment tools, reports from outside professionals (as appropriate) and may include: Teacher observation and teacher-designed measures Parent and pupil interviews Functional assessment Results of standardised testing such as measures of cognitive ability, social, emotional and behavioural functioning, adaptive functioning etc Data generated from this process is used to plan an appropriate intervention and can serve as a baseline against which to map progress. A support plan at this level is likely to be more detailed and individualised, and to include longer term planning and consultation. |
Meeting Children’s Additional Learning Needs
Once pupils needs have identified they may be supported in a variety of ways. Children at Classroom Support level will be supported in the classroom by the class teacher. Special education teachers and class teachers will work together to support children at School Support and School Support Plus level. This support may take the form of in-class support or withdrawal of groups/individuals. Interventions will be planned to address pupils’ priority learning needs and to achieve the targets identified in the relevant Continuum of Support plan.
We take into account the different backgrounds, experiences, interests and strengths that influence the way in which children learn when we plan our approaches to teaching and learning. In planning our support, the ‘Planning Template’ outlining the 6 point action plan below will be utilised.
Good target setting is central to effective teaching and learning for pupils with special educational needs. Targets should be few in number; informed by priority learning needs and directly linked to suitable interventions. We will consult parents when setting targets and when reviewing progress. The views of pupils may also be included in this process, through their direct involvement in the discussion or by gathering their views in advance of the review process. This collaboration will help ensure that targets are relevant, meaningful, realistic, and that they draw on the strengths and interests of pupils.
Planning Template to Guide the Allocation of Additional Teaching Supports for Pupils with Special Educational Needs
Action 1: Identification of pupils with special educational needs | Review existing information on pupils’ needs, using school-based data and any information from parents and external professionals. Engage in additional screening and data gathering as required, using informal and formal assessment approaches (for example, teacher observations, information on social and emotional competence, standardised tests, diagnostic tests). Identify all pupils with special educational needs in the school. Match their needs to the appropriate level on the Continuum of Support. |
Action 2: Setting targets | Based on individual needs, set clear learning targets for each pupil at each level of the continuum of support. |
Action 3: Planning teaching methods and approaches | Identify the level and type of intervention required to meet targets for each pupil on the continuum of support. Schools should consider methodologies best suited to promoting meaningful inclusion such as differentiation, heterogeneous grouping, team-teaching and small group teaching. They should also be mindful that the interventions and supports that they are using are evidence-informed. |
Action 4: Organising early intervention and prevention programmes | Based on identified needs, choose evidence-informed early intervention/prevention programmes to address concerns. Identify time needed and staffing commitment required. |
Action 5: Organising and deploying special education teaching resources | Cross-reference the needs of pupils at school support and school support plus levels and consider common needs that can be met by grouping to ensure effective and efficient teaching and learning approaches. Agree which teacher(s) will cater for these groups/individuals and when and where the teaching will take place. Be mindful of the requirement that pupils with the greatest level of need should receive the greatest level of support from teachers with relevant expertise. |
Action 6: Tracking, recording and reviewing progress | Utilising the Aladdin system to record the progress of all pupils in meeting their identified targets: At whole-school and classroom support level by all teachers At the school support and school support plus levels by class teachers and special education teachers. |
7. Cluster-Wide Policy on Screening, Assessment, Caseload, Selection, Permissions and Review.
This section of the policy refers to policy in relation to screening etc… in Kealkill NS and it also incorporates cluster-wide arrangements.
7.1 Parental Permissions.
(1) Parental permissions are required for children to attend learning-support.
(2) Parental permissions are also required for the SET, to undertake individual, diagnostic testing (Circular 02/05).
The SET, will be given a copy of these permissions by the principal teacher. These permission will also be available on Aladdin
7.2 Initial Screening:
Class teachers will carry out the initial screening tests. Class teachers will also correct and record results for Drumcondra standardised tests.
7.3 Diagnostic Assessment:
The Special Education Teacher, will discuss each class’s recorded results with the class teacher. The SET will carry out further screening tests and / or diagnostic assessments where it is deemed necessary. The results of these tests will be available for the end of year staff meeting.
7.4 Caseload Decisions:
Large caseloads have led to a dilution of Special Ed. provision, and this is to be avoided, as is the inclusion of average-achieving pupils on the SET caseload. The Staged Approach (See Appendix 1 of this policy), together with current guidelines (the LSG), and DES directives must inform all decision-making regarding the SET’s caseload.
