Special Education Higher Diploma in Professional Education Studies (School Planning) Summer School, NUI Galway, June 2007 Gearóid O Conluain Deputy Chief Inspector Department of Education and Science

Special Education SEN Resources in second-level schools 1877 RT posts (WTE) 533 LST posts (WTE) 1461 SNA posts (WTE) Total: 3,871 dedicated SEN posts

System resources supports for SEN since 1998 SESS NCSE NEPS Behaviour Support Service Educational Welfare Board EPSEN Act Learning Support Guidelines Post-primary SEN Guidelines

Special Education Inclusion of Students with SEN: Post-primary Guidelines A response to request for guidance Based on best practice schools Expert group - Academics, psychologists, inspectors Reflect advice of SESS, SDP, education partners Huge SDP challenge for schools – culture shift SEN requires a team approach - fundamental

Special Education Inclusion of students with SEN: Post-primary Guidelines Advice on role of: PO RT LST Guidance Counsellor Year Heads Class Tutors Class Teachers HSLT SNA BOM Parents Inclusion is the core principle Balance of interventions required: Special class Mainstream class Group Withdrawal

Special Education EPSEN Act (’04) Statutory entitlement to IEP (EPSEN’04) EPSEN Act 2004 “special educational needs” means, in relation to a person, 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 and cognate words shall be construed accordingly

Special Education Inclusion of students with SEN: Post primary Guidelines IEP requires team based input IEP must show maximum possible inclusion IEP NCSE guidelines a resource IEP defines nature/degree of child’s needs

EPSEN Act, 2004 Starting Point 1 Where at parents’ request or on their own initiative school considers pupil not benefiting from non SEN programme then 1)Principal takes “such measures as are practicable” to meet needs of pupil 2)If student still not benefiting principal must arrange an assessment 3)Following assessment principal must arrange IEP

EPSEN Act, 2004 Starting Point 2 NCSE can be asked to cause an assessment of a child to be carried out: - by a principal - by the HSE - by parents NCSE can involve others in assessment e.g. psychologist, medical practitioner, principal/teacher, social worker and must facilitate parental involvement NCSE assessment must contain an evaluation/statement of nature of disability and evaluation/statement or services child will need to benefit from education and generally develop potential This assessment feeds into the preparation of an IEP

EPSEN Act Timelines, Appeals and Reviews EPSEN contains timelines within which actions must be taken EPSEN provides for appeals to a Special Education Appeals Board e.g. by parents against refusal to assess or in relation to contents of IEP EPSEN provides for reviews of IEPS and for planning for transition from one school to another

EPSEN Act 2004 Other provisions EPSEN contains other provisions such as: - Power for NCSE to designate school - Standards for assessments - Guidelines for schools on when to refer to the NCSE - NCSE to implement Ministerial policy - Ministerial approval for Appeals Board processes

NCSE Implementation Report Recommendations and not a “sectoral plan” Identifies gaps in existing system and key areas for investment Sets out 41 actions to be taken up to December 2009 Implementation always envisaged as a within 5 years from 2005

Key Areas for Investment Highlighted in NCSE Report National Pre-School Service Inclusive Schools with proper resources and supports for IEP’s etc. Proper health supports Proper pre-service and in-service training Resources for mediation and appeals Investments for further/continuing education and supports for SEN in higher education

Inspectorate Survey of Post- Primary Schools Most schools were positive about: Responsibilities with regard to students with special educational needs Presence of students with special educational needs Allocation of teaching hours Special needs assistants

Inspectorate Survey of Post- Primary Schools Findings: Many schools were concerned about: Access to assessments Access to assistive technology Access to resources post-September Availability of meeting & planning time Opportunities for relevant training Provision of appropriate work space

Inspectorate Survey of Post- Primary Schools Findings: Policy and Practice Many policies state enrolment is conditional on resources There is a perception that inclusion leads to a school receiving more than its ‘fair share’ of students with SEN Reported increase in the numbers presenting with multiple needs particularly behavioural problems. Few schools have an acceptable SEN, learning support or SNA policy

Inspectorate Survey of Post- Primary Schools Findings: Provision Withdrawal and smaller classes are still the dominant support delivery models Examples of in-class support, co-operative teaching and differentiation were rare Only limited incidence of the misuse of resources No provision for identifying and supporting exceptionally able students

Inspectorate Survey of Post- Primary Schools Findings: Curriculum Most students with SEN have access to the full curriculum apart from a second language Eligible schools are using JCSP to mediate the curriculum for students with SEN and ineligible schools believe that JCSP would be of benefit to students with SEN Some schools deliver FETAC modules None of the schools referenced the NCCA draft curriculum guidelines on GLD

Inspectorate Survey of Post- Primary Schools Findings: Staff and Training Administrative work for the SEN Co-ordinator is considerable Many schools have “too many” teachers involved in providing resources hours Most resource teaching is delivered by TWT, TPT, CID teachers The majority of mainstream, subject teachers felt unqualified to attend to SEN needs