Special education relates to children who, after assessment, have been diagnosed as having an intellectual or physical disability which means they should be eligible to learning assistance.
In 2000, the Department of Education issued ‘Learning Support Guidelines’ and ‘The Inclusion of Students with Special Educational Needs’ (2006), which support the learning of children in mainstream schools. These guidelines were set out to promote:
‘the implementation in all schools of policies which emphasise the enhancement of classroom-based learning for all pupils, the prevention of learning difficulties and the provision of early intervention and learning support programmes’ (2000; 9)
It was recommended that a collaboration with groups to create a ‘whole-school approach’ as the most effective way to integrate children with special education needs, and was written in the EPSEN Act (2004). The whole-school policy, if put into practice, could provide a framework for classrooms across communities and soften the blow of the cut backs.
Now – (2011) in primary schools, the learning needs of individual children rests mainly with the class teacher, who collaborates daily with learning support teachers and special needs assistants. Without a national framework for special needs placements, many teachers are relying on their own knowledge and experience of special education and use their own resources and learning support strategies. With class sizes of around 30 pupils in many schools, it is little wonder that a positive, thoughtful response to teaching children with special education needs is extremely difficult to provide.
What is available now? Support teaching in the form of special needs assistants and learning support is provided, with the assistance of special education needs officers (SENO’s). Recently announced cuts to the provision of SNA’s will have heartbreaking effect for many families who have fought and struggled their way through the education system which granted a SNA which this coming September, they may not be entitled to.
Implementing the ‘whole-school’ approach:
For a whole-school approach to be effective, the role of the special needs assistant should be clearly defined, and their skills in promoting meaningful participation recognised.
The creation of the ’whole-school’ approach, as envisaged by the EPSEN Act could also include additions to the curriculum, such as social skills teaching and provision of learning support resources. Teacher training in instructional methods and dealing with problem behaviour could also be included.
In a ‘whole-school’ approach, the recognition of skills that qualified SNA’s and learning support teachers have, should be formerly recognised and utilised.
Let’s hope that the Department of Education review the systems that are in place and proceed to develop a ‘whole-school’ approach, using the talent and experience of our teachers and SNA’s, and promote inclusive education effectively.
________________________________________________________
What can you do to help prepare your child for school?
Taking the big step to primary school can be daunting – for parents and children, even if they have attended a preschool. You want to give your child the best possible advantage for their first day at school. The book on CD 'Going to School' makes the transition easier for children - especially useful for those who are dependent on their home environment and routines. It introduces special needs assistants. Check out the website: www.hometrain.ie
Ten things you can encourage your child to do before they start school:
1. Take care of and be familiar with own belongings.
2. Open and close lunch box, school bag and pencil case.
3. Name items in their pencil case.
4. Recognise their own name on their school books.
5. Understand their teachers can help them.
6. Put on, take off and fasten their own coat.
7. Adjust clothes if too hot/cold.
8. Take off and put on shoes.
9. Take turns.
10. Use the toilet unattended.
The Book on CD 'Going to School' is available now at: http://www.hometrain.ie/
Claire Whyte.
Hometrain Ltd.
www.hometrain.ie
00353 (0)46 9091163 or 00353 (0)87 6907663
claire@hometrain.ie
In 2000, the Department of Education issued ‘Learning Support Guidelines’ and ‘The Inclusion of Students with Special Educational Needs’ (2006), which support the learning of children in mainstream schools. These guidelines were set out to promote:
‘the implementation in all schools of policies which emphasise the enhancement of classroom-based learning for all pupils, the prevention of learning difficulties and the provision of early intervention and learning support programmes’ (2000; 9)
It was recommended that a collaboration with groups to create a ‘whole-school approach’ as the most effective way to integrate children with special education needs, and was written in the EPSEN Act (2004). The whole-school policy, if put into practice, could provide a framework for classrooms across communities and soften the blow of the cut backs.
Now – (2011) in primary schools, the learning needs of individual children rests mainly with the class teacher, who collaborates daily with learning support teachers and special needs assistants. Without a national framework for special needs placements, many teachers are relying on their own knowledge and experience of special education and use their own resources and learning support strategies. With class sizes of around 30 pupils in many schools, it is little wonder that a positive, thoughtful response to teaching children with special education needs is extremely difficult to provide.
What is available now? Support teaching in the form of special needs assistants and learning support is provided, with the assistance of special education needs officers (SENO’s). Recently announced cuts to the provision of SNA’s will have heartbreaking effect for many families who have fought and struggled their way through the education system which granted a SNA which this coming September, they may not be entitled to.
Implementing the ‘whole-school’ approach:
For a whole-school approach to be effective, the role of the special needs assistant should be clearly defined, and their skills in promoting meaningful participation recognised.
The creation of the ’whole-school’ approach, as envisaged by the EPSEN Act could also include additions to the curriculum, such as social skills teaching and provision of learning support resources. Teacher training in instructional methods and dealing with problem behaviour could also be included.
In a ‘whole-school’ approach, the recognition of skills that qualified SNA’s and learning support teachers have, should be formerly recognised and utilised.
Let’s hope that the Department of Education review the systems that are in place and proceed to develop a ‘whole-school’ approach, using the talent and experience of our teachers and SNA’s, and promote inclusive education effectively.
________________________________________________________
What can you do to help prepare your child for school?
Taking the big step to primary school can be daunting – for parents and children, even if they have attended a preschool. You want to give your child the best possible advantage for their first day at school. The book on CD 'Going to School' makes the transition easier for children - especially useful for those who are dependent on their home environment and routines. It introduces special needs assistants. Check out the website: www.hometrain.ie
Ten things you can encourage your child to do before they start school:
1. Take care of and be familiar with own belongings.
2. Open and close lunch box, school bag and pencil case.
3. Name items in their pencil case.
4. Recognise their own name on their school books.
5. Understand their teachers can help them.
6. Put on, take off and fasten their own coat.
7. Adjust clothes if too hot/cold.
8. Take off and put on shoes.
9. Take turns.
10. Use the toilet unattended.
The Book on CD 'Going to School' is available now at: http://www.hometrain.ie/
Hometrain Ltd.
www.hometrain.ie
00353 (0)46 9091163 or 00353 (0)87 6907663
claire@hometrain.ie
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