whole school plan for special educational needs
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Whole School Plan for Special Educational Needs, Enniscorthy Vocational College
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Whole School Plan
for
Special Educational Needs
Ratified by Board of Management 24th April 2012
A College under the authority of County Wexford
Vocational Educational Committee
Whole School Plan for Special Educational Needs, Enniscorthy Vocational College
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1. Introduction
2. Vision and Aims
3. Identification Screening and Referral Process
4. Individualised Planning
5. Organisation of ATS and Supplementary Teaching
6. Roles of Responsibility
7. Liaison between SEN Teachers and Mainstream Teachers
8. Partnership with Parents/Guardians
9. Maintenance of Database and Record-Keeping
10. Fulfilling a Consultative Role for School Colleagues
11. Fulfilling a Consultative Role for School Management
12. Liaison with External Agencies
13. Recommendations Relating to the Initiatives Required for the Implementation
of the WSP for SEN
14. Appendices
Whole School Plan for Special Educational Needs, Enniscorthy Vocational College
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1. Introduction
1.1. School Policy Statement
Enniscorthy Vocational College aims to fulfil, support and meet the
educational needs of its surrounding environs and strives to promote the
educational requirements of the community it serves. In so doing, it
recognises the contribution of the students, parent/guardians, and staff of the
school, statutory bodies and the wider community.
Enniscorthy Vocational College believes that its aims are best achieved in a
caring, disciplined and respectful environment. It recognises the individual
rights and responsibilities of the school community. It encourages
commitment and shared responsibility, working towards the achievement of
full potential and the common good.
The Mission Statement of Enniscorthy Vocational College encompasses
intellectual, physical, personal, social, moral and spiritual needs of students.
Enniscorthy Vocational College subscribes to and conforms to the general
policy statement of County Wexford Vocational Education Committee.
2. Vision and Aims
2.1. School Mission Statement
Enniscorthy Vocational College endeavours to provide a safe, secure and
supportive educational environment where all students can experience a quality
of education appropriate to their intellectual, physical, personal, social, moral and
spiritual needs in a changing world.
2.2. Aims
2.2.1. Aims for SEN students attending EVC
Enniscorthy Vocational College endeavours to:
i. Give practical effect to the constitutional rights of children
including children who have a disability or who have other special
educational needs, as they relate to education
ii. Provide, as far as is practicable and having regard to the
resources available, a level and quality of education appropriate to
the needs and abilities of the community served by the school
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iii. Ensure that people with SEN are educated in an inclusive
environment, as far as is possible
iv. Affirm that people with SEN have the same right to avail of and
benefit from education as people who do not have such needs
v. Provide for the involvement of parents/guardians in the education
of their children and decision-making
vi. To cooperate and work closely with the NCSE and the HSE with
regard to the education of people with SEN; and with the Special
Education Appeals Board where decisions made about the
education of people with SEN can be appealed
vii. Ensure there is no discrimination in relation to:
The admission or the terms and conditions of admission of
a student
The access of a student to any course, facility or benefit
provided
Any other term or condition of participation in the school by
the student
The expulsion of a student or any other sanction
viii. Ensure that students with learning support or special educational
needs are identified and provided for in a fair and equitable
manner so that their learning potential and their sense of self-
worth and dignity is developed and respected
ix. Ensure that all members of staff are aware of how to access
information on the learning support/ special educational needs of
students and of the contribution they can make in these areas
x. Ensure that Literacy and Numeracy are not viewed in isolation, but
as integral to all subjects and pursuits of the curricula and whole
school community
xi. Ensure that learning support/ special educational needs are not
viewed in isolation, but as integral to the whole school community
xii. Ensure that students with learning support/ special educational
needs are offered a broad, balanced, relevant, progressive,
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continuous and differentiated curriculum and that they are
provided for in an inclusive way
xiii. Ensure, in as far as is practicable, that all students including those
with SEN leave school with an adequate level of certification to
enable them enter the workplace or further education, as
appropriate
xiv. Encourage the creation of a caring, welcoming, stable and
stimulating environment, encouraging each student to develop
intellectually, socially, morally and physically, according to their
abilities
xv. Set high standards for students with learning support/ special
educational needs and to provide them with appropriate guidance,
in order to encourage them to achieve to their full potential and to
prepare them for their roles as adult members of society
xvi. Ensure that the achievement of students with learning support/
special educational needs is recognised, celebrated and
encouraged
xvii. Develop staff expertise in supporting students with learning
support/ special educational needs
xviii. Encourage and foster positive partnership with parent/guardians in
order to achieve appropriate support at school and at home
xix. Ensure a commitment to informed decision-making based on
secure evidence
xx. Co-ordinate the advice, guidance and support of other agencies in
supporting students with learning support needs/ special
educational needs
xxi. Ensure the effective and efficient use of resources
xxii. Monitor and evaluate the effectiveness of practice in support of
students with learning support needs/ special educational needs
2.2.2. Aims for all students attending EVC
i. To identify the physical, intellectual, religious, aesthetic, creative
and social needs of each student and to endeavour to meet those
needs
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ii. To hold each individual student in esteem in their own right while
recognising and accepting differences in ability and environment
iii. To develop in the school a caring community while exercising
concern and respect for the welfare of others emphasising the
importance of good human relationships based upon sensitivity,
tolerance and goodwill
iv. To encourage students to appreciate the virtues of cooperation; to
foster habits of responsibility and self-discipline and to promote
initiative, endeavour, teamwork and the exercise of individual
judgement
v. To project the school as an integral part of the local community and
to accept its appropriate share of responsibility for equipping each
student with the skills necessary to find her/ his own niche in society
vi. To secure the cooperation of all those concerned with the school’s
welfare in the continuous reassessment of its aims and objectives.