7.5 Selection Criteria:
The following selection criteria encompass all current guidelines and general good practice. The SET will select pupils in accordance with these criteria, stopping at (1) if his / her caseload is full, but will continue on to point (2) caseload permitting, and so on through the selection criteria.
1. Pupils previously in receipt of “Resource hours” who continue to experience significant learning difficulties.
2. Pupils previously in receipt of “Learning-Support” who continue to experience significant learning difficulties (scoring below the 12th%ile on standardised assessments).
3. Pupils diagnosed as having “Low Incidence Learning Disabilities”.
4. Pupils diagnosed as having “High Incidence Learning Disabilities”.
5. Pupils who have English as an Additional Language (EAL) i.e. (a) pupils who arrive to our school without any English (b) pupils who have lived in Ireland less than two years, and whose English needs further support.
6. Pupils scoring at/below the 10th percentile on standardised assessments in literacy.
7. Pupils scoring at/below the 12th percentile on standardised assessments in literacy (to allow for a margin of error).
8. Pupils scoring at/below the 10th percentile on standardised assessments in Mathematics.
9. Pupils scoring at/below the 12th percentile on standardised assessments in Mathematics (to allow for a margin of error).
10. Early intervention in literacy – Infant class pupils who continue to experience difficulties in early literacy skills, despite interventions made by the Class Teacher at
Classroom Support (Stage 1) level of the NEPS Continuum of Support. The class teacher will have opened a Support Plan and recorded the interventions in it.
11. Early intervention in Mathematics – Infant class pupils who continue to experience
difficulties in early numeracy skills, despite interventions made by the Class Teacher at Classroom Support (Stage 1) level of the NEPS Continuum of Support. The class teacher will have opened a Support Plan and recorded the interventions in it.
12. Pupils scoring at or below STEN 4 (30th percentile) on standardised assessments in
literacy, who continue to experience difficulty, despite interventions made by the Class Teacher at Classroom Support (Stage 1) level of the NEPS Continuum of Support. The class teacher will have opened a Support Plan and recorded the interventions in it.
13. Pupils scoring at or below STEN 4 (30th percentile) on standardised assessments in
mathematics, who continue to experience difficulty, despite interventions made by the
Class Teacher at Classroom Support (Stage 1) level of the NEPS Continuum of Support. The class teacher will have opened a Support Plan and recorded the interventions in it.
14. Pupils experiencing serious difficulties with oral language / social interaction / behaviour / emotional development / application to learning, despite interventions made by the Class Teacher at Classroom Support (Stage 1) level of the NEPS Continuum of Support. The class teacher will have opened a Support Plan and recorded the interventions in it.
15. Pupils who have been diagnosed by a NEPS Educational Psychologist as having a “superior IQ”). Interventions will be made in the first instance by the Class Teacher at Classroom Support (Stage 1) level of the NEPS Continuum of Support. The class teacher will have opened a Support Plan and recorded the interventions in it.
7.6 Deploying Resources:
The 6 Steps from Circular 02/05.
(1) Step 1 Circular 02/05, p. 7. A list of every pupil in the school, who has been highlighted as needing support, will be compiled by the Special Education Teachers.
(2) Step 2 Circular 02/05, p. 7. This list will be examined in consultation with Circular 02/05, and each child will be allocated support, as appropriate, under the terms of the Staged Approach.
(3) Step 3 Circular 02/05, p. 7. A list of members of the teaching staff will be compiled by Mr. Darragh Carey.
(4) Step 4 Circular 02/05, p. 8. A member of staff will be allocated to support the learning of each pupil identified, considering: the Staged Approach; the needs
of the pupils; the expertise and experience of the teacher; and practical considerations.
(5) Step 5 Circular 02/05, p. 8. Pupils with similar needs may be grouped for support.
(6) Step 6 Circular 02/05, p. 8. A tracking and recording system will be established
by the SET’s. All teachers will actively monitor and record the progress of pupils.
7.10 Travelling Time
The shared SET ensures that the time spent travelling between schools is kept to the minimum possible, while providing regular support to pupils. The cluster acknowledges that 2 schools and one parish are involved.
7.11 Review of the Cluster-Wide Policy on Special Ed.
At least one meeting per year will accomplish regular review of the cluster-wide policy.
The meeting will be co-ordinated by the base principal. The 2 principals and the shared SET will attend. If this meeting is not possible, then communication via phone call will take place.
8. Continuing and Discontinuing Supplementary Teaching
- An instructional term is generally taken to mean 13-20 weeks of instruction. However, where the SET is shared between schools and is unable to meet pupils more than 2-3 times a week, an instructional term may be longer than 13-20 weeks.
