Children With Special Educational Needs
ChildrenwithSpecialEducationalNeedsInformation Booklet for Parents
ChildrenwithSpecialEducationalNeedsInformation Booklet for ParentsApril 2014
NCSE 2014National Council for Special Education1-2 Mill Street,Trim,Co MeathAn Chomhairle Náisiúta um Oideachas Specisialta1-2 Stráid an MhuilinnBaile Átha TroimCo. na MíT: 046 948 6400F: 046 948 6404www.ncse.ie
Table of ContentsForeword.5Abbreviations.6Introduction . 7What is a Special Educational Need?.9Understanding special educational needs. 9Where is Education Provided?. 11The EPSEN Act 2004. 11Types of Education Provision.13Choosing a school for your child.14What Supports are Available for your Child?.17Early childhood education. 17School aged children.19Mainstream classes in mainstream schools: additional teaching support.19Primary schools. 20Post-primary schools. 21Mainstream classes in mainstream schools: special needs assistant support. 21Transfer of supports from primary to post-primary school. 23How is support provided in mainstream schools and classes?. 24Resource and learning support teachers. 24Department of Education and Skills: categories of special educational needs for thepurpose of allocating resources. 24Special classes in mainstream schools /special schools: additional teaching and SNA supports. 25Other supports. 25What is a Learning Disability?. 27General learning disability (GLD).27Mild general learning disability. 28Moderate general learning disability. 28Severe/profound general learning disability. 29Categories of general learning disability. 29Specific learning disability. 30How are a Child’s Educational Needs Assessed?.31First steps. 31The early years. 32Children of school-going age. 32National Council for Special Education Children with Special Educational Needs3
Table of ContentsWhat will your Child Learn at School?. 35Primary schools. 35Post-primary schools. 36Reasonable accommodation in certificate examinations.37Exemption from the study of Irish.37Other programmes.37Individual education plans. 38How should Transition be Planned?. 39Transitions during school life. 39Moving into primary school. 40Moving into post-primary school. 40Moving on from post-primary mainstream schools and special schools.41How can You Support your Child?. 43Parents as partners in education. 43Everyday school life. 44How do schools communicate with parents?. 44How do parents communicate with schools?. 45Where do you go if you are not satisfied with your child’s education/development?. 46What Organisations are there to Support your Child?. 47The National Council for Special Education. 47State bodies and their agencies. 49Where can You get more Information about your Child’s Special Educational Needs?.51Access. 52Benefits and allowances. 52Disability organisations. 52Equality and human rights. 54Events. 54Government. 54International links. 55Public services. 55State agencies. 55Support services. 55Travel and transport. 56Appendix 1: Definitions of Special Educational Needs. 57Appendix 2: The Broader Legislative Framework. 62The Education Act 1998. 62The Disability Act 2005. 63The Data Protection Acts (1988, 1998 and 2003). 63Freedom of Information Act (1998). 63Bibliography.644National Council for Special Education Children with Special Educational Needs
ForewordOne of the many functions of the National Council for Special Education (NCSE) is toprovide information to parents/guardians of children with special educational needs.This is the second edition of an information booklet for parents/guardians and isintended to help parents/guardians understand more about their child’s specialeducational needs, how these needs are assessed and the supports that are available totheir child in school. The NCSE intends to build on this booklet by publishing informationpamphlets in relation to specific special educational needs in the future.The NCSE places great importance on the delivery of a local service to schools andparents/guardians through our network of Special Educational Needs Organisers(SENOs) throughout the country. It is intended that this information booklet willcomplement the work of SENOs and schools in helping parents to make informeddecisions concerning the education of their child with special educational needs.I hope that this booklet is a helpful source of information for you.Teresa GriffinCEOApril 2014National Council for Special Education Children with Special Educational Needs5