In this regard, cooperation with parents/guardians shall have high
priority
2.2.3. Aims for Teachers
i. To make provision for students with learning support needs/
special educational needs in their subject areas and classes
ii. To use resources effectively and efficiently and to be accountable
for the use of resources
iii. To be a part of whole school approach to Literacy and Numeracy
iv. To be part of whole school approach to SEN
v. To develop policy and practice and to work towards the
achievement of excellence in all aspect of teachers’ work
vi. To develop a positive ethos in the classroom for fostering an
inclusive approach to meeting the needs of all students including
those with learning support needs/ special educational needs
vii. To identify personal training needs and to secure training where
needed. This will be supported by school management and by
County Wexford VEC subject to the availability of adequate
resources
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3. Identification Screening and Referral Process
3.1. Stage One
3.1.1. Identification
In order to identify students with SEN, Enniscorthy Vocational College
will:
i. Liaise with feeder Primary schools to identify incoming 1st Year
students with SEN
ii. Require parents/guardians to complete specific section on
enrolment forms in relation to SEN.
iii. Liaise with parents/guardians who have concerns regarding their
son/ daughter
iv. Ensure the SEN coordination team monitors entrance
assessments for indicators of SEN
v. Ensure subject teachers, pastoral care team members and
guidance teachers monitor students’ progress through observation
of class work and class-based assessments
vi. Ensure subject teachers use formal assessments at Christmas
and the end of academic year and colate results
3.1.2. Screening Measures
Enniscorthy Vocational College requires that students will be assessed
as follows:
i. Standardised and informal assessments prior to entry to the
school using the following:
GRT II Forms X and Y
NRIT Level 3
Informal school-devised Mathematics test or WRAT4
Mathematics section Forms Blue/ Green
Informal English Writing
ii. Assessment in general subject areas – Christmas and Summer
iii. Informal testing through teaching in general subject areas
iv. Informal in-house testing throughout the academic year
v. Tracking of Literacy & Numeracy
GRT II Forms X and Y
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Informal school-devised Mathematics test or WRAT4
Mathematics section Forms Blue/ Green
3.1.3. Planning
Consultation between SEN Coordination Team, Principal/ Deputy
Principal, HSCLO at Stage One to:
i. Discuss individual students once assessments have been carried
out
ii. Collation of information on the student from primary school,
relevant NEPS personnel, social services and parents/guardians,
outside agencies
iii. Identify eligibility for application to NCSE for ATS
3.1.4. Consultation
Enniscorthy Vocational College will consult with:
i. Parents/guardians of students with SEN who are seeking a place
in the school – via Open Night; Appointment; Information Evening
for parents/guardians of incoming 1st Years; written
correspondence, where appropriate; telephone contact, where
appropriate
ii. Feeder Primary Schools
iii. Relevant NEPS personnel
iv. Subject teachers, pastoral care team members, guidance teachers
who have particular concerns about individual students
3.2. Stage Two
3.2.1. Referral
The Class Tutor will:
i. Note any difficulties experienced by the student
ii. Alert Year Head to arrange contact with student’s
parents/guardians
iii. Meet with parents/guardians to set appropriate targets
If there is no improvement in student performance, Enniscorthy
Vocational College will refer students to:
i. The SEN team for diagnostic testing with parental consent
ii. SEN Department for Learning Support provision as appropriate
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iii. NEPS for consultation, where appropriate, with parental consent
3.2.2. Individual Profile and Learning Programme
The SEN Coordination Team will:
i. Compile a student profile to be kept in SEN files
ii. Each student file will contain:
Application form for Student Enrolment
Incoming assessment tests
Reports from primary schools where provided
Psychological Assessment Reports, where relevant
Speech and Language Therapy Reports, where relevant
Occupational Therapy Reports, where relevant
Statements of Disability from Psychiatry Services, where
relevant
Other documentation from outside agencies, as appropriate
Copy of NCSE forms and supplementary documentation,
where relevant
iii. Meet with Year Head and Class Tutor to outline and discuss
student strengths and needs
