1. Special Needs Assistants - Promoting Best Practice Presented by: Marcella O Conluain Deputy Principal (Acting Principal 2007-2008) St Joseph’s NS Dundalk

2. WORKSHOP OUTLINE  How SNA’s are appointed and basis for appointment (Circular 02/07)  Focus on Appendix I (Circular 02/07) Re: Definition of Role  Distribution of Special Education Resources in the System.  Best Practice in St. Joseph’s NS regarding deployment of SNA Team  Reality Check ~ Value for Money Review  Experience of Participants  What does the FUTURE hold?

3. My School Context  St Joseph’s NS – Dundalk – Est. 1979  DEIS BAND 1  Pupils 30/9/08 : 432 +7 (SSLD) –38% newcomer background –10% traveller background –4.3% Low Incidence SEN –3.6% access to SNA  Teachers 38  SNA’s 11

4. Circular 07/02 - DES  Applications for SNA support should be considered where pupil has a significant medical need or a significant impairment of physical or sensory function or where their behaviour is such that they are a danger to themselves or to other pupils.

5. No Category of SEN Incidence 1 Physical Disability Low 2 Hearing Impairment Low 3 Visual Impairment Low 4 Emotional Disturbance Low 5 Severe Emotional Disturbance Low 6 Borderline Mild General Learning Disability High 7 Mild General Learning Disability High 8 Moderate General Learning Disability Low 9 Severe/Profound General Learning Disability Low 10 Autism/Autistic Spectrum Disorders Low 11 Specific Learning Disability High 12 Assessed Syndrome Low 13 Specific Speech and Language Disorder Low 14 Multiple Disabilities Low NCSE DISABILITY CODES

6. APPLICATION PROCESS  The SENO’s make decisions in relation to: –Applications for Resource Hours –Applications for SNA’s to meet care needs of children with SEN arising from disability  Application forms must include or be accompanied by: –P.P.S. number of the child. –Parental/Guardian consent for SENO to access professional reports. –The required reports ( e.g. psychological report).  In cases of E.B.D or S.E.B.D –Evidence of treatment is required. –Evidence of behaviour pattern in school.  SENO visits school. Interacts with: –Pupil –Teacher –Principal –Parent

7. SCHOOL CARE TEAM  The Care Team consists of personnel who identify the needs of SEN students (and others) and implement a planned response to these needs. This enables the student to maximise the teaching resource that is in the school. It has representatives from: It has representatives from:  Senior Management  Middle Management  Class Teachers  Special Needs Assistants NB: care team interfaces with relevant agencies and parents

8. Role of SNA on the Care Team  Foster a positive relationship with the child.  Encourage, motivate and empower the child to realise his/her full potential.  Observe and monitor the child throughout the day.  Report concerns to class teacher/head of department.  Support and represent the child when issues arise. (Child’s significant adult)  Both the SNA and Teacher are in “loco parentis”. The essential function of the SNA is to facilitate greater access to the education provided in the classroom.

9. Building Self- Esteem A Key Role for our SNAs Pupil self-esteem is critical  Checklist for low self- esteem in primary school children (From Self-Esteem – the Key to your Child’s Education – Tony Humphries).

10. Whole School Best Practices 1-8 1.Attendance and Punctuality. 2.Help student settle into class. 3.Assist teacher in classroom, organisation etc. 4.Assist child to stay on task, follow class procedures and interact appropriately. 5.Assist in establishing and maintaining a consistent routine. 6.Escort child to P.E., Resource Teacher, School Trips. 7.Reinforce appropriate coping and self -regulation strategies. 8.Assist children as they exit from school or bring to after school activities.

11. Best Practices 9-15 Whole School Approach 9.Assist child in using computers etc 10.Attend regular meetings and training 11.Adhere to school policies relating to confidentiality and parent contact 12.Support the child’s eating routine 13.Use reward system to manage impulsive behaviour 14.Assist child to cope with differentiated curriculum 15.Prepare the child for changes in routine

12. Best Practices 16-22 Whole School Approach 16.Assist in ensuring inclusion of Special Needs Pupils in school. 17.Provide constant support during recreation periods. 18.Interact positively with pupils 19.Act as role model (e.g. empathy) 20.Support teacher in use of anger management strategies. 21.Encourage children to become independent learners. 22. SNA assigned to other appropriate work when SEN students are absent or when particular urgent work demands.

13. Developing the Role of SNA in Classroom  Teacher needs to be clear about where help is needed  Teacher and SNA planning time is essential  If obvious that the teacher values the SNA the class will respond likewise  Essential for:  SNA to be involved in training especially for new initiatives (research based).  To be given constructive feedback.  Attend meetings with other agencies if appropriate (e.g. NEPS)  Daily Diary – SNA keeps a daily record of the assigned students progress. This is very helpful for reviews, evaluations etc. This diary is discussed with teacher and Special Needs Co- ordinator.  A positive relationship is fostered between SNA and class teacher which leads to mutual understanding and mutual respect.  Regular meetings of SNAs to discuss and share good practice.

14. OUTCOMES LINKED TO HAVING SNAs IN SCHOOLS  Increase in the number of SEN pupils in mainstream classes  Increased safety for SEN pupils and general student body  Decrease in discipline problems and exclusions  More positive attitude to school from marginalised students  Improvement in teaching and learning on whole school basis  Bridging of gap between marginalised families and school professionals  Reduction in incidents of bullying and racism  Improved attendance  Improved morale among pupils and staff  Up -skilling community

15. Broader System Concerns  The cost to the exchequer of having 10,000 SNA’s in system  Role of SNA not clearly defined in individual schools  Segregation in staff room and at staff meetings  Underperformance among SNAs not being addressed  Interpersonal problems not being addressed  Multiple SNA’s in one class  SNA’s exceeding their brief  Lack of training opportunities for SNAs  Breaches of confidentiality  Newly qualified teachers ill-prepared for working in partnership with SNA’s.  Schools failing to inform SENO when pupil leaves or no longer needs assistance

16. COST TO EXCHEQUER Ballpark figures (Nov 2008) in relation to posts and expenditure on Special Education Needs  Number of teachers at primary level dealing with pupils with special education needs –5,000 Primary –2,300 Post Primary  No. of teachers in Special Schools 1,100  No. of SNAs – Primary 8,000 – Post Primary 2,000  Cost of Special Education Transport (primary & post primary) - > €60M  Cost of Specialised Equipment (primary & post primary) - > €5 M  Funding to support SEN of pupils in 2006 - > €630M

17. Value for Money (VfM) Review  Talking to individual SNA’s  Observing Teacher, SNA and Student in situ  Talking to Teacher and Principal  Studying documentation leading to appointment  Reviewing current reports and records  Evaluating the role of the SNA –Care Role : Attending to physical, medical, health an safety needs of the student  Noting extended role for SNA where apparent  Defining the outputs associated with SNA deployment  Possible changes in the wind?????? –Quota for each school –Number reduction –Possibility that school will exercise choice re resources

18. “ The test of the morality of a society is what it does for its children” Dietrich Bonhoeffer Video Clip

19. Special Needs Assistants - Promoting Best Practice Presented by: Marcella O Conluain Deputy Principal (Acting Principal 2007-2008) St Joseph’s NS Dundalk