Learning Support
Special Educational Needs
The special educational needs department, which is led and coordinated by the deputy principal, Pádraig O’Sullivan, consists of a core team of four dedicated special educational needs teachers This team works closely with mainstream subject teachers, special needs assistants, class teachers, the pastoral care team, parents and outside professionals in supporting students with special educational needs.
Two policy documents provide the framework for the tuition and support given by the SEN Department: the Educational Needs Policy and a for Exceptionally Able Students. These policies, which are part of the Whole School Plan, are intended to ensure that each student in the college is provided with the teaching and supports that will enable him/her to achieve to his/her potential.
Students with SEN have always been welcome at Schull Community College. Support is provided for each of our students according to their individual needs. Extra teaching is given in several ways, including individual tuition, group tuition and support within the mainstream class.
Support in English Literacy and Mathematics is offered to students who would benefit from extra support in these two areas. This support is usually provided by mainstream subject teachers.
Pathways to Education
Assistive technology is used extensively by some of our students and we were very fortunate a number of years ago to have the benefited from workshops in assistive technology, provided by the to Education programme. to Education is a joint access initiative of Cork Institute of Technology and University College Cork, which has been designed to increase access to higher education for students with a range of difficulties/differences in learning. The assistive technology workshops, which were facilitated by Carmel Hennessy (Assistive Technology Outreach Coordinator CIT), took place once a month in the college. Many of our students have also had the opportunity, as part of this initiative, to visit and take part in workshops in both UCC and CIT.
The type of supports provided for the inclusion of students with SEN.
Students with SEN have always been welcomed and provided for at the college while parents of such pupils make inordinate sacrifices to ensure attendance at the college through travel from outside catchment area, assessment support and involvement via school activities and bodies.
All students with SEN are made known to a full staff through meetings in August/September and the specific needs are outlined and explained. An SEN coordinator and SEN team monitor integration and inclusion on a daily basis while again whole staff is informed and report on progress regularly.
The inclusion of SEN students to main stream classes is considered a vital element of our educational experience and this is done, where possible, through a number of initiatives:
Whole staff in-service on inclusion in general classroom
Special Need Assistants in classroom and daily activities
Resource teacher team teaching in general classroom
Regular meetings of SEN/Management Team
Regular meetings and input from parents
Regular visitation from NEPS psychologist and resultant advice implemented
Details of SEN/LS Department’s Provision in SCC
Special needs and learning support allocations.
A team of SEN teachers meet every week to coordinate this department. At these meetings individual students and their needs would be discussed and this team would liaise with subject teachers. Internal testing of students is ongoing to ascertain needs.
July/ August
SEN and LS support timetables are put in place for students
August/September
All staff made aware of special need students and incoming 1st years who require resources, Special Education needs and learning support.
September/October
Meetings are held with Occupational Therapists/Physiotherapists/Psychologists/Speech and language therapists regarding specific students’ needs. These meetings are ongoing throughout the year.
Oct./Nov/Dec
RACE (Reasonable Accommodations for Certificate Examinations) applications for Junior Certificate are made. Also at or before this time, our NEPS psychologist would be liaising to set up referrals for assessments.
Term tests for 2nd/5th and special centre for in house exams are organised.
January/February
Pre exams and special centres for 3rd/6yrs are organised. Open evening displays are created and meetings with parents of students with SEN needs are scheduled.
February
SEN applications to SENO are prepared before the deadline. Meetings with parents held to inform parents and gain consent.
May
Incoming 6th class assessments take place.
May/June
House exams and special centres for State Exams are set up. Liaise with primary schools regarding incoming students.
GENERAL SEN INFORMATION
RESOURCES
Pupils who are entitled to resource hours are given the allocation by the Department of Education and Skills following a submission by the school management. Such allocations are usually based on findings from a Psychological/ Educational report and related data provided by the school management. The granting of these hours is not based on intellectual ability. Generally pupils who have a physical or medical difficulty, ADHD, Asperger Syndrome, Dyspraxia and some students, where English or Irish ie not their first language, are awarded hours.
A teacher is usually assigned to each pupil and works with him individually or in a small group. The area of work that is carried out with each of these pupils depends totally on his needs e.g. social skills, organisation and subject work. The progress of the student(s) is monitored and evaluated in the context of individual education plans.
LEARNING SUPPORT
Learning support is designed to help pupils with learning difficulties to achieve academic success in school. This support provides learning programmes for the students who have been assessed as low achieving. Such students will normally be performing at or below the 10th percentile on nationally standardised tests in English reading and/or Mathematics.