iv. Meet with parents/guardians to discuss the student’s strengths
and needs
v. Commence learning programme/s based on above meetings
3.2.3. Reassessment
The SEN Coordination Team will:
i. Use, as relevant, the following formal/ standardised assessments
to further investigate a student’s strengths and needs/ progress:
GRTII Alternate Forms X and Y
NARA
WRAT4
Schonell Spelling Test
Schonell Grated Word Reading Test
ii. Assess Reading Comprehension and Maths skills proficiency of
SEN students to track progress allowing for planning for the next
academic year
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iii. Subject teachers will use informal assessment measures in order
to assess progress made
3.3. Stage Three
3.3.1. Referral to Outside Agencies
Enniscorthy Vocational College will:
i. Secure parental consent for referral for psychological assessment
as per NEPS model of service provision
ii. Refer students to NEPS as appropriate
iii. Make necessary arrangements for the assessment to take place
4. Individualised Planning
4.1. Education Plans
Enniscorthy Vocational College will ensure that:
i. An Education Plan will be put in place for each student assessed as
having SEN
ii. The Principal/ Deputy Principal, SEN Coordination Team, Learning
Support teacher/s, Class Tutor, Year Head, Guidance teacher,
parents/guardians, student, relevant personnel from outside agencies
will be involved in drawing up the Education Plan
iii. A member of the SEN Coordination Team will be nominated as the
key person to coordinate and monitor the process
iv. The Education Plan sets learning targets that are SMART:
Specific – targets are very precise
Measureable – it can be seen if a target has been achieved
Agreed – by parents/guardians, student and school
Realistic – can be achieved by the student
Time-related – the targets will be met in a set time
v. The Education Plan will include the following:
1) A description of the student’s SEN
2) A description of the student’s current level of performance
3) A description of the student’s strengths and needs
4) Priority needs and long-term goals
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5) Short-term objectives
6) Targets to be achieved in a given time
7) A description of the Special Education provision – staff
involved; frequency of support contact; specific programmes;
activities; materials/equipment
8) A description of Help from Home – agreed homework; how
often; how long...
9) Expected input by student
10) Description of any other support needs – medical; counselling...
11) Description of Monitoring and Assessment arrangements
12) Review Date
4.2. Short-term Planning
Enniscorthy Vocational College will ensure that:
i. The SEN Coordination Team hold weekly meetings to discuss
students’ progress, setting targets and organising resources
ii. Consultation takes place between Class Tutors and SEN Coordination
Team to monitor students’ progress on a regular basis
iii. Parents/guardians are kept informed of short-term targets and are
welcome to contribute to the short-term planning process
iv. Learning Support teachers are provided with diaries to record work
covered and progress made for each session
4.3. Custom and Practice
Enniscorthy Vocational College will ensure that:
i. Learning Support teachers are supplied with a mode of recording
information for each supplementary teaching class
ii. Learning Support teachers record student attendance, work covered
and current level of student performance
iii. Learning Support teachers keep their records up-to-date
iv. Learning Support teachers liaise with the SEN Coordination Team to
review short-term targets
v. Learning Support teachers liaise with the SEN Coordination Team
should any difficulties arise
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5. Organisation of ATS and Supplementary Teaching
5.1. Timetabling
The SEN Coordination Team will meet in August prior to the reopening of
new academic school year and carry out the following procedure with regard
to organising the delivery of ATS and supplementary teaching:
i. Compile a list of all SEN students and ATS granted by SENO
ii. Generate a school-wide per-class list of students entitled to ATS or
supplementary teaching
iii. Acquire a master timetable of classes/subjects/teachers
iv. Compile a list of teachers’ availability to meet RTH, ATS and
supplementary teaching requirements
v. Generate per-class timetable of RES/ LS periods; Irish periods; other
subjects, such as RE/Computer Studies/Guidance/European
Language periods; subjects for which team-teaching or class split will
be targeted, such as English, Maths, History...; subjects no longer
studied by SEN students
vi. Match student needs to teacher availability...
