St. Mary’s National School, Sandyford
Special Education Needs
and Learning Support
Policy
Drafted by
The Learning Support/ Resource Teaching Team
May to June 2011
Amended November 2014
2014 2016
St. Mary’s National School, Sandyford
SEN and Learning Support Policy
Table of Contents
Page
1. Introduction
1
2. Rationale
3
3. Ethos Statement
3
4. Inclusion
4
5. Differentiation
5
6. Enrolment of Pupils with SEN
7
7. Staged Approach to Intervention
9
8. Stage 1 Intervention
9
9. Stage 2 Intervention
11
10. Stage 3 Intervention
15
11. The Individual Education Plan
18
12. Deployment of LS/RT Personnel
20
13. Deployment of Special Needs Assistants
21
14. The Visiting Teacher Service
21
15. Roles and Responsibilities
22
16. Access to LS/RT Resources
23
17. Liaison between LS/RT Personnel and Class Teachers
23
18. Partnership with Parents
24
19. Record Keeping
24
20. Success Criteria
25
21. Implementation Date
26
22. Timetable for Review
26
23. Ratification of Policy
26
Bibliography
Appendix A – the Individual Education Plan
27
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1. INTRODUCTION
This is a whole school policy for Special Needs Education and Learning Support, and was
formulated (March- June 2011) by the Learning Support/ Resource Teacher team (LS/RT) in
Saint Mary’s National School, Woodside, Sandyford.
St. Mary’s National School is a vertical co-educational primary school. At present, the school
enrolment profile reflects a significant percentage of non-national children, many of whom
are learning English as an additional language. This has implications for the identification of
learning needs, and the delivery of resource teaching and learning support. At present the
school has been allocated two posts for the teaching of English as a second language (EAL).
Recent legislation has had significant implications relating to the educational provision for
children with special educational needs (SEN) within mainstream schools. The Education Act,
1998 states that ‘the school plan shall state the objectives of the school relating to equality
of access to and participation in the school and the measures which the school proposes to
take to achieve those objectives, including equality of access to and participation in the
school by students with disabilities or who have other education needs’ (Part 4, Section 21,
2). The act requires that schools will ‘ensure that the educational needs of all students,
including those with a disability are identified and provided for’ (Part 9, a). The Education Act
defined special educational needs as the educational needs of students who have a
disability, and also the needs of exceptionally able students.
In its preamble, the EPSEN Act states that the education of people with SEN ‘shall, wherever
possible, take place in an inclusive environment with children who do not have such needs
unless the nature or degree of those needs of the child is such that to do so would be
inconsistent with-
(a) The best interests of the child as determined in accordance with any assessment carried
out under this Act, or
(b) The effective provision of education for children with whom the child is to be educated.’
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The act defines SEN as follows:
‘...a restriction in the capacity of the person to participate in and
benefit from education on account of an enduring physical, sensory,
mental health or learning disability or any other condition which
results in a person learning differently from a person without that
condition...’
The Act establishes the National Council for Special Education (NCSE). It also establishes the
Special Education Appeals Board. It provides for the greater involvement of parents, and
outlines the guidelines relating to the drawing up of an Educational Plan for a student with
SEN (as identified by assessment).
Arising from the introduction of the general allocation model of provision for high-incidence
disabilities and taking into consideration the EPSEN Act, the Department of Education and
Science has issued Special Education Circular SP ED 02/05, which provides guidelines for the
organisation of teaching resources for pupils who need additional support in mainstream
primary schools. This document combines the previously separate roles of the learning
support and resource teachers.
The General Allocation Model provides schools with LS/RT teaching posts (based on its
enrolment) to address the learning difficulties of those children diagnosed with HighIncidence Learning Disabilities (Specific Reading Disability/ Mild General Learning Disability),
children from the general school population requiring Learning Support, and children with,
as yet, undiagnosed emerging special needs.
Low-Incidence Resource teaching hours are allocated by the NCSE to those children with a
diagnosed Low-Incidence Disability.
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2. RATIONALE OF ST. MARY’S LEARNING SUPPORT/ SPECIAL NEEDS SCHOOL POLICY

To comply with recent legislation and departmental circulars

To clarify the roles and responsibilities of members of the school community in
relation to learning support/special needs provision

To assist parents in making an informed decision in relation to the enrolment of
their child in our school

To review existing learning support/special needs provision in the school

To co-ordinate learning support and resource teaching roles and provision within
the school.
3. ETHOS STATEMENT
As a community of learners, we recognise the diversity of learning styles, talents and
needs among our pupils. We encourage their efforts and celebrate their success, in the
belief that this is the key to developing positive attitudes, self-esteem and confidence in
our students. Saint Mary’s Primary School supports the principle of inclusion of children
with special educational needs.
Aims of Whole School Plan for Special Needs Education and Learning Support

To outline the procedures and practices relating to the inclusion of children with
special educational needs (SEN)/learning difficulties

To identify roles and responsibilities of members of the school community in
relation to special needs provision within the school

To establish communication structures for the involvement of parents of students
with special educational needs

To facilitate the optimum inclusion of children with special needs in the daily life
of the school

To enable pupils with SEN/learning difficulties to monitor their own learning and
become independent learners
3

To develop self esteem and positive attitudes towards both school and learning in
pupils with special educational needs/learning difficulties

To enable pupils with SEN/learning difficulties to participate as fully as possible in
the curriculum and in the life of the school

To involve parents in supporting their children’s learning, and to provide support
and advice when required.