Our Learning support team develops and implements an individual learning programme for each pupil based on an assessment of needs and a specification of learning targets for the pupil. A Learning support teacher works with groups of pupils as well as individuals. Programmes are drawn up and implemented collaboratively by the learning support teacher and parent. The area of work that is carried out with each of these pupils depends totally on their academic needs e.g. reading, comprehension, spelling, writing skills, study skills and mathematics.
Information on students with learning difficulties is available from the coordinator of special education needs. Some of the more common conditions which affect learning are listed below together with some information which may be of use in teaching such students.
ASPERGER SYNDROME
Asperger Syndrome is a development disorder that falls within the autistic spectrum. It is sometimes referred to as high functioning autism. Asperger Syndrome is characterised by difficulty with three main areas.
Social Interaction
Communication
Imagination (e.g. imagining what others are thinking)
Student’s requirements/needs within mainstream class:
Warn about Changes. Give student as much advance warning about changes to the scheduled programme as possible.
Colour coding will help him with his timetable and different text and copy books.
Make everything visual. Most AS children are visual learners. Any visual link you make will help him.
Choose seating carefully. One of the most important considerations when choosing where to seat a child with AS is his sensory sensitivities.
Home and school communication is very important.
DYSLEXIA
Dyslexia is a specific learning difficulty which makes it hard for some people to learn to read, write and spell correctly.
Student’s requirements/needs within mainstream classes:
If possible, avoid asking a dyslexic student to read aloud in front of the class.
If giving students sequential information to learn off, be understanding.
Some students with dyslexia may find the learning of sequential information virtually impossible.
Remember that over-learning is essential. You can never assume that the student will remember a topic covered only once or twice.
Do not correct every error, but instead concentrate on a small number of errors and set manageable targets. Take time to correct the work and focus on content rather than presentation.
Don’t ask a dyslexic student to copy out corrections/mis-spellings. This will be of no use.
A cursive handwriting style is often best as it aids spelling, neatness and fluency.
Note taking can be difficult so arrange for notes to be photocopied from fellow students. Avoid tasks where students are asked to copy lengthy notes from the blackboard.
Ask the student to repeat back instructions given. This can be a useful memory aid. Instructions given should be clear and concise.
The dyslexic student should sit near the teacher so that the teacher can monitor progress and be available to provide any necessary assistance.
Rewarding effort is as important as rewarding accuracy.
If the student is going to receive special arrangements (reasonable accommodations) in state examinations then consider the same accommodations for homework, end of term and mock examinations where possible.
DYSPRAXIA/DEVELOPMENTAL CO-ORDINATION DISORDER (DCD)
Those affected have significant motor coordination and perceptual processing difficulties whilst retaining normal intelligence. They are acutely aware that the way they process, present and record their learning is different from their peers.
Students who are affected will struggle in their school life particularly in the following areas:
Students may arrive late to class due to difficulties with lockers and geography of school and classroom changes.
Students may forget books or homework assignments due to poor planning.
Due to poor fine motor skills student’s appearance may be sloppy and may appear awkward.
Students work may be poorly presented as handwriting is affected.
Students may perform poorly in practical work and P.E.
Students may have difficulty taking notes from board.
Student’s requirements/needs within the mainstream classes:
Praise and effort with every small accomplishment.
Note-taking can be difficult, so arrange for notes to be photocopied from fellow students.
Allow extra time for completion of written tasks and accept typed homework assignments.
ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)
Attention Deficit Hyperactivity (ADHD) is a common behavioural disorder that affects an estimated 8 – 10 per cent of school age children. Children with ADHD act without thinking are hyperactive and have trouble focusing. They may understand what’s expected of them but have trouble following through because they can’t sit still, pay attention or attend to details. ADHD symptoms impair a child’s ability to function socially academically and at home.
The symptoms fall into the following three categories:
An inattentive type with signs that include:
-Inability to pay attention to details or a tendency to make careless errors in schoolwork or other activities.
-Difficulty with sustained attention in tasks or play activities.
-Apparent listening problems.
-Difficulty following instructions.
-Problems with organisation.
-Avoidance or dislike of tasks that require mental effort.
-Tendency to lose things like notebooks or homework.
-Distractibility.
-Forgetfulness in daily activities.
A hyperactive/impulsive type, with signs that include:
-Fidgeting or squirming.
-Difficulty remaining seated.
-Always seeming to be on the go.
-Excessive talking.
-Blurting out answers before hearing the full question.
-Difficulty waiting for a turn or in line.
-Problems with interrupting or intruding.
A combined type which involves a combination of the other two types and is the most common.
Student’s requirements within the mainstream classes:
Student should sit near the teacher.
Use homework journal for regular parent-teacher communication.
Keep instructions clear and brief, breaking down larger tasks into smaller, more manageable pieces.
Give positive reinforcement.
Always be on the lookout for positive behaviours and be sensitive to self-esteem issues.