vii. Generate RES/LS timetables per teacher involved and per group of
students involved
viii. Submit copies of overall RES/LS timetables to Principal/Deputy
Principal and retain overall RES/LS timetables in SEN Office
5.2. Models and Approaches to ATS and Supplementary Teaching:
Enniscorthy Vocational College engages in the following in order to provide
ATS and Supplementary Teaching:
i. Class placement – according to identified needs and strengths of
students; this can lead to groupings of twelve to sixteen students in a
class group for Junior Cycle
ii. Participation in JCSP – subject-based initiatives; literacy initiatives;
numeracy initiatives; cross-curricular initiatives; Demonstration
Library...
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iii. Banding of core subjects at Senior Cycle – this can lead to beneficially
small groupings for Irish/English/Maths at levels most appropriate to
individual students
iv. Availability of LCAP at Senior Cycle
v. Supplementary teaching or ATS for students exempt from the study of
Irish, as appropriate
vi. RES/LS on timetable for classes with high/full composition of SEN
students
vii. SEN teacher shadows/ teaches split class for particular subjects
viii. Withdrawal of small groups or individual students for ATS or Learning
Support teaching
5.3. Provision of RTH, ATS and Supplementary Teaching
5.3.1. Learning Support/Supplementary Teaching
Enniscorthy Vocational College will ensure that:
i. Learning Support is provided to students who have been
assessed as eligible for such support as a result of psychological
assessment
ii. Learning Support will be provided according to attainments/
performance levels
iii. SEN Coordination Team provides diagnostic assessments,
monitoring, advice to parent/guardians and to teachers providing
Learning Support
5.3.2. Resource Teaching Hours/ Additional Teaching Support
Enniscorthy Vocational College will ensure that:
i. Resource teaching is provided to students who have been
individually granted RTH for Low incidence disability by the NCSE
ii. ATS is provided to students meeting criteria for High incidence
disability granted by the NCSE
iii. Resource teaching is granted to students in accordance with
NCSE guidelines for the following categories of Disability/ SEN:
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Autistic Spectrum Disorder (Low incidence)
Emotional Disturbance/ Behavioural Problems (Low incidence)
General Learning Disability: Borderline & Mild (High incidence)
General Learning Disability: Moderate & Severe and Profound (Low incidence)
Physical Disability (Low incidence)
Sensory Disability (Low incidence)
Specific Learning Disability (High incidence)
Assessed Syndromes (Low incidence)
Speech &/ or Language Disorder (Low incidence)
iv. SEN Coordination Team provides diagnostic assessments,
monitoring as well as direct teaching on an individual basis or in a
small group basis
5.3.3. Students for whom English is an Additional Language
Enniscorthy Vocational College will ensure that:
i. An individual student receives language support until DES
level has been attained
ii. Additional hours are received ranging from three hours for one
student to nineteen and a half hours for thirteen students
iii. In the case of fourteen or more students with EAL support
needs enrolled, an additional teacher/equivalent teaching
hours will be deployed to address the needs of these students
iv. Accurate assessment systems, flexible planning and provision,
responsive pastoral supports and monitoring strategies are put
in place for students with EAL
5.3.4. Provision for the Exceptionally Able Students
i. New Era Programme
ii. HAPPIE Programme
5.3.5. Provision for Pupils with Physical Disability
Enniscorthy Vocational College will ensure that:
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i. Equality of opportunity is offered to students with physical
disability by constantly reviewing and revising procedures,
which may have the effect of being discriminatory
ii. All students are educated in such a way that discriminatory
behaviour of any kind is addressed
iii. The particular needs of the physically disabled are provided
for. This must be done in consideration of the availability of
essential resources in this area
iv. The school building and facilities are adapted to ensure total
accessibility for physically disabled students
v. School management recognise the needs of the physically
disabled when designing curricular delivery and drafting
timetables
vi. Support teachers engage in professional development
courses specifically aimed at improving the service they can
offer to the physically disabled
5.3.6. Provision for Students Exempt from the Study of Irish
Enniscorthy Vocational College will ensure that, in accordance with DES
regulations:
i. The SEN Coordinator will retain a copy of the student’s
psychological report recommending/ indicating eligibility for
Exemption from Study of Irish in the student’s file
ii. The parents/guardians will send a written application for
exemption from the study of Irish to the Principal of the school
specifying the grounds on which the exemption is sought
iii. School management will consult with relevant teachers and
prepare a report on the student in question
iv. A decision to grant exemption will be conveyed to the
parents/guardians by way of written certificate, signed by the
Principal
v. The application, school report, psychologist’s report, report of
medical specialist, copy of certificate of exemption and other
relevant documents will be retained by the school
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vi. A copy of the exemption certificate will be sent to the DES, Post
Primary Administration Section, Tullamore, Co. Offaly within one
week of the granting of the exemption
vii. Students exempt from Irish will receive Learning Support classes
when Irish is timetabled for their class group where feasible