- A meeting will be held at the end of each instructional term with the parents in cases where supplementary teaching is to be continued to discuss the revised learning targets and activities in the pupil’s Support Plan.
- Supplementary teaching will normally be discontinued where the targets have been met and the pupil (on assessment) is performing above the percentile laid down in the criteria for receiving learning-support.
- The school may decide to discontinue supplementary teaching with some pupils (who have made satisfactory progress), in order for the SET to provide early intervention / prevention for Infants – 2nd class, after the analysis of relevant tests such as Test2r, Belfield Infant Analysis Profile and/or Drumcondra Test of Early Literacy and /or pupils who have not responded to Stage One interventions by the class teacher, under the Staged Approach.
- Due consideration will be given to the overall needs of the school and all of its pupils, and to the cluster, as appropriate.
9. Monitoring Progress.
Monitoring the academic progress of the pupils in this school will be accomplished by:
- Ongoing structured observation and assessment of the language, literacy and numeracy skills of the pupils in the infant classes to facilitate early identification of possible learning difficulties by the class teacher.
- Formal and informal testing and observation of work by the class teacher.
- Implementing the school policies on screening and the selection of pupils for supplementary teaching in English and / or in Mathematics by administering and scoring appropriate measures:
- Belfield Infant Assessment Profile is completed in Junior Infants.
- For Senior Infant pupils: DTEL and DTEN each year in May
- For 1st to 6th Class pupils: Drumcondra Literacy, numeracy and Spelling each year in May
- Standardised and diagnostic testing by the learning-support teacher.
- Record keeping (Children have a file where records, test results and assessments are kept in a secure filing cabinet). Test results are also added to the student profile on Aladdin.
- Non-academic progress of pupils in this school will be reviewed informally, for example under the headings of improvements in the pupil’s self esteem; school attendance; attitude to learning; attitude to school and general behaviour.
10. Liaising with Parents.
Effective communication with parents is critically important to the success of a learning-support programme.
10.1 Communication with Parents.
- Teachers will take every opportunity to make parents familiar with the purpose and procedures of the school’s Special ED. team.
- Activities may be organised in our school, from time to time, to increase the involvement of parents in their children’s learning, e.g. Paired / Shared reading.
- Parents will be encouraged to support their child’s learning through:
- Developing children’s oral language through discussion
- Motivating children to read more (Graded Readers provided daily by the school)
- Creating a home environment where literacy can thrive
- Selecting books that interest children
- Counting, measuring and other activities involving number.
10.2 Principal Teacher Liaising with Parents.
While the SET will consult with parents and outside agencies on an ongoing basis, the principal teacher can facilitate the involvement of parents in the Special Education process by:
- Establishing school policies and procedures, which enable parents to become involved effectively in the provision of learning-support.
- Encouraging the organisation of information sessions for all parents on issues relating to the school’s learning-support service.
- Overseeing the development of links between teachers and the providers of assessments and other services.
- Facilitating the involvement of other members of the community (for example, grandparents, older siblings, retired adults) in contributing to the learning support programme by inviting them to train for and participate in activities such as paired reading, story telling and library time.
10.3 Class Teacher Liaising with Parents.
- Once a pupil has come to the attention of the school because of low achievement it will be possible for the class teacher in the context of ongoing contact with the parents to make them aware of the situation and to ascertain the parent’s views about the child’s performance at school.
- Seek the parent’s approval to proceed with diagnostic assessment, which may lead to supplementary teaching. Permission for diagnostic testing by the SET must be given by parents in writing. When a child is selected for Special ED support, the parents must accept or decline the place in writing (Draft letter for this purpose, Appendix 4).
- Indicate that a meeting with the SET and the parents will take place following diagnostic assessment and prior to the commencement of supplementary teaching.
- Seek the parent’s permission for their child to attend supplementary teaching with the Special Education Teacher (Draft letter for this purpose, Appendix 5 – this can be either signed or else permission given on Aladdin).
10.4 The SET Liaising with Parents.
In addition to providing general information to parents about the Special Ed. Services that are available in the school, the SET should:
- Meet with the parents of each pupil who has been selected for diagnostic assessment (if such a meeting is requested at this point by the parents).
- After the initial diagnostic assessment has been completed, meet with each pupil’s parents to discuss the outcomes of the assessment.
- Discuss the learning targets in the child’s IPLP with the parents, the actions to be taken by the school to meet those targets and the ways in which attainment of the targets can be supported at home (if it is decided that supplementary teaching will be provided by the SET).
