Special Needs
Special EducationCurrently the school has the services of three full time and one part time Learning support/Resource Teachers. Children in receipt of extra support are chosen on the basis of teacher observation, parental concerns and standardised screening tests. Diagnostic tests are used to determine the precise nature of children’s difficulties and strengths. Children can then be accorded the appropriate help.Various models of support are employed including in-class support, withdrawal of small groups, individual sessions and paired/buddy reading. The success of the Learning Support process hinges on the full collaboration of the Learning Support/Resource team, the child, the class teacher, the parents and the Special Needs Assistant (where relevant). Outside agencies such as speech and language therapists, psychologists and occupational therapists are liaised with fully in the best interest of the child concerned. Our aims are to identify any difficulties as early as possible in a child’s school life, to provide support designed to address the difficulties as early as possible and for as long as needed. Following this a child is monitored to ensure they are coping well without the support. In many cases the support is very short term, in some cases it is more.
Team-Teaching Team-Teaching is one of the models of teaching used in Scoil Asicus to support our students. It is used mainly for literacy and maths and currently operates in all classes in various formats. In some situations two teachers (class-teacher and a Learning-support teacher) work within the class-room, usually station teaching is employed where each child works with a teacher as part of a small group alternated with a period of independent work. Children benefit from the closer contact with the teacher in the small group and also from the practice of working independently within guidelines. Our new large Learning Support room means that in some cases a class is divided, one group working in the LS room while the other remains in the classroom to work with the class-teacher. In some cases these groups are alternated weekly. In all models of Team-Teaching both teachers work very closely together, meticulous planning is integral to its success. A combination of withdrawal for Learning Support and Team Teaching is employed where it is best suited to a child. The model employed with each class is designed to meet the needs of that particular class.
Station Teaching Another model of teaching we use at Scoil Asicus is Station Teaching. This is the process of teaching several lessons at one time. Children move from one station to the next within a specified time frame to engage in all activities. Stations are made up of teacher assisted stations and stations where students work independently. Both teachers are involved equally with the teaching experience, and teachers are offered the ability to work with students who need more help more efficiently.
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The following tests are used to help diagnose the exact nature of
a child's difficulties.
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Maths Tracker Maths Diagnostic Program Level 1-3. Maths tracker is a computer based Maths Diagnostic program specially designed for pupils who are experiencing difficulties with the First, Second and Third class revised Mathematics curriculum. On completion of the test a report is generated highlighting the pupil’s strengths and weaknesses across the various strand units.
Maths Tracker Maths Diagnostic Program Level 4-6. Maths Tracker Senior (Level 4, 5 and 6) is a computer based Maths Diagnostic program. This software is specially designed for pupils who are experiencing difficulties with the Fourth, Fifth and Sixth class revised Mathematics Curriculum. On completion of the test a report is generated highlighting the pupil’s strengths and weaknesses across the various strand units.
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Lucid CoPS cognitive profiling system. Features of CoPS Scientifically validated tests
Assesses
Lass 8-11 lucid assessment system for schools Features of Lass:
Assesses
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The Dyslexia Early Screening Test (DEST-2) The Dyslexia Early Screening Test (DEST) is a screening instrument; it is designed for children aged 4:6-6.5 years. It is used to pick out children who are “at risk” of reading difficulties early enough to allow them to be given extra support at school. It provides a valuable profile of the strengths and weaknesses of a child which can be used as a guide to the development of an in-school support programme to support the child. It also provides an important record of the child’s development.
The Dyslexia Screening Test Junior (DST-J) The Dyslexia Screening Test (DST-J) is a screening instrument to be used with children aged 6-11:5 years of age. It forms a valuable first step in deciding whether to request further full assessment by an educational psychologist. . It provides a valuable profile of the strengths and weaknesses of a child which can be used as a guide to the development of an in-school support programme to support the child. It also provides an important record of the child’s development.
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Bury Infant Check The Bury Infant Check is a screening device designed to identify children in need of early intervention in Junior Infants. The Check assesses the five broad areas:
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Toe by Toe Toe by Toe is a highly structured multi-sensory reading manual for teachers and parents. Toe by Toe offers a multi-sensory phonetic approach to literacy. This is a step by step approach creates a system which is both integrated and comprehensive.
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Word Wasp - Hornet Literacy Primer This is a one-to-one teaching manual for teaching the basic rules and structures of English (Reading and Spelling). It deals with the fundamental structures and conventions which operate within our language. It is a useful tool for children to use with teacher at school and parents at home. |
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Power of 2 This is a one-to-one coaching system for maths success. It involves repeated practice and explanation to reinforce maths topics. 'Perform with Time' covers all aspects of time, and 'Perform with Times Tables' covers multiplication and division. |
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Single Word Spelling Test The Single Word Spelling Test (SWST) is a series of tests designed to assess the attainment in spelling of primary school students. Last year we decided to run these tests from third to sixth class and use the information gained to plan a spelling programme in each classroom. At the end of the year we re-tested the children and found that the majority had made a significant improvement in their spelling ability. This encouraged us to expand the programme in our school to include second class. As part of a Department of Education and Skills initiative to improve literacy levels each school was asked to select an area on which they would focus over a two-year period. We selected Spelling as our area of focus and the detailed information gathered as a result of the SWST has greatly informed our planning. Spelling has lessened in importance in the eyes of many young people; to some extent this is due to a reliance on Spellcheck to correct spellings for us and also due to the prevalence of texting. We believe that being an accurate, confident speller and being I.T. friendly are not mutually exclusive and we hope all parents will support us in promoting spelling as worthy of effort and attention. |
Useful links and resources
National Council for Curriculum and Assessment:
http://www.ncca.ie/en/