5.3.7. Provision of Reasonable Accommodation at CertificateExaminations
Enniscorthy Vocational College will:
i. Explore and identify student eligibility for RACE at Junior Cert,
Leaving Cert and Leaving Cert Applied examinations
ii. Seek consent of parents/ guardians before application for RACE
iii. Carry out necessary liaison with outside agencies where relevant
to RACE application/ eligibility
iv. Administer standardised testing relevant to RACE eligibility as
advised by NEPS
v. Ensure consultation takes place between SEN Coordinator,
support teachers, class tutors and subject teachers on what
accommodations a student will avail of in state examination
vi. Ensure the SEN Coordination Team completes relevant
application forms and forwards to State Examinations Commission
5.3.8. Continuing and Discontinuing Supplementary Teaching
Enniscorthy Vocational College will ensure that:
i. Each student allocated RTH/ ATS by the NCSE receives that
support
ii. Organisation of resources allocated by NCSE takes place each
year the student is in the school
iii. One-to-one instruction, small group instruction, team teaching and
rotation of students in small groups takes place at Junior Cycle
and Senior Cycle, as appropriate
iv. The Leaving Certificate Applied course is provided at Senior Cycle
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v. Should a student transfer to another school, all relevant file
material is forwarded to that school on request with parental/
guardian permission
vi. NCSE is notified of the student’s leaving Enniscorthy Vocational
College and supplementary resources are discontinued
5.3.9. Provision of Learning Resources
Enniscorthy Vocational College will ensure that:
i. Applications for RTH/ ATS are made to the NCSE according to
guidelines and advisement of SENO procedures
ii. Parents/guardians are notified once the NCSE decision is received by
EVC
iii. Resources are deployed for the specific purpose for which they are
intended
iv. The suitability of the learning environment is kept under review and that
deficiencies impeding the learning and development of its students are
identified and that these deficiencies are remedied in as far as is
practicable
v. A Pastoral Care system that offers support to students is in place
vi. There is access for students with learning support/special educational
needs to appropriate facilities
vii. A Counselling Service for students is in place
viii. There is access to information technology, assistive technology and
other appropriate equipment and aids
ix. Systems offering access to external support agencies are in place
6. Roles of Responsibility
6.1. County Wexford Vocational Education Committee
The role of Co Wexford VEC is:
i. To promote educational inclusion in all its schools.
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ii. To adequately resource the learning support/special educational needs of students in its schools, subject to those resources being made available by the DES/ NCSE and to make representations to the Department or NCSE in respect of such resources.
iii. To ensure the effective and efficient use of resources through
monitoring and evaluation.
iv. To support and encourage schools in the development of best practice.
v. To support teachers and other staff in their work by way of targeted professional development and training, linkages with the SESS, membership of ILSA, IATSE and other relevant organisations, and attendance at courses, seminars and conferences.
vi. To delegate responsibilities, where appropriate, to Boards of
Management and Principals.
6.2. Enniscorthy Vocational College Board of Management
The role of the Board of Management is: i. To ensure that all students with learning support/special educational needs
are identified and assessed ii. To ensure that the school has a comprehensive learning support/special
educational needs policy in place, which has been developed collaboratively with the relevant partners, to monitor the implementation of that policy and to ensure its evaluation
iii. To ensure that a broad, balanced, relevant, progressive, continuous and
differentiated curriculum is provided in the school to ensure in as far as is practicable that students with special educational needs leave school with the skills necessary to participate to the level of their capacity in an inclusive way in society ant to live independently in their adult lives
iv. To ensure that necessary resources are sought on behalf of students with
learning support/special educational needs v. To ensure that a learning support/special educational needs co-ordinator is
appointed among the teaching staff vi. To promote the development of positive partnership with parents and other
relevant agencies/personnel and to ensure that parents are informed of their child’s special educational needs and how these needs are being met
vii. To ensure that parents/guardians are consulted with regard to and invited to
participate in the making of all significant decisions concerning their child’s education
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viii. To ensure that the Learning Support/Special Educational Needs Policy forms part of the School Plan
ix. To develop a whole school approach to literacy and numeracy as required
under Section 14 of the Education for Persons with Special Needs Education Act 2004
x. To ensure that an awareness of special educational needs is inculcated in
students in the school
6.3. The Principal
The role of the Principal is: i. On behalf of Co Wexford VEC and the Board of Management, the Principal
has responsibility for all aspects of the day- to- day management of policy and provision for students with learning support/special educational needs. As outlined in Section 18 of the Education for Persons with Special Educational Needs Act 2004, the Principal may delegate certain functions to appropriate teachers.