To promote collaboration among parents and teachers in the implementation of
whole school policies on SEN/learning support

To establish early intervention programmes designed to enhance learning and to
prevent/reduce difficulties in learning
4. INCLUSION
Inclusion for children with special needs will be defined as the full participation in the same
school activities as the child’s peer group in so far as that is possible, and the provision of
whatever supports the school can provide or whatever strategies can be employed to
facilitate this participation.
Sample Strategies for Inclusion

Seating placement within the classroom to accommodate a child’s learning needs.

Provision of low tech/high tech solutions where appropriate e.g. non-slip material for
table surface, calculator with large buttons and display, laptop computer etc.

Establishment of a buddy system where appropriate

Withdrawal of pupils on a rota basis (to minimise the withdrawal time for non-SEN
students) from the class group to participate in an activity which has been identified
by the resource teacher as meeting the needs of a child with SEN- an example of this
would be the withdrawal of pupils to participate in a sporting, social or play activity
with the target child

Co-teaching within the classroom to provide additional support to children identified
with SEN

Allowing more thinking/processing time for a pupil with SEN to respond to a
question/instruction/request
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
Allowing time out/exercise breaks from the class routine

Provision of a quiet space during playtime which the child with SEN may require

Staff to intervene during playtime when the child with SEN may wish to participate in
a play activity with peers

When weather conditions prevent children from going outside to play, the child with
SEN may have the option of going to the resource room to play a board game with
children nominated by him/her

Teaching modules relating to inclusion of children with special needs in the SPHE
curriculum
5. DIFFERENTIATION
Differentiation Strategies to Promote Inclusion in the Classroom
Differentiation is concerned with ensuring that all pupils are given tasks that match their
level of attainment (manageable tasks). It is about presenting tasks so that pupils are able to
demonstrate what they know (achievable tasks). It is also about allowing pupils to achieve
success and feel that the learning experiences have been worthwhile (motivating tasks).
Saint Mary’s acknowledges the ways in which individual children may differ as they approach
learning (e.g. cognitive ability, prior knowledge, skill level, learning rate, learning style
preference, motivation, attitude, effort, interest, strength, talent).
The classroom teacher can differentiate at least four classroom elements based on student
readiness, interest or learning profile.
Differentiating Content

Using reading materials at varying readability levels

Putting text materials on tape

Using spelling or vocabulary lists at readiness levels of students

Providing pictures to accompany texts in all subject areas

Adapting worksheets
5

Using concrete materials

Using a variety of resources and link with outside experiences-guest speakers, field
trips etc.
Differentiating Process

Using tiered activities- all learners share initial instruction on a topic and then
proceed with different levels of support, challenge or complexity.

Providing centres of interest that encourage students to explore subsets of the class
topic of particular interest to them.

Provide hands-on support for students who need it.

Vary the length of time a student takes to complete a task in order to provide
additional support for a struggling learner, and to encourage an advanced learner to
pursue a topic in greater depth.

Meeting with small groups to re-teach an idea or skills to struggling learners or to
extend the thinking skills of advanced learners

Permitting the use of a calculator where a child may have difficulties with
computation
Differentiating Product

Provide students with varying options to record their work- written, picture, graphic
organiser, word processor, oral or taped presentation

The teacher to have different expectations for the volume or quantity of work that is
produced

Cloze Procedure

Yes/No, True/False answer

Drawing lines to match question to answer

Drawing the main idea

Verbal responses to partner/ teacher

Dictate to digital recorder/ to another child
6
Differentiating the Learning Environment

The teacher may use a variety of groups in different settings
- mixed ability groups to promote co-operation, social skills etc.
- ability groupings
- working in pairs, groups of three students
- matching up the SEN child with a ‘learning buddy’

Seating arrangements that minimise distraction (seated in front of teacher/ at
screened off work station etc.)

Providing non-slip material to cover work surfaces

Provision of suitable writing materials
6. ENROLMENT OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS
St. Mary’s Enrolment Policy:
‘Within the context and parameters of DES regulations and programmes, the rights of the
patron as set out in the Education Act 1998 and the funding and resources available to it, the
school supports the principles of:
Inclusiveness, particularly with reference to the enrolment of pupils with a
disability or other special need.

Equality of access to and participation in the school.

Parental choice in relation to enrolment.

Respect for the diversity of values, beliefs, traditions, languages and ways of
life in society.’
When the school receives an enrolment application from the parents of a child with special
needs, the principal will request that all professional reports (Psychiatric, Medical,
Psychological, Occupational Therapy, Speech and Language Therapy etc.), school reports or
any other relevant information relating to the child’s needs are made available to the
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Principal Teacher at the time of submission of the enrolment application. Parents will also
provide written consent for relevant teaching staff (Principal, LS/RT teacher, child’s
prospective class teacher) to acquire information/ reports from the child’s previous schools
or any agency that has been involved in addressing the child’s special needs. The provision of
this information is necessary for the enrolment application to be considered eligible for
acceptance. This information will assist in accessing the necessary allocations for the child,
and will also inform the compiling of learning targets, accommodations etc. to support the
child’s inclusion in St. Mary’s.
In the event that resources not presently available in the school are required to support the
inclusion of the child, the LS/RT co-ordinator will apply to the Special Educational Needs
Organiser (SENO), and the Department of Education and Science and Skills to secure those
resources at the earliest possible juncture.
Following the receipt of the completed enrolment application, a meeting will be arranged
with the parents in order to establish the child’s requirements (in particular, any health and
safety issues relating to the inclusion of the child) and the school’s capacity to meet them.
Successful inclusion is dependent on the provision of resources necessary to support the
child with special needs.
If there is undue delay in the provision of resources, the principal may refer the matter to
the Board of Management who will make a decision on the deferral of the enrolment of the
child until the necessary resources are in place.
Children with diagnosed Low Incidence special need who have already been allocated
resource teaching hours will, in general, receive support at Stage 3 (Circular 02/05).
Children previously categorised with High Incidence special needs will be assessed using
screening/ diagnostic tests and teacher observation to determine whether the pupil should
receive support at the level of Stage 1, Stage 2 or Stage 3 of the Staged Approach.
8
Transition of a Child with SEN from another School
The following steps may be undertaken by relevant teaching staff to ensure a smooth
transition from the child’s previous learning environment:

Advance visits by parents/ pupil to our school

Staff visits to special schools/ special units

Liaison with SENO to arrange for additional personnel, assistive technology, training
etc.
7. THE STAGED APPROACH TO IDENTIFICATION, SCREENING AND REFERRAL OF CHILDREN
WITH EMERGING SPECIAL EDUCATIONAL NEEDS OR LEARNING DIFFICULTIES
The key principles underlying the staged approach to assessment, identification of learning
needs, and programme planning are outlined in circular 02/05 as follows:

Pupils’ needs can be met immediately.

The level of support can be matched to the level of need: those with the greatest
need are provided with the highest level of support.

Individual supplementary teaching, group teaching, or a mix of both, are possible. Inclass instruction and withdrawal of students for supplementary teaching are also
possible.
8. STAGE 1 INTERVENTION
Identification
A parent, teacher or member of staff may have concerns about a child’s academic, physical,
social, behavioural or emotional development. In such a case, the class teacher may consult
with the special needs co-ordinator as to the nature of the difficulty. Screening measures
involving the recording of teacher observation, a ‘behaviour diary’, compiling behaviour
9
checklists may be undertaken. The following are useful resources in this respect:
Identifying Children with Special Needs- Checklists and Action Plans for Teachers - Glynis
Hannell
Signposts Resource Pack for Teachers issued by the Special Education Support Service.
A Guide to Local Supports and Services for Children with Special Needs published by
Southside Partnership in association with Blackrock Education Centre
These reference materials are available in the school.
Planning
A classroom support checklist (see appendix) will be used by the class teacher as a means of
identifying areas for adaptation/ differentiation within the classroom that may be
implemented in response to a child’s learning needs. Consultation between the class teacher
and parent will be necessary to assist in accessing information that will contribute to gaining
a full picture of the child’s needs. This will inform the support plan to be implemented. The
LS/RT teacher may also advise the class teacher on the drawing up of a simple plan to
address the relevant areas of learning and/or behavioural management. When considered
appropriate, advice may also be given in relation to how the parents of the child might assist
in supporting the child at home. The success of this intervention is to be reviewed within six
weeks of the commencement of the plan. Following this review, the plan may be adapted.
Review will be undertaken within one month of the commencement of the adapted plan. A
brief written account of the measures taken, and the pupil’s response to the plan may be
recorded by the class teacher.
Consultation
Following the implementation of the classroom support plan, the class teacher in
consultation with the resource teacher will evaluate its effectiveness. If it is considered
10
necessary to proceed to Stage II of intervention, a meeting will be arranged with the parents
to inform them of this. At this meeting written consent will be sought for the administration
of individual diagnostic testing by the LS/RT teacher.
Any relevant information that
contributes to outlining the student’s learning difficulties, strengths/ needs, learning style
will be recorded.
Supports available at Stage 1
Both class teachers and learning support/resource teachers may avail of additional support
from the National Educational Psychological Service (NEPS), the National Council for Special
Education (NCSE), the Visiting Teacher Service, the Special Education Support Service, the
Primary Curriculum Support Programme, and the School Development Planning Service.
9. STAGE 2 INTERVENTION
Progression to Stage 2 intervention applies to the following:

Pupils who have not responded to stage I intervention

Pupils with learning needs identified in screening/ diagnostic tests

Pupils with mild social and emotional difficulties

Pupils with mild co-ordination or attention control difficulties (e.g. Developmental
Co-ordination Disorder, ADHD)
Screening Measures
It is policy in St. Mary’s to administer screening tests as a means of identifying learning
difficulties that may have been undetected by the observation of the class teacher, parents
or staff members. The screening measures currently in use are as follows:

Middle Infant Screening Test (MIST) in the Senior Infant Class (to be administered
and marked by special needs co-ordinator).

