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Joint Consultative Forum

Joint Consultative Forum. Wednesday 26 February 2014. 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).

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Joint Consultative Forum

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  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.

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