ii. To appoint a Learning Support/Special Educational Needs Co-ordinator from
among the teaching staff and to work closely with the Co-ordinator. iii. The Principal in co-operation with the Special Educational Needs Co-ordinator
shall ensure that an Education Plan is prepared for each student with Special Educational Needs in the school.
iv. On drafting or reviewing Education Plans, the Principal shall ensure that
cognisance is taken, at the appropriate time, of the needs of the student to continue his/her education or training on becoming an adult
v. To inform the Board of Management of issues, which are relevant to Learning
Support/Special Educational Needs vi. In consultation with the Learning Support/Special Educational Needs Co-
ordinator and other relevant personnel to liaise with the VEC and/or the DES regarding needs and provision. This also includes applications for Reasonable Accommodation and Exemptions in relation to State Examinations, as well as assessments
vii. To ensure the effective and efficient use of resources, including the allocation
of hours and funds. This should include equality of access and opportunity for students with special educational needs in terms of a well-equipped room and other resources
viii. Physical resources allocated to a student shall remain the property of Co
Wexford VEC at all times
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ix. To establish a “Special Needs Support Team” within the school with a specific
remit to ensure identification of support for students with learning support/special educational needs
x. To actively promote a whole school approach to learning support and special
educational needs and to make all staff aware of their responsibilities in this area and to organise and support staff development in this area
6.4. Resource/Learning Support/ SEN Coordinator
The role of the Resource/Learning Support/Special Educational Needs Co-ordinator is: i. To have an overview of the management of the provision that is being
provided in the school ii. To be the first point of contact on behalf of the Teachers and Special Needs
Assistants when communicating with the Principal iii. To facilitate effective systems of communications between all staff and
colleagues involved in the provision iv. To ensure all staff and colleagues involved are working within school policy in
relation to Special Educational Needs v. To ensure that school policy and practice has regard for the integrity of the
work the staff are doing vi. To facilitate and chair the meeting schedule for the Special Needs Support
Team vii. To assist staff overcoming barriers to their work and offer guidance viii. To ensure that all provision in the school has the effect of integrating the
student into a safe, secure, supportive learning environment ix. To ensure that all action taken supports a student’s progress, well-being and
learning x. To be aware of issues of attendance and child protection as they relate to
Special Educational Needs and refer such issues of concern in relation to child protection to the Designated Liaison Person in the school as appropriate
xi. To supervise the day-to-day operation of the school’s learning support/special
educational needs policy, and to work closely with and under the overall direction of the school Principal
xii. To engage in personal professional development
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xiii. To liaise with and advise other teachers xiv. To meet regularly with the learning support/special educational needs team,
home school community liaison officer, the guidance counsellor and other relevant personnel as appropriate
xv. To manage Special Needs Assistant under the direction of the Principal xvi. To oversee the records of all students with Learning Support/Special
Educational Needs xvii. To liaise with parents/guardians of students with Learning Support/Special
Educational Needs xviii. To facilitate the in-service needs and training of staff xix. To ensure the distribution of suitable learning resources and teaching aids,
subject to those resources and teaching aids being made available by the DES or other agencies
xx. To liaise with external agencies including primary schools, NEPS, HSE and
Voluntary Bodies
6.5. General Teaching Staff
The role of general teaching staff is: i. to make provision for students with Learning Support/Special Educational
Needs in their classes and subject areas ii. to use resources effectively and efficiently and to be accountable for the use
of resources iii. To be part of a whole school approach in relation to Special Educational