Non Reading Intelligence Test (NRIT) in first class (to be administered and marked by
11
special needs co-ordinator).

Annual administration of standardised Reading and Maths tests from first class to
sixth class. Micra-T and Sigma-T tests are currently being used for this purpose (to be
administered and marked by the class teacher).
Parental consent is not required for the administration of screening tests listed above, either
on a whole class or individual basis. Teacher observation of children during the MIST and the
NRIT tests can also provide qualitative information on the child’s performance in the test.
This can indicate if a child has difficulty with attention, concentration, organisation, auditory
processing etc.
Referral to Stage 2 Intervention
In determining eligibility for learning support, priority will be given to those pupils whose
attainment is at or below the 12th percentile (in order to allow for measurement error) on
nationally standardised tests of reading or mathematics.
Priority will be given to early intervention measures, particularly in the area of Reading and
Literacy. The special needs co-ordinator will collate these test results and identify those
children selected for further diagnostic testing. Written parental consent will be required to
proceed with this testing (Standard form for this purpose). Diagnostic testing will be
administered by the LS/RT teacher in order to gain a clearer picture of the child’s learning
needs. These test results and teacher observation will determine if the child requires
supplementary teaching at Stage 2 (or progression to Stage 3). An analysis of the test results
will also inform the drawing up of an Individual Profile and Learning Programme (IPLP).
If the demand for supplementary teaching exceeds the supply of places available, priority
will be given to reading and literacy.
As a general principle, children who are eligible to receive support in the learning of English
as an additional language (EAL) will not also be selected for learning support when an
12
analysis of their test performance combined with teacher observation indicates that their
attainment scores are adversely affected by a lack of knowledge of English as a second
language.
Devising the Learning Programme
Following diagnostic assessment the LS/RT teacher will analyse the outcomes of the
assessment in order to consider the type of intervention best suited to the pupil’s needs. An
IPLP (Individual Profile and Learning Programme) will be devised by the LS/RT teacher. The
IPLP will contain information relating to the child’s current functioning, learning strengths
and priority learning needs, and learning targets for the instructional term. This programme
may be presented to the class teacher for his/her approval (any amendments to the plan will
be arrived at through consultation between the class teacher and the LS/RT teacher). This
programme may include interventions for implementation in the home, the classroom or
during supplementary teaching. A consultation will take place between the LS/RT teacher
and the parents to inform them of the outcomes of diagnostic testing and the proposed
learning plan. At this meeting, the contributions to be made by the teachers and the parents
towards the implementation of the plan will also be agreed. Screening and diagnostic test
results and any other relevant observations/information will be recorded on a pupil profile
accompanying the outline of the learning programme. When a child is selected for
supplementary teaching, the parents are obliged to accept or decline the place in writing
(standard consent form for this purpose). This is to be kept on file by the LS/RT teacher.
Children with similar learning needs may be grouped. A flexible approach whereby pupils
may receive individual supplementary teaching at the start of an instructional term to
address specific short-term learning targets specific to their needs, proceeding on to
instruction in a group is also another possibility.
13
Reviewing Progress
An overall review of a student’s continuation in learning support will take place on the week
preceding the February mid-term break. This divides the school year into two instructional
terms. This will accommodate the freeing up of places to Senior Infant children selected for
Learning Support following the administration of the MIST test, which is administered in the
second term.
At the end of an instructional term both the class teacher and LS/RT teacher will review the
pupil’s progress. Both teachers’ observations and test results will inform the decision to
continue with or to release the child from learning support. Parents will be informed in
writing (standard form for this purpose) by the LS/RT teacher or Class teacher of a decision
either to decrease or discontinue Learning Support.
When a child’s learning support has been discontinued, close attention will be paid to that
child’s future attainment scores by the Special Needs Co-ordinator when collating the annual
screening test results.
A child may be released from Learning Support in advance of the completion of an
instructional term, if he/she is considered to have made satisfactory progress- this decision
will be based on teacher observation and test results. When Learning Support is
discontinued the contents of the pupil’s LS/RT file are transferred to the Class Teacher’s file
for that child.
Supports available at Stage 2
Both class teachers and learning support/resource teachers may avail of additional support
from the National Educational Psychological Service (NEPS), the National Council for Special
Education (NCSE), the Visiting Teacher Service, the Special Education Support Service (SESS),
and the Professional Development Service for Teachers (PDST).
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10. STAGE 3 INTERVENTION
If after a number of reviews and adaptations of the learning programme, it may be
necessary to provide intervention at stage III. A psychological (or other) assessment is not a
prerequisite for being at stage III level of intervention. Pupils at stage III generally receive
individual supplementary teaching.
Stage III intervention applies to the following categories of pupils:

Those students whose needs were identified through the staged model (children
who score at or below the 10th percentile on a standardised norm-referenced test
of reading or mathematics may be referred to NEPS for a psychological assessment
to establish the exact nature of the child’s learning difficulty). Pupils who have not
made satisfactory progress according to the LS/RT teacher’s qualitative observation
and standardised test results will be progressed to Stage 3 intervention.