ETACGAMGLDHSEICD OSERCSESSSNASSLDTES6Attention Deficit Hyperactive DisorderAssessment of needAutistic Spectrum DisorderDepartment of Education and SkillsDiagnostic Statistical Manual, Volume 4Diagnostic Statistical Manual, Volume 5Emotional and Behavioural DisordersEarly Childhood Care and EducationEducation for Persons with Special Educational NeedsFurther Education and Training Awards CouncilGeneral Allocation ModelGeneral Learning DisabilityHealth Service ExecutiveInternational Classification of Diseases 10th RevisionIndividual Education PlanJunior Certificate School ProgrammeLeaving Certificate AppliedLeaving Certificate Vocational ProgrammeNational Behaviour Support ServiceNational Council for Curriculum and AssessmentNational Council for Special EducationNational Educational Psychological ServiceNational Educational Welfare BoardPublic Health NurseReasonable Accommodations in Certificate ExaminationsState Examination CommissionSpecial Educational Needs OrganiserSpecial Education Review CommitteeSpecial Education Support ServiceSpecial Needs AssistantSpecific Speech and Language DisorderTeacher Education Section of the DESNational Council for Special Education Children with Special Educational Needs
IntroductionAll children, including children with special educational needs, have a right toan education which is appropriate to their needs. The aims of education forpupils with special educational needs are the same as apply to all children.Education should be about enabling all children, in line with their abilities, tolive full and independent lives so that they can contribute to their communities,cooperate with other people and continue to learn throughout their lives.Education is about supporting children to develop in all aspects of their lives– spiritual, moral, cognitive, emotional, imaginative, aesthetic, social andphysical.This booklet is written for parents to answer key questions they may have aboutspecial education, both generally and as it relates to their child. The word'parent' in this document should also be taken to include guardians of children.
IntroductionTopics covered in the booklet include: What is a special educational need? What is inclusive education? What supports are available for your child? How are the supports provided? What is a learning disability? How are your child’s special educational needs assessed? What will your child learn in school? How should transition from primary to post-primary school be planned? How can parents support their children? What organisations are there to support your child? Where can you get more information?We hope that this booklet will help parents to feel more informed and more confidentwhen making decisions that affect their children's education in school.8National Council for Special Education Children with Special Educational Needs
What is a SpecialEducational Need?Understanding special educational needsChildren with special educational needs are children first and have much in commonwith other children of the same age. There are many aspects to a child’s developmentthat make up the whole child, including – personality, the ability to communicate (verbaland non-verbal), resilience and strength, the ability to appreciate and enjoy life andthe desire to learn. Each child has individual strengths, personality and experiencesso particular disabilities will impact differently on individual children. A child’s specialeducational need should not define the whole child.
What is a Special Educational Need?The Education for Persons with Special Educational Needs (EPSEN) Act was passed intolaw in July 2004. Special educational needs are defined in this act as: a restriction in the capacity of the person to participatein and benefit from education on account of an enduringphysical, sensory, mental health or learning disability, or anyother condition which results in a person learning differentlyfrom a person without that condition.The EPSEN Act recognises that special educational needs may arise from four differentareas of disability: physical sensory mental health learning disabilityor from any other condition that results in the child learning differently from a childwithout that condition. It is also important to understand that a child can have adisability but not have any special educational needs arising from that disability whichrequire additional supports in school.10National Council for Special Education Children with Special Educational Needs
Where is EducationProvided?The EPSEN Act 2004The key message in the EPSEN Act is that children with special educational needs shouldbe educated, wherever possible, in an inclusive environment with children who donot have special educational needs. The EPSEN Act goes on to clarify that there aretwo exceptions to this commitment to educate all children together in an inclusiveenvironment.The first exception is where an assessment, carried out under the EPSEN Act, finds thatthis would not be in the best interests of the child with special needs.The second is where this would not be in the best interests of the other children withwhom the child is to be educated.