Needs as well as literacy and numeracy iv. To develop policy and practice and to work towards the achievement of
excellence in all aspects of his/her work v. To develop a positive ethos in the classroom for fostering an inclusive
approach to meeting the social and educational needs of all students with Special Educational Needs
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vi. To identify personal training needs and to secure training where needed. This
will be supported by school management and by Co Wexford VEC subject to the availability of adequate resources
6.6. Special Needs Assistants
The role of Special Needs Assistants is: i. To work closely with and under the direction of the Principal and the Learning
Support/Special Educational Needs Co-ordinator and the individual subject teachers in the implementation of the school’s policy as it relates to individual students of groups of students. In particular, SNA’s play a very important role in the health and safety of the student/s and in his /her/their social and emotional development
ii. The duties of Special Needs Assistants are assigned by the Principal in
accordance with the guidelines of the DES iii. Their work should be supervised either by the Principal or by the Special
Needs Co-ordinator or by a relevant subject teacher iv. Their duties involve tasks of a non-teaching nature such as:
Assisting students write, take notes and write down homework etc
Assisting students to board and alight from school buses
Where necessary, travelling as escort on school buses may be required
Special assistance as necessary for students with particular difficulties eg. helping physically disabled students with typing or writhing
Assisting with clothing, feeding, toileting and general hygiene
Assisting on out-of-school visits, walks and similar activities
Assisting the teachers in the supervision of students with special needs during assembly, recreational and dispersal periods
Accompanying individuals or small groups who may have to be withdrawn temporarily from the classroom
Generally assisting the subject teachers, under the direction of the Principal and/or the Special Educational Needs Co-ordinator, with duties of a non-teaching nature
Where a Special Needs Assistant has been appointed to assist a school in catering for a specific student, duties should be modified to support the particular needs of the student concerned.
v. Special Needs Assistants may not act as either substitute or temporary
teachers. In no circumstances may they be left in sole charge of a class
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vi. Special Needs Assistants should not have access to student files except under the supervision of the Principal or the Special Needs Co-ordinator or a relevant subject teacher
6.7. Learning Support Teachers
The role of the Learning Support Teacher is to: i. Provide assessment and identification of students with special needs ii. Recommend and devise appropriate materials for students in terms of
concepts, relevance, readability, layout and presentation iii. Consult with colleagues on appropriate methodologies to help obviate
learning barriers; consult with colleagues to devise a range of teaching and learning strategies
iv. Participate in staff development by taking part in the formulation of whole
school policy, organising and providing in-service and to work directly with subject departments on curricular development to make the curriculum more accessible and relevant to all students
v. Participate in co-operative teaching with colleagues vi. Withdraw students for learning support vii. Liaise with external support services viii. Participate in curriculum development ix. Liaise with primary schools x. Liaise with parents
6.8. Resource Teachers: RTH & ATS
The role of the Resource teacher is to: i. Set specific, time-related targets for each student and agree these with the
subject teacher, Principal and/or the Special Needs Co-ordinator
ii. Teach the student, either in a separate room of within the mainstream class iii. Team-teach – as deemed appropriate
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iv. Advise subject teachers in regard to adapting the curriculum, teaching
strategies, suitable textbooks, use of information technology and suitable software and a range of other related matters
v. Meet and advise parents, when necessary, accompanied by the subject
teacher, Principal and/or Special Needs Co-ordinator vi. Hold meetings with other relevant professionals, in the student’s interest – eg.
