This policy document aims to outline the form that additional
educational support for students with learning difficulties or special educational
needs takes in Moyle Park College and the philosophy, which underpins it. It is
written in the context of the Education Act 1998 especially sections
2,6,7,9,13,15,21, and 33 and the equal status act 2000. It also takes into
account the education for persons with Special Needs Act 2004 and the persons
with Disabilities Act 2005.
This document should be read in con junction with the school prospectus.
2.1 Inclusion
It is the policy of the school that the term “all” students in the
vision statement includes students
with learning difficulties or special educational needs. The principal aim of
this policy document is to enable these students to access, participate in and
benefit from the education normally provided in the school to the fullest
extent possible. To achieve this aim, these students require additional
support, which can only be adequately provided where the school is given the
necessary additional resources by the Department of Education and Science.
Students with learning difficulties or special educational needs are:
q
Students whose educational difficulties or special educational needs
prevent or hinder them from benefiting adequately from the education normally
provided for students of the same age.
q
See Special Education Review Committee report 1993 p.18.
Note for the purpose of this policy document, the term “special needs”
should be understood to include the terms “learning difficulties” and “special educational
needs” unless otherwise stated.
The general educational objectives for students with special educational
needs are the same as for all students. key objectives are functional literacy
and numeracy and social skills training.
The main aim is to help each pupil reach his full potential according to
his capabilities.
More detail on admission to the school may be found in the school’s
Admissions Policy.
It is the school objective to make the school buildings, general
classrooms and specialist classrooms more accessible to people with physical
disabilities and to take measures when necessary, to ensure that these students
have real access to the full curriculum.
Regular communication exists between the Principal, Career Guidance
Department, Special Needs Department and the main feeder primary schools.
An open day for students and an open night for parents is held each year
to assist parents and the college with the process of sharing information about
prospective students with special needs.
Parents are required to inform the school of any special educational
needs or medical needs and to forward psychology/medical reports when making an
application for a place in the college.
We would expect Parental consent for a transfer of information from
Primary Schools.
An assessment is held in March for all incoming students. The English and Mathematics scores are used
to help identify the particular needs of students who may not have been
formally identified in their Primary School.
This greatly helps to improve the preparation of the provisions needed
for students with special needs.
8.1 History of learning support
Moyle Park College is proud of the contribution it has made to the
teaching of students with special educational needs down through the years. In
1978, under the leadership of brother Peter Hegarty ,the first ex quota teacher
was appointed to the College. However, the Marist Brothers were already
enlightened in this area. In 1976, a special class was established providing a
full time teacher dedicated to their special educational needs. Since this time,
the college has a proud record of adapting to the needs of its students. In the
2006-2007 academic year, nine members of staff were involved in the teaching of
students with special educational needs..
The department responsible for providing additional support for students
with learning difficulties or special educational needs is referred to as the
Resource and Learning Support Department.
8.2 Class Assistants
The special needs assistant does not necessarily hold an educational
qualification (although some do have advanced degrees and educational
qualifications). The entry requirement for the position is a pass in Irish,
English, and Mathematics at junior-cert level. The special needs assistant is
an important member of the support staff for children with special needs.
The class Assistants support students and teachers within the classroom.
q
Mobility for those with physical disabilities
q
Assisting with organisation and task completion, for those who might be
unusually distractible.
q
Providing guidance during free play situation for those with mobility
problems.
The Class assistant also plays a part in some of the other forms of
learning support within the school.
It is school policy that all students, including students with special
needs, should have access to the broad and balanced curriculum provided in the
school. Students with special needs require more flexibility of choice. Special
care is taken with option subjects chosen.
Key issues here are equality of access and parental and student choice.
Support is currently provided to small groups, which contain both
learning support students and students with special educational needs students
in one group. This additional support is organised by the Recourse and Learning
Support Department.
Support is delivered to students on the basis of withdrawal where the
students are exempt from Irish or do not attend a second option subject. A system
of staggered withdrawal is in place for students who do not fall into either of
these categories so that they are not consistently missing out on any one
subject.
The Resource and Learning Support Department applies for Reasonable
Accommodations in State Examinations for students with learning difficulties or
special educational needs each year in consultation with the parents, the child
and the schools designated NEPS psychologist.
12.1 Psychologist (National
Educational Psychological Services)
The learning support department/ resource department is in regular
contact with NEPS Psychologist whose support is almost exclusively aimed at
students with special needs.
The Psychologist supports these students:
q
In the application for resources
q
In the application for reasonable accommodations in state examinations
q
By offering advice to students and parents as well as to teachers
q
By counselling students
q
By carrying out Psychological Assessments free of charge.
Parents may choose to have their child privately assessed.
The Psychologist serves a number of schools in the general area and in
recent years visits our school approximately eight times a year.
12.2 Other external Agencies
and Personnel
Other agencies the school has dealings with are:
q
Special Educational Needs Organiser (SENCO)
q
Department of child Psychiatry, ERHA. St. James Hospital
q
The Schools Completion Programme
q
Traveller Liaison Officer
q
Various Medical Specialists
The Education for Persons
with Special Needs Act 2004 requires
that each child diagnosed with special needs should have a n Individual
Education Plan drawn up to meet the individuals needs. Relevant sections of this
act include section 3, 4, 7 and 9.
13.1 Individual
Educational Plan {IEP}
An IEP is the written
description of the programme tailored to fit a child’s unique educational
needs. It describes the special educational
and related services specifically designed to meet the needs of a child
with special educational needs.
The programme is developed at
one or more IEP meetings, and its provisions are detailed in writing in a
planning documents. Effective
intervention depends on the co-operation between teachers, students and
parents and often the involvement of other professionals.
Pending the implementation of
the EPSEN Act, (Education for persons
with Special Education Needs Act 2004) it is school policy to continue the
process already begun of individual diagnosis, planning, provision and
evaluation, especially for students with greatest need.
The evaluation of educational
provision is a complex process whether normal provision or additional support
is being evaluated. Basic success in the state examinations and basic literacy
and numeracy are interlinked. The state examinations are widely used in schools
as a blunt measurement of achievement. The success of students with special
needs in school in state examination is highly valued, especially by the
students themselves and by their parents. Teacher observation, class test and
house examination are important regular forms of evaluation for students with
special needs.
Communication between
teachers and parents has traditionally been excellent in Moyle Park College.
The school believes parents play a positive and guiding supportive role in
student education. An objective of the Education for Persons with Disabilities
Bill is “to ensure that parents have a central role in all important decisions
concerning the education for their children.” (Explanatory Memorandum p.1) This
is already the case for parents of students in Moyle Park College. It is essential
that teachers inform and involve parents when additional support is being
provided.
The
general body of students respond positively to the education provided in the
school and students with special needs are particularly appreciative of the
additional support provided. Students tend to play the role of recipient of
both normal provision and of additional support. This policy encourages them to
play a more active role – this is generally more practicable in a support
context than in normal class.
Parents /
Students who are concerned and who wish to discuss or make suggestions about
any aspect of educational provision should approach the relevant teacher, class
tutor, year head or learning support / resource coordinator. If necessary, an
issue can be dealt with by the Principal, Deputy Principal or Board of
Management.
Clearly, the additional support outlined above is dependant on additional resources. Most of these additional
resources are granted annually and it is school policy to seek a more permanent arrangement, e.g. (ex-quota
Resource Post)
It is important to re-emphasise the principle objective of the additional education support outlined in
this document, namely, to enable students with special needs to access,
participate in the benefit from the education normally provided in the
school to the fullest extent possible.