- Communicate on an ongoing basis with the parents of each pupil who is in receipt of supplementary teaching so that progress can be positively affirmed and any difficulties in implementing the pupil’s learning programme at school or at home can either be anticipated and avoided or addressed without delay.
- Consult with the parents of each pupil who is in receipt of supplementary teaching at the end of the instructional term to review the pupil’s attainment of agreed learning targets, to discuss the level of supplementary teaching (if any) that will be provided in the next instructional term and to revise the pupil’s Support Plan, as necessary.
- Consult with parents when supplementary teaching is to be discontinued and identify ways in which the pupil’s learning can continue to be supported at school and at home
- Demonstrate techniques and strategies to parents that will enable them to help with their child’s development in such areas as oral language, reading, writing, spelling and mathematics
- Where relevant, collaborate with other teachers to advise parents on ways in which they can support their children’s learning at home.
11. Monitoring and Reviewing this Policy.
Monitoring of the Special ED. Policy is an ongoing and developmental process. The whole school staff of this school will discuss this Special ED. Policy at least once per year at a staff meeting, and review as necessary.
12. SEN Policy Success Criteria
A whole school approach to the implementation of our SEN policy will:
- ensure that children with SEN gain access to a broad, balanced curriculum and have opportunity of access to an appropriate education.
- develop positive self-esteem and positive attitudes to school and learning among our pupils.
- improve standards of academic performance and achievement.
- enhance parental involvement in supporting their child’s learning.
- increase collaboration between school personnel.
- The achievement of these success criteria will be assessed through: feedback from teachers, children and parents/guardians; child’s achievements and ongoing analysis of children’s academic performance and attainment of personal targets.
Ratified by the Board of Management on____________________
Signed: _______________________ ________________________
(Chairperson, Board of Management) (Principal)
Date: ________________________ ________________________
Appendix 1.
The Staged Approach to Assessment, Identification and Programme Planning (Appendix 3 of Circular 02/05). To be used in conjunction with the Continium of support
Stage I
A class teacher or parent may have concerns about the academic, physical, social, behavioural or emotional development of certain pupils. The teacher should then
administer screening measures, which may include screening checklists and profiles for pupils in senior infants and first class, standardised, norm-referenced tests for older pupils and behavioural checklists where appropriate.
The class teacher should then draw up a short, simple plan for extra help to be
implemented within the normal classroom setting, in the relevant areas of learning and/or behavioural management. The success of the classroom support plan should be reviewed regularly, with appropriate parental involvement. If concern remains after a number of reviews and adaptations to the plan, the special education support team or the learning support/resource teacher in the school may be consulted about the desirability of intervention at stage II.
Stage II
If intervention is considered necessary at stage II, then the pupil should be referred to the learning support/resource teacher, with parents’ permission, for further diagnostic testing. In the case of pupils with learning difficulties, if the classroom support plan fails to achieve the desired outcome the pupil should be referred to the learning support teacher/resource teacher, with parents’ permission, for further diagnostic testing. If this diagnostic assessment suggests that supplementary teaching would be beneficial, this should be arranged. The parents and the class teacher should be involved with the learning-support/resource teacher in drawing up the learning programme, which would include appropriate interventions for implementation in the home, in the classroom, and during supplementary teaching. The learning support/resource teacher and the class teacher should review regularly, in consultation with the parents, the rate of progress of each pupil receiving supplementary teaching. If significant concerns remain after a number of reviews and adaptations to the learning programme, then it may be necessary to provide interventions at stage III.
In the case of pupils with emotional or behavioural difficulties, it is recognised that, with serious difficulties, more urgent action may be needed. In these cases the pupil’s needs should, with parents’ permission, be discussed with the relevant NEPS psychologist and/or the case should be referred to the clinical services of the Health Services Executive. This may lead to a more detailed behavioural management programme to be implemented at home and in class, or to referral for further specialist assessment (stage III).
Stage III
Some pupils who continue to present with significant learning needs will require more intensive intervention at stage III. The school may formally request a consultation and, where appropriate, an assessment of need from a specialist outside the school in respect of pupils with learning difficulties or with mild or moderate behavioural problems (or both) who have failed to make progress after supplementary teaching or the implementation of a behavioural programme and in respect of pupils with serious emotional disturbance and/or behavioural problems. Such specialist advice may be sought from psychologists, paediatricians, speech and language therapists, audiologists, etc. The learning support/resource teacher, resource teacher, if available, and the class teacher, in consultation with the relevant specialist or specialists should then draw up a learning programme that includes identification of any additional available resources that are considered necessary in order to implement the programme. The parents should be fully consulted throughout this process. This programme should be the subject of regular reviews, leading to revisions of the learning programme and referral for specialist review, as necessary.