psychologists, speech and language therapists, visiting teachers, special school or special class teachers
7. Liaison between SEN teachers and mainstream teachers
Enniscorthy Vocational College will ensure that: i. Time is allocated for general class teachers to liaise with the SEN team to
plan short term targets for students with SEN ii. General class teachers will be involved in writing Education Plans for students
with SEN iii. The Learning Support/SEN Co-ordinator has time to discuss and address
problems and issues arising in relation to students with SEN iv. The Learning Support/SEN Co-ordinator is available to mainstream teachers
to advise on suitable resources and methodologies v. Co-operative teaching is promoted in the school rather than withdrawal of
students vi. Mainstream teachers are encouraged to attend in-service and update skills in
relation to teaching students with SEN
8. Partnership with Parent/guardians
Enniscorthy Vocational College will:
i. Encourage close partnership with parents in the identification of need, the setting of educational targets and working with the student
ii. Inform parents of students with Special Educational Needs of such needs and
how they are being met. In addition parents must be involved in all significant decisions relating to their child’s education
iii. Provide frequent opportunities for parents to discuss progress and to express
their views about the way in which their child’s needs should be met
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iv. Wherever possible, include students in discussion and decision-making regarding identification, target setting and progress
v. Place great emphasis on transparency in all matters relating to the student’s
Learning Support/Special Educational Needs. Therefore, parents will have access, in the prescribed manner, to all records regarding their child
9. Maintenance of Database and Record-Keeping
Enniscorthy Vocational College will ensure that:
i. Each student with SEN has a file containing:
Their Psychological Report
Entrance Tests, Application Form and Student Questionnaire
Referral Form from mainstream teachers
Records of conversations and meetings regarding the student
Test Results – formal and informal class tests ii. Each student file is kept locked in the SEN Office iii. Student detail form is kept in the SEN Department. iv. A database of entrance test results is compiled each year v. Entrance test results and student files are retained in the SEN Office after the
students have left the school vi. Records are property of co Wexford VEC and will not be removed from the
school premises under any circumstances
10. Fulfilling a Consultative Role for School Colleagues
Enniscorthy Vocational College will ensure that:
i. The Learning Support/SEN Co-ordinator compiles a register of incoming
students with SEN and their specific needs are brought to the attention of relevant subject teachers
ii. Relevant subject teachers are informed when a student undergoes
psychological assessment iii. Time is available for subject teachers to consult with the Resource Team
should they have concerns about particular students
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iv. Subject teachers will be involved in setting targets and writing Education Plans
11. Fulfilling a Consultative Role for School Management
Enniscorthy Vocational College will ensure that:
i. Co Wexford VEC is informed about all request for supplementary teaching and resources
ii. The Board of Management is informed about all requests for supplementary
teaching and resources iii. The Learning Support/SEN Co-ordinator will keep the Principal informed
about initiatives and progress in the Learning Support/Resource Department
12. Liaison with External Agencies
Enniscorthy Vocational College will liaise with the following agencies where
appropriate:
Primary Schools
Social Services
National Council for Special Education (NCSE)
Special Education Support Service (SESS)
The Special Education Appeals Board and Mediation
National Educational Psychological Services (NEPS)
National Council for Curriculum and Assessment (NCCA)
The Education Welfare Board
General Practitioners
Health Service Executive: o Occupational Therapists o ASD Nurse o Speech & Language Therapists o Case Workers o Adolescent Psychiatry Services o Etc...
Juvenile Liaison Officer
Gardaí
County Wexford Education Centre
Dyslexia Association of Ireland (DAI)
County Wexford Community Workshop
The Swan Centre, Wexford
Local Development and Partnership Groups
Visiting Teacher for the Deaf
Visiting Teacher for the Visually Impaired
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County Library Services
Enable Ireland
FÁS
Others as relevant...
13. Recommendations Relating to the Initiatives Required for Implementation of the
WSP for SEN
Enniscorthy Vocational College recommends the following:
i. All students with Learning Support/Special Educational Needs will be identified as early as possible
ii. there will be positive partnership with parents with regard to identification of
and provision for students with learning support/special educational needs iii. There will be a whole school approach to issues of identification and provision
in all the Committee’s schools iv. The Committee will encourage inclusive education for students with learning
support/special educational needs v. There will be close co-operation with all agencies to ensure a multi-agency
approach to support vi. There will be targeted programmes of professional training and development vii. There will be a support network in Co Wexford VEC for teachers working in
this area viii. There will be systems in place for the resourcing of schools in relation to
students with Learning Support/Special Educational Needs within a realistic understanding of resource availability from the DES
ix. There will be regular review of policy and practice in relation to all issues
pertaining to Learning Support/Special Educational Needs
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14. Appendices: Cross-reference the following:
Class lists – RTH/ATS/LS/EAL supplementary teaching category, Exemption
from Study of Irish noted per student
Class/ Year group timetables – possible RTH/ATS/LS/supplementary teaching
contact noted
Teacher Timetables
RTH/ATS/LS/EAL supplementary teaching Timetables
SEN Teachers’ Diary
SNA Diary
NEPS Continuum of Support Guidelines
NCSE Guidelines & Criteria
RACE Guidelines & Criteria
Sample Enrolment Form
Incoming Assessment Results Template
Primary School Liaison Template
NCSE Supplementary information Templates
NCSE Decision Summaries
DEIS Literacy & Numeracy Tracking Templates
NEPS Referral Form
Psychological Assessment Referral Form (Outside Agency)
EVC Behaviour Plan Templates
Scheduled Meetings
o Pastoral Care
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o JCSP Core Group
o LCAP Core Group
SEN Office Diary
SEN Year Plan 2011 – 2012
Handout for EVC Staff Presentation November 2011
Letter of application for ASD Unit November 2011
ESRI Form on SEN provision 2011 – 2012
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