1. Joint Consultative Forum
Wednesday 26 February 2014

2. Regional Strategy Group for Special Education – terms of reference
To promote consistency of approach across the 5 education and library boards.
To monitor the introduction and implementation of all aspects of the Code of Practice (1998).
To examine the recommendations of the Audit Report on Special Education and the Newcastle Report.
To develop quality assurance and ‘best value’ measures for special education.

3. Regional Strategy Group Membership
Education and Library Board Membership
Assistant Senior Education Officers (Children and Young People’s Services)
Principal Educational Psychologists
Education and Training Inspectorate (Eti)
Department of Education (Children’s Directorate)

4. Core Activities
Assist the 5 boards to bring consistency to the implementation of a range of legislative and guidance requirements:
Special Education Needs and Disability Order (2005) training and support for schools
DE/DHSSPS Medical Guidance Training (2008)
Outcomes arising from judicial reviews

5. Establishment of Regional Sub-groups
Autistic Spectrum Disorder
Specific Literacy Difficulties
Social, Emotional and Behavioural Difficulties
Visual Impairment
Hearing Impairment
Speech and Language

6. Links with Other Statutory and Voluntary Agencies
Royal National Institute for the Blind (RNIB)
Royal National Institute for the Deaf (RNID)
Public Health Agency
Health Trusts

7. Recent Work
Reporting and monitoring framework for the Early Years (SEN) pilots.
Development of CEET training in schools to support earlier assessment and interventions for children.
Supporting leadership and management training for principals and SENCOs in mainstream schools.
Commencement of work to enhance support and training for classroom assistants in specific areas of special educational need.
Supporting pre-implementation tasks in relation to the review of special education.

8. Wider Context
The 5 boards are still discrete legal entities with individual budgets and particular needs.
Promotion of work that is consistent with establishment of ESA.
Recognition of the continued need to have regional consistency, while cognisant of local differences.
Need to focus more on outcomes associated with special needs support and resources.