Lisnagarvey High School

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Special Needs Overview

Special Needs Dept:

All Staff have a responsibility for teaching pupils with Special Needs.

Mrs J Harrison – Special Educational Needs Co-ordinator

Mrs C Campbell – Literacy / Numeracy/ Curriculum Support

Classroom Assistants

SPECIAL NEEDS - A DEFINITION

The term “special educational needs” or “SEN” is defined in the relevant legislation as “a learning difficulty which calls for special educational provision to be made.” “Learning difficulty” means that a child has significantly greater difficulty in learning than the majority of children of comparable age, or has a disability which hinders his or her use of the kind of facilities generally provided in ