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Outline

Outline. Setting the Scene Special Education Support Service SESS-Second Level. 1. Setting the Scene. Inclusion Legislation Organisations & Personnel IEPs/Record Keeping Differentiation Allocation of Resources. 1. Setting the Scene.

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Outline

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  1. August 2005

  2. Outline • Setting the Scene • Special Education Support Service • SESS-Second Level August 2005

  3. 1. Setting the Scene • Inclusion • Legislation • Organisations & Personnel • IEPs/Record Keeping • Differentiation • Allocation of Resources August 2005

  4. 1. Setting the Scene Inclusion requires schools to adapt and develop their culture, management, organization, content, approaches to teaching and delivery of programmes to accommodate the educational needs of all students to the greatest possible extent. A process of increasing the participationof pupils in and reducing their exclusion from school curricula, cultures and communities • Booth and Ainscow, 1998. August 2005

  5. 1. Setting the Scene An Appropriate Education Access to….. Participation in…. Benefit from……. August 2005

  6. 1. Setting the Scene • Legislation 1998 Education Act 2000 Equal Status Act 2000 Education Welfare Act 2004 EPSEN Act August 2005

  7. 1. Setting the Scene • Organisations & Personnel -National Council for Special Education (NCSE) -Special Education Support Service (SESS) -Special Needs Assistants (SNAs) -Resource Teachers (RT) -Special Education Needs Organisers (SENOs) -Associates August 2005

  8. 1. Setting the Scene • EPSEN Act • National Disability Authority -Research • National Council for Special Education –Expert Group August 2005

  9. 1. Setting the Scene Differentiate by • Content (Vary what I teach) -Complexity (Concrete, symbolic abstract) -Variety of Resources -Variety of Learning Environments • Process (How will I teach) -Flash Cards -Teach aspects -Start with familiar or interest • Outcome/Product (Vary expectation and /or reponse from student) August 2005

  10. 2. Special Education Support Service • Established in September 2003 • A nationwide service, serving mainstream primary and post-primary schools, special schools and special classes August 2005

  11. 2. Special Education Support Service Aim: To enhance the quality of teaching and learning with particular reference to the education of children with special needs August 2005

  12. 2.Special Education Support Service Aim: To design and deliver a range of professional development initiatives and supports for school personnel August 2005

  13. 2. Special Education Support Service Aim: To consolidate and co-ordinate existing professional development and support August 2005

  14. 2. Special Education Support Service • Principles • Quality • Inclusive • Equity of Access • Collaboration /Co-operation August 2005

  15. 2. Special Education Support Service Teacher Education Section, DES SESS Steering Committe Cork Education Support Centre National Co-ordinator Assistant National Co-ordinators Administrator Secretary Associates August 2005

  16. 2. Special Education Support Service • Work of SESS -Main Strands • Local Initiatives Scheme • SESS Strategy for Support Provision • Liaison and Contact with Colleges and Third-Level Institutions • SEN Cross-Border Professional Exchange Programme (PEACE II) August 2005

  17. 2.Special Education Support Service • Local Initiatives Scheme • Teachers/Schools identify their own professional needs • Consideration for funding • Website: Applications forms August 2005

  18. 2.Special Education Support Service • Local Initiatives Applications(2003-2004) • Autism • Challenging Behaviour • Whole-Staff Training, General SEN, Gifted Children • Visual Impairment, Hearing Impairment August 2005

  19. 2.Special Education Support Service SESS Core Strategy • Autism • Challenging Behaviour in Special Educational Settings • Dyslexia • SEN and Second-level August 2005

  20. 2. SESS- Core Strategy • Autism -School Visits:Prioritised Schools -One-day seminar for Classroom Teachers -5-Day Induction Course August 2005

  21. 2. SESS- Core Strategy • Challenging Behaviour -National Conferences (i) Special Schools (ii) External Providers -School Visits -Pilot Projects: Studio III, TCI etc August 2005

  22. 2. SESS-Core Strategy: Second-Level • Second-Level-Inclusion Phase 1 -1-day Seminar -All Second-level Schools -Special Schools offering elements of second-level curricula Phase 2 -School Visits August 2005

  23. 2. SESS- Core Strategy: Dyslexia • Session 1: • Definition, Signs & Facts and Characteristics • System Provision • School Based Provision • Session 2 • CD Rom • Some Case Studies August 2005

  24. 2. SESS- Core Strategy • Proposed Courses - Dyspraxia:4-day courses - Regional seminars for newly-appointed Resource -Teachers (6) - TEACCH - PECS • School Support - Telephone Support - E-mail via website - School Visits - Others August 2005

  25. 2. Special Education Support Service • Liaison and Contact with Colleges and Third-Level Institutions • On-going liaison with Colleges • Designing of SESS Programmes August 2005

  26. 2. Special Education Support Service SEN Cross-Border Professional Exchange Programme • Exchange programme-Professionals • Project Manager • Monaghan Education Centre August 2005

  27. 2. Special Education Support Service • Models of Provision • Funding for courses arising via Local initiatives Scheme • SESS-designed seminars, conferences and courses • School visits • Funding for accredited courses • Telephone and e-mail support • On-line learning –Fee subsidy • Website: www.sess.ie August 2005

  28. 2. Towards a Whole-School Approach • Second-Level seminar Session 1: The Road to Inclusion Session 2: Looking at our Schools Session 3: Inclusion in practice August 2005

  29. 3. Towards a Whole-School Approach • Quality of School Management • Quality of School Planning • Quality of Curriculum Provision • Quality of Teaching and Learning in subjects • Quality of Support for Students August 2005

  30. 3. The Inclusive School The degree to which a student is included depends on attitude of: Student August 2005

  31. 3. Differentiate by • Content (Vary what I teach) -Complexity (Concrete, symbolic abstract) -Variety of Resources -Variety of Learning Environments • Process (How will I teach) -Flash Cards -Teach aspects -Start with familiar or interest • Outcome/Product (Vary expectation and /or reponse from student) August 2005

  32. Special Education Support Service www.sess.ie August 2005

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