Those children who have diagnosed needs arising from high incidence disabilities
(borderline mild general learning disability, mild general learning disability and
specific learning disability).

Students who have diagnosed Low incidence disabilities are allocated Stage III
intervention, but their resource hours and SNA allocation is applied for separately to
the SENO. This category of pupil is separate from those catered for under the
school’s general allocation. Circular SP ED 02/05 sets out the following categories of
low incidence disabilities and the hours of resource teaching support available to the
school per week:
Low Incidence Disabilities
Resource Teaching Hours per week
Physical Disability
3
Hearing Impairment
4
Visual Impairment
3.5
Emotional Disturbance
3.5
Severe Emotional Disturbance
5
15
Moderate General Learning
3.5
Disability
Severe/Profound General
5
Learning Disability
Autism/Autistic Spectrum Disorders
5
Specific Speech and Language Disorder
4
Disorder
Assessed Syndrome
3 to 5 (general learning disability a
determining factor as to allocation)
Referral to External Agencies

The school currently liaises with the following external agencies: Lucena Clinic,
Ballinteer Health Centre, Enable Ireland, NCSE, and the National Educational
Psychological Service (NEPS). Our current NEPS Psychologist is Mrs. Mairead Clifford.

If a concern is raised by a parent, class teacher or LS/RT member of staff regarding a
pupil’s learning or behaviour, as a precautionary measure to eliminate any possibility
of a medical problem, the class teacher may advise the parent to have both the
child’s vision and hearing assessed.

A preliminary meeting with the child’s parents will take place to outline the concerns
the parents/staff may have about a child’s learning or behaviour. The child’s class
teacher and the LS/RT Co-ordinator (or Principal) will attend this meeting. A written
report outlining these concerns will be provided to the parents to support the
referral. A dated written record of the key points of the meeting may be drawn up
and kept on file.

If a child is presenting with emotional /behavioural/hyperactive/ attention
difficulties, the special needs co-ordinator in conjunction with the class teacher may
advise the parents to request a referral to Lucena Clinic through their G.P. The
waiting time for a consultation in Lucena Clinic may exceed 12 months.

If there is concern about a child’s speech production (stammer, mispronunciation
16
etc.), expressive/ receptive language deficits, auditory processing etc., a member of
teaching staff may refer the student to Ballinteer Health Centre for a Speech and
Language Assessment. Referral forms are available in the school. The referral form is
to be given to the child’s parent who in turn contacts the Health Centre to set up an
appointment. A copy of the referral form is to be kept on file either by LS/RT or Class
teacher.

The Principal teacher will be informed of any referral for assessment by an outside
agency.
The following resources are available in the school to assist teaching staff in the decision to
request that a child is referred for assessment by an external agency:

Identifying Children with Special Needs: Checklists and Action Plans for Teachers –
Glynis Hannell