Where is Education Provided?The EPSEN Act was brought into law to: provide that the education of children with special educational needs shall, whereverpossible, take place in an inclusive environment with those who do not have suchneeds provide that children with special educational needs shall have the same right toavail of, and benefit from, appropriate education as do their peers who do not havesuch needs assist children with special educational needs to leave school with the skillsnecessary to participate, to the level of their capacity, in an inclusive way in the socialand economic activities of society and to live independent and fulfilled lives provide for the greater involvement of parents of children with special educationalneeds in the education of their children.It is important to remember that inclusive education is not just about the particularschool or class a child attends. It is also about what goes on in that school or class.Inclusive education means encouraging each child to take part in the everyday activity ofthe school, and helping every child to achieve the most from school. Inclusive educationmeans ensuring that the system adjusts to meet children’s needs, rather than expectingchildren to ‘fit’ into the system.The EPSEN Act has not been fully implemented due to economic circumstances – thisdecision is under ongoing review. The sections of the Act which have come into forcedeal mainly with the right to be educated in an inclusive manner, the duties of schoolsand the establishment of the National Council for Special Education (NCSE). The sectionsof the Act which have not yet been implemented include those which give statutoryrights to children with special educational needs in relation to assessment, individualeducation plans and the right to make appeals.There are a number of other pieces of legislation which are relevant to children withspecial educational needs and their parents. The key features of this broad legalframework are outlined in Appendix 2. The full text of all of these Acts can be viewed at:http://www.oireachtas.ie/.12National Council for Special Education Children with Special Educational Needs
Types of EducationProvisionThe DES provides for three main types of education provision which are available toprimary and post-primary pupils with special educational needs. These are: A mainstream class in a mainstream primary or post-primary school where theclass or subject teacher has primary responsibility for the progress of all pupils in theclass, including pupils with special educational needs. Additional teaching supportfrom a learning support or resource teacher may be provided, where appropriate. A special class in a mainstream primary or post-primary school with a lower pupilteacher ratio specified according to category of disability. This means that classeshave small numbers of pupils, for example, a special class for children with autisticspectrum disorder has one teacher for every six pupils.
Types of Education Provision A special school with a lower pupil-teacher ratio specified according to categoryof disability. This means that classes have small numbers of pupils, for example aspecial school for children with moderate general learning disability has one teacherfor every eight pupils.A range of additional supports may be made available to schools for pupils with specialeducational needs in each of the above settings. These additional supports are outlinedbelow in the section: W
National Council for Special Education Children with Special Educational Needs 5 Foreword One of the many functions of the National Council for Special Education (NCSE) is to . provide information to parents/guardians of children with special educational needs. This is the second edition of an information booklet for parents/guardians and is
Texas Department of Agriculture — November 2011 Accommodating Children with Special Dietary Needs 13.a Accommodating Children With Special Dietary Needs—Table of Contents Special Dietary Needs 13.1 Definitions of Disability and of Other Special Dietary Needs 13.2 Individuals With Disabilities Education Act 13.2 Physician’s Statement for Children With Disabilities
Definition of special educational needs In this policy, ‘special educational needs’ refers to a learning difficulty that requires special educational provision. The SEN Code of Practice (updated May 2015) says children have a learning difficulty
Provision for children with special educational needs is a matter for the government of Antigua and Barbuda as a whole. In addition to the MOE, the Education Officer for Special Needs, the Coordinator of Special Needs,
This document contains all of the required information. Further information and advice on meeting special educational needs in schools is available from the government through their document Special educational needs and disability code of practice: 0-25 years. The schools operate its policy,
Oral Health for Families with Special Health Care Needs Common mouth problems can affect all children. However, these common mouth problems can be even more troublesome for children and teens with special health care needs. Children and teens with special ne
providers in developing school district policies and training programs that will ensure quality service delivery for children with special health care needs. In this document, the terminology "student with special health care needs" is used to be inclusive of all students with special health care needs regardless of their educational placement.
Maslow’s hierarchy of needs now focuses on motivation of people by seven (7) levels of needs namely: 1. Physiological needs, 2. Safety needs or security needs, 3. Love and belonging needs or social needs. 4. Esteem and prestige needs or ego need
to Elementary Reading in Curriculum 2.0, and the Balanced Literacy Guides for Grades K–1 and 25. – These were analyzed for their implementation of the ELA/Literacy Instructional Shifts: Regular practice with complex text and its academic language; reading, writing , and speaking grounded in evidence from text, both literary and informational; and uilding knowledge through contentb -rich .
