Code of Practice for Special Educational Needs

1. Code of Practice for Special Educational Needs

2. What does the term ‘special educational need’ mean? This is defined in legislation as ‘a learning difficulty which calls for special educational provision to be made’. A learning difficulty means that the child has significantly greater difficulty in learning than the majority of children of his/her age, and/or has a disability which hinders his/her use of school facilities DENI Code of Practice

3. School Based Stages

4. Stage 1 When an initial concern is expressed following observation of classroom practice and on-going assessment. • Class teacher informs SENCO and together they will decide if the child’s name should be recorded on the Special Needs register • Class teacher provides the necessary information to write an effective IEP/Action plan • Class teacher invites parent to a meeting • Class teacher organises class groupings/resources etc in order to help the child achieve the targets set • Monitor and review progress • Remove from register/Move to Stage 2

6. Following Stage 1 review or when initial concern is expressed by teacher, parent, health or Social Services professional. Class teacher informs SENCO who registers child’s needs and agrees that Stage 2 support is appropriate. SENCO and class teacher work together using all available information to agree way forward. SENCO and class teacher draw up IEP and discuss targets with child. Inform parent/s. IEP implemented and reviewed with parental involvement. Continue at Stage 2 or move to Stage 1 or 3 Stage 2

8. Stage 3 • Following stage 2 review or when initial concern is expressed by teacher, parent, health or social services professional • Class teacher informs SENCO who registers child’s needs and agrees, having consulted with Principal that intensive action and specialist support is required • SENCO and class teacher review available information, consult support services and informs Board • IEP drawn up, implemented and reviewed with all involved • Issues discussed with Principal • Child remains at Stage 3/reverts to Stage 2 or 1/Principal requests Statutory Assessment

9. Stage 3 Support Services • ASD (Autistic Spectrum Disorder) • Audiology • Behaviour Support • LTSS (Literacy Teaching & Support Service) • MASTS (Multi Agency Support Team Service) • Speech and Language • Visual Impairment

11. Stage 4 • School submits SA1 to Special Ed On recommendation of Educational Psychologist • Board gives consideration to proceeding with statutory assessment • Agreement reached statutory assessment proceeds

12. Stage 5 • Proposed statement issued to parents enclosing parental response form • Parents response received • Proposed statement issued to school • School asked if they can meet SENs outlined in statement • School response received • Statement finalised and school named in part 4

14. Education Plans An education plan (IEP) should set out • The nature of the child’s learning difficulty • The special educational provision required, including staff involved, frequency of support and any specific programmes, activities, materials or equipment • The nature of the support required from parents at home • The targets to be achieved in a given time

15. Targets…… • Are short-term objectives for day to day teaching • Are crucial elements in education plans • Should relate to the area of learning difficulty chosen for the education plan • Should express what a child is going to learn not what the teacher is going to teach

16. Partnership with parents • Communication is vital • Remember parents are the first educators • Take account of parents wishes, feelings and knowledge • Be sensitive to their needs • Foster collaborative working practices