Signposts: a Resource Pack forTeachers – Special Education Support Service

A Guide to Local Supports and Services for Children with Special Educational Needs –
Southside Partnership’s Support Project for Children with Learning Difficulties
(in association with Blackrock Education Centre)
In the unlikely event that the parents of a child fail or refuse to consent to an assessment,
the Principal teacher and Special Needs Co-ordinator will meet with the parents in an effort
to persuade them that the assessment is being sought in the best interests of their child. If,
subsequent to this meeting, the parents still refuse or fail to provide their consent, this
refusal or failure will be recorded by the Principal and kept on file. The Principal may refer
the matter to the Board of Management, which in turn may refer the matter to the National
Council for Special Education. The NCSE may apply to the courts to dispense with the
requirement for parental consent, if it considers it is in the best interests of the child to do
so.
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11. THE INDIVIDUAL PLAN (IEP)
It is advisable that a preparatory meeting of the Class teacher, LS/RT teacher and the child’s
SNA takes place in advance of meeting with the child’s parents. This will enable the teachers
to review professional reports and test results, to record staff observations, and to compile a
parents’ questionnaire relating to areas of the pupil’s strengths/ needs. The Special Needs
Co-ordinator may also be requested to attend this preparatory meeting. The purpose of this
meeting is to provide a framework for the subsequent meeting with parents.
LS/RT teacher and Class teacher’s meeting with parents is designed to gain a full picture of
the child’s functioning in a range of abilities/skills and locations. Information recorded is
used to inform the content of the IEP.
Depending on the severity of the SEN, the meeting with parents may also require the
attendance of those professionals currently involved in the treatment of the child’s lowincidence needs. The SENO may also be requested to attend this meeting.
A follow-up consultation with the child may be undertaken to include any issues of
importance to him/her.
The Content of the Individual Education Plan (IEP)
The purpose of the Individual Education Plan is to allow the student to progress at a level
commensurate with ability. It involves the collaboration between all partners, focuses
teaching strategies and ensures records are kept.
The Education Plan shall provide the following information: the child’s strengths and needs;
the present level of educational performance; the child’s special educational needs; the
special education to be provided and any related support services, where appropriate; the
goals which the child is to achieve over a period not exceeding twelve months.
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An agreed format is in use throughout the school. It is based on a composite of the
exemplars provided in Guidelines on the Individual Education Plan Process – issued by NCSE.
See Appendix A for this Individual Education Plan.
The IEP is designed to cover an academic year. The LS/RT teacher will review the plan on an
ongoing basis and make any amendments that are deemed appropriate. A formal review of
learning targets will take place in the week preceding the February mid-term break. The
LS/RT teacher may continue to liaise with any specialists currently treating the pupil in order
to obtain advice/ guidance relating to the child’s educational provision.
The child’s LS/RT teacher has responsibility for co-ordinating the IEP. As a general principle
the school’s LS/RT co-ordinator will liaise with the SENO and the NEPS psychologist. The
LS/RT teacher will liaise with any other external agencies/ professionals currently treating
the student.
Supports available at Stage III
Both class teachers and learning support/resource teachers may avail of additional support
from the National Educational Psychological Service (NEPS), the National Council for Special
Education (NCSE), the Visiting Teacher Service, the Special Education Support Service, the
Professional Development Service for Teachers and those professionals/ external agencies
currently engaged in the provision of treatment/therapy for the child’s SEN.
Provision for Gifted/Exceptionally Able Pupils
This category of student is included in the Education Act but not in the EPSEN Act. At present
there is no entitlement to special education resources for children in this category. However,
the special needs co-ordinator may consult with the child’s class teacher about methods of
differentiating lessons to provide more challenging learning opportunities to the gifted child.
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This may include access to additional more complex resources and opportunities for directed
independent learning. Children with attainment scores above 90th percentile may be
referred to the Centre for Talented Youth (CTY), DCU.
12. DEPLOYMENT OF LS/RT PERSONNEL
Organisation of supplementary teaching
The special needs co-ordinator will identify all pupils within the school eligible for
resource/learning support teaching. Those pupils identified will then be allocated to the
teachers responsible for supplementary teaching. ‘Wherever possible, pupils with the
greatest need should be taught by teachers who have the relevant expertise and
commitment and who have a degree of permanence of status that can guarantee continuity
of provision’ (Circular SP ED 02/05). It may be necessary to convene a meeting of all
supplementary teachers (the special education support team) to co-ordinate the provision of
supplementary teaching. This will be essential if two teachers are responsible for the
delivery of supplementary teaching on different days to the same group of pupils.
Timetabling
The provision of Supplementary teaching may include the withdrawal of pupils from their
classroom and/or in-class support.
In-class support will be jointly designed and monitored by the Class Teacher and the Support
Teacher. Effort should be made to ensure that pupils do not miss out on the same curricular
area each time they attend Learning Support/Resource. A flexible approach to timetabling
by the Class Teacher will ensure that this is possible.
When a pupil has been granted an Irish exemption, in so far as possible, supplementary
teaching should coincide with Irish class lessons.
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Models of supplementary teaching
Supplementary teaching may involve individual or group withdrawal of pupils. It may also
involve the teacher supporting pupils within the mainstream classroom. A combination of
these different modes of delivery is also possible. The needs of the child and availability of
accommodation will be determining factors in the delivery of supplementary teaching.
13. DEPLOYMENT OF SPECIAL NEEDS ASSISTANTS
Following assessment, the LS/RT Co-ordinator may submit an application to the NCSE for a
Special Needs Assistant (SNA).
The deployment of special needs assistants will be made on the basis of children’s needs.
The principal teacher in consultation with the LS/RT Co-ordinator and the Class Teacher will
determine the deployment, and assign the duties of Special Needs Assistants. Circular SP.ED
07/02 outlines the role of the special needs assistant (SNA). The deployment of SNAs will be
reviewed on an ongoing basis having due regard to the needs of those students who require
such support. In accordance with this circular, the work of SNAs is to be supervised either by
the principal teacher, the special needs co-ordinator or a class teacher.
14. THE VISITING TEACHER SERVICE
The visiting teacher service provides educational support to children who are visually or
hearing impaired. These teachers may provide some direct instruction but a significant
aspect of their role is their ability to serve as consultant to the classroom teacher in adapting
teaching methods and in using assistive technology. The resource teacher will liaise with the
visiting teacher and arrange any meetings necessary to meet the special needs of a child
within the school. The resource teacher will also submit to NCSE any applications for
resources in relation to this category of special needs.
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15. ROLES AND RESPONSIBILITIES
While the overall responsibility for the development and implementation of the school’s
policies on special needs and learning support lies with the Principal, in effect, the principal
will delegate its co-ordination and implementation to the school’s LS/RT Co-ordinator. Any
decisions departing from current practice in the area of learning support/special needs will
be referred to the principal for approval in advance of its implementation.
The LS/RT Co-ordinator will be responsible for reviewing annual screening test results,
identifying children to be selected for diagnostic testing/supplementary teaching, allocating
caseloads to the LS/RT teaching staff, purchasing LS/RT resources (subject to the approval of
the Principal Teacher), submitting applications and referrals to NCSE and the NEPS, induction
of part-time resource teachers, tracking use of LS/RT resources, inviting guest speakers and
facilitating LS/RT meetings. This role will also entail being available to advise parents/staff in
relation to matters pertaining to referrals to external agencies, and differentiation of
learning activities.
Each LS/RT teacher is responsible for the timetabling of his/her supplementary teaching,
preparation of IPLPs/ IEPs, purchase of resources (subject to the approval of the Principal
Teacher), liaising with external agencies (other than NCSE/ NEPS), consulting with the Class
Teacher in drawing up the duties of a Special Needs Assistant (SNA) in accordance with DES
Circular 07/02, and planning of lessons and maintaining records of progress.
As the primary educators of their child parents are responsible for the supervision and
provision of support for homework assignments, paired reading, and attendance at
referrals/consultations/treatment sessions provided by external agencies.
The Board of Management’s role is:

To oversee the development and implementation of the school’s policies on
special needs and learning support
22

To endeavour to ensure adequate classroom accommodation and teaching
resources are provided for the resource/learning support teachers

To provide a secure facility for the storage of records relating to pupils in receipt
of special needs and learning support services

To ensure that parents are consulted in relation to significant decisions relating to
their child’s education and are invited to take part in making those decisions
The class teacher has primary responsibility for the progress of all pupils in his/her class,
including those with special needs. In supporting the development and implementation of
the school plan on special needs the class teacher should:

Implement learning programmes which optimise the learning of all pupils, and to
prevent to the greatest possible extent the emergence of learning difficulties

To administer screening tests according to school policy

To collaborate with the resource/learning support teacher in devising,
implementing and reviewing learning programmes for those pupils in receipt of
supplementary teaching, and to organise classroom activities to achieve the targets
of the learning plan.

To differentiate the content, process, product and learning environment of both
classroom instruction and homework assignments as it relates to the needs of those
pupils receiving supplementary teaching
16. ACCESS TO LS/RT RESOURCES
As a general principle Class Teachers will not have access to LS/RT Resources, in particular,
graded reading schemes specifically purchased for supplementary teaching.
17. LIAISON BETWEEN LS/RT PERSONNEL AND MAINSTREAM TEACHERS
Regular communication between learning support/resource teachers and the classroom
teacher is integral to the staged approach to intervention. This communication generally
23
takes place before the commencement of the school day, or after the dismissal of the pupils
from school. Additional opportunities for communication are available during staff meetings.
Staff meetings offer a valuable opportunity for the resource teacher to inform all staff
members of any special needs relating to a child that they may need to be aware of,
particularly if it relates to supervision of field trips and break times .
18. PARTNERSHIP WITH PARENTS
Involvement of parents is critically important to the success of the SEN/learning support
programme. The partnership model places both the parents and teachers as equals in the
process of collaboration. The teachers are seen as having expertise in matters of education,
and the parents are seen as having expertise and insight regarding the individuality of their
own child. Saint Mary’s favours an ‘open door’ policy in relation to the parents of children
receiving supplementary teaching. Regular communication and collaborative decision
making is an integral feature of the education plans devised for the children’s learning
needs. Many informal opportunities for communication may also be availed of. Parents are
to be encouraged to become involved in supporting their children’s learning. The Learning
Support/Resource teacher can assist the contribution of parents to the child’s learning by
demonstrating effective learning strategies that can be used to support the child at home.
19. RECORD KEEPING AND THE DISSEMINATION OF INFORMATION TO RELEVANT
PERSONNEL THROUGHOUT THE SCHOOL
The following procedures apply to the following documents:
Psychological/Occupational Therapy/Speech and Language Therapy Reports:
 Only one copy will be kept in the school – photocopies will not be made



The child’s resource teacher will have the report during the month of September in
order to create the child’s Individual Education Plan
Once the IEP is completed, the report will be filed in a locked filing cabinet in the
Principal’s office
The class teacher may read the above reports in the Principal’s office, but may not
remove them
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Individual Education Plans (IEP):
 A child’s IEP will be kept securely in a locked filing cabinet in his/her resource
teacher’s room
 The class teacher may read the IEP in the resource teacher’s room
 The section of the IEP detailing the Priority Learning Needs and Targets will be given
to the class teacher
Individual Profile and Learning Programme (IPLP):
 A child’s IPLP will be kept securely in a locked filing cabinet in his/her Learning
Support teacher’s room
 The class teacher may read the IPLP in the Learning Support teacher’s room
 The section of the IPLP detailing the Priority Learning Needs and Targets will be given
to the class teacher
Electronic Filing
 IEPs and IPLPs may be kept on a password-protected computer hard drive or
password-protected USB memory stick. Files should be backed up as a matter of
course. USBs should be kept securely in a locked filing cabinet when not in use
The Principal Teacher will have access to all files relating to children in receipt of
supplementary teaching.
Copies of screening test results of all children in the school are held on file by both the
Principal teacher and the LS/RT Co-ordinator.
If another school or an external agency requests information or assessment reports on a
particular child, written parental consent is required (standard form for this purpose). Oral
consent of the author of the report is also required.
When it is considered to be in the best interests of the child, information concerning a pupil
may be communicated orally to teaching staff by either the resource teacher or principal
teacher at a staff meeting. Information relating to a child with SEN may be communicated
orally to a Special Needs Assistant, on a need to know basis by either the Principal or LS/RT
Teacher.
When a student leaves the school, all records relating to that child will be held on file for a
period of ten years or until the child’s twenty first birthday, after which they will be
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destroyed. Any files identified for disposal will be done so in a manner that maintains
confidentiality (i.e. shredded).
20. SUCCESS CRITERIA
The following provide practical indicators of the success of the provision of supplementary
teaching in our school:

Inclusion of pupils with special needs in our school

Progress of pupils with special needs/ learning difficulties as evidenced in school
assessments

Feedback from teaching staff, Special Needs Assistants, pupils and parents
21. IMPLEMENTATION DATE
While most of the elements of this policy have been in operation within the school for many
years, this amended LS/RT Policy will formally apply from December 2014.
22. TIMETABLE FOR REVIEW
This policy is scheduled for review in May 2016.
23. RATIFICATION OF THIS POLICY
The Board of Management officially ratified this amended policy at its meeting on 2nd
December 2014.
Signature ______________________________________
John Byrne
Chairperson, Board of Management
Date
_______________________________________
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BIBLIOGRAPHY
Data Protection Acts 1988 & 2003, A Guide for Data Controllers, Dublin: The Data Protection
Commissioner
Department of Education and Science, Ireland (1999) Developing a School Plan, Guidelines
for Primary Schools, Dublin: Stationery Office
Department of Education and Science, Ireland (2000) Learning Support Guidelines, Dublin:
Stationery Office
Department of Education and Science, Ireland (2003): Looking at our School, An aid to selfevaluation in primary schools. Dublin: Stationery Office
Department of Education and Science, Equality Authority, Ireland (2003)
School and the Equal Status Act
Department of Education and Science, Ireland (2005) Special Education Circular SP ED 02/05
Department of Education and Science, Ireland (2002) Special Education Circular SP ED 07/02
Department of Education and Science, Ireland (2005) Special Education Circular SP ED 01/05
Education Act 1998 Dublin: Stationery Office
Education for Persons with Special Educational Needs Act 2004. Dublin: Stationery Office
Babbage R., Byers R., & Redding H. (1999) Approaches to Teaching and Learning, Including
Pupils with Learning Difficulties, London: Fulton
Carey D. J. (2005) The Essential Guide to Special Education in Ireland, Dublin: Primary ABC
27
Irish National Teachers Organisation (2003) Supporting Special Education in the Mainstream
School- An INTO Report
Irish National Teachers Organisation (2000) Inclusion: Proceedings of Special Education
Conference, Maynooth, February 2000
Kirk, S., Gallagher, J., & Anastasiow, N., Coleman, M., Educating Exceptional Children (11th
Edition) Boston: Houghton Mifflin
Lerner J. (2006) Learning Disabilities, Theories, Diagnosis and Teaching Strategies (10th
Edition) Boston: Houghton Mifflin
McPhillips T. (2003) The Learning Support Teacher- A Practical Handbook, Blackrock
Education Centre
National Disabilities Authority (2005) International Experience in the Provision of Individual
Education Plans for Children with Disabilities, Summary Report
Toolin A., McPhillips T., & Keyes D. (2002) An Audit of Local Supports and Services for
Children with Learning Difficulties Ireland: ELO Press
Westwood P. (2006) Commonsense Methods for Children with Special Educational Needs,
London: Routledge Falmer
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Appendix A
CONFIDENTIAL AND WITHOUT PREJUDICE
Individual Educational Plan
Name:
Date of Birth:
Class:
Parents:
Contact Information:
Address:
Class Teacher:
LS/RT:
SENO: Ms. Emma Hodgins
Special Needs Assistant:
Professionals currently
working with ____________________
Date of IEP Planning Meeting:
In Attendance:
Name of IEP Co-ordinator:
Commencement:
Review:
Signed:
Date:
Summary of relevant information available
Accommodations:
Special Education Provision
Date
Present Level of Educational Performance
Name of Test
Administered by
Outcome
Summary of Information available from parents, class teacher, resource teacher,
SNA, and child (where applicable)
Medication/ Health Issues:
Social and Interpersonal Skills:
Self Management Skills:
Adaptive Skills:
Fine Motor/Sensory:
Cognitive:
Gross Motor Skills:
Literacy Skills:
Mathematical Skills:
ICT:
Learning Style:
Attendance:
Hobbies and Interests:
Abilities, Skills, Talents
Learning Needs
Priority Learning Needs
Targets
Teaching
Strategies
Materials/Resources Target Dates
or
Targets
Personnel
Strategies/Materials/
Resources
Issues to be considered at review
Review
Dates
Progress/
Outcomes
Key
1. achieved target
2. emerging
3. not achieved
Special Needs Assistants’ Contribution
Parental Contribution
Transition Planning