In the case of pupils identified at an early age as having very significant special educational needs, intervention at stage III will be necessary on their entry to school.
Support in the classroom will be an essential component of any learning programme devised for such pupils, and primary responsibility for the pupil will remain with the class teacher, in consultation with the learning support/resource /or resource teacher.
Appendix 2.
List of Assessments available in Kealkill NS:
- Aston Index
- NRIT
- Neale Analysis
- DRA
- PM Benchmarking
- Jackson Phonics
- Belfield Infant Analysis Profile
- Bangor Dyslexia Test
- Test2R
- DTEL (screening and diagnostic)
- DTEN (screening and diagnostic)
- RAIN
- Schonnell Reading
- Schonnell Spelling
- MIST
- WIAT
Appendix 3.
Letter, (Permission on Aladdin) Seeking Parental Permission for Teachers to Administer Selection /
Diagnostic Assessments. – Permission on Aladdin
Dear Parent,
Following test results/assessments and observations in class, we believe that your child would benefit from further Diagnostic assessment. We will keep an eye on your child’s progress and you will be kept informed. If you require any further clarification on this matter, you are welcome to contact the school and make arrangements to meet with your child’s class teacher or with the Special Education Teachers, Ms O’Brien, Ms Tisdall, Mr Cronin and Ms Russell. Please tick the permission if you agree to the above.
Appendix 4.
Draft Letter (Permission on Aladdin) Seeking Parental Permission for their Child to Attend
Special Education Support.
Dear Parent/Guardian,
Following test results/assessments and observations in class, we believe that your child would benefit from a period of learning support. We will keep an eye on your child’s progress and you will be kept informed. If you require any further clarification on this matter, you are welcome to contact the school and make arrangements to meet with your child’s class teacher or with the Special Education Teachers, Ms O’Brien, Ms Tisdall, Mr Cronin and Ms Russell. Please tick the permission if you agree to let your child attend Special Education Support. In some case further testing may be administered in school
Appendix 5.
Resources Maintained by the Special Education Teacher (As at 13/06/2017):
List of Resources:
- Alphabet charts
- Foam Alphabet floor mats
- Sand-Timers
- Magnetic Calendar
Books/Programmes:
- Building Bridges Programme
- Toe by Toe Programme
- PAT Programme
- Sound Linkage – Hatcher
- A Blueprint For Literacy Success-Sandra Iversen
- Spelling and handwriting -Brendan Culligan
- Literacy Through Football Programme
- Look ,Listen, Think – Lower, middle and upper
- Phonic Dictation – lower only
- Stile trays and sets for Phonics, Dyslexia and Grammar &Punctuation
- High Interest Activity in Language and Vocabulary books -Prim Ed
- Dictionary Skills-Prim Ed -upper only
- Listening Comprehension Lower, Middle and Upper
- 101 Games for Self-Esteem
- 101 Games for Social Skills
- Social Skills For Primary Pupils
- Teaching Comprehension Strategies 1-4
CDs:
- Christmas songs
- Nursery Rhymes
Computer Software:
- Wordshark
- Numbershark
- Kidspiration
Games:
- Avalanche
- Giant Snakes & Ladders
- Jungle Run
- Headbandz
Manipulatives:
- Theraputty- 4 strengths
- Threading Reels
- Threading Buttons
- Tweezers
- Jigsaw puzzles
- Fidget balls
- Skipping rope
- Maths Equipment:
- Numicon Basic Set
- Counting frames
- Magnetic Fractions/decimals/Percentages
- Magnetic Fraction/Decimal/Percentage wall
- Magnetic 2D shapes
- 3D shapes
- Wooden Fraction Wall
- Multiplication/Factors Square
- wooden notation board
- Small Magnetic Clock
- Large teaching clock
- Two real clocks
- Cardboard clocks
- Large step by step calculator
- Extra Large desktop Calculator
- Pegboards and pegs
- Counters
- Beads
- Animal Counters
- Interlocking camel counters
- Interlocking cubes
- base 10 set
- Tables cube
- Sponge dice-large and medium- numbers and dots.
- Pattern blocks with activities to develop spatial awareness
Appendix 6.
Resources available to the SET in this School:
Accommodation:
Reading Material:
Phonological awareness:
Phonics:
Oral Language:
Comprehension:
Writing:
Spelling:
Mathematics:
Other:
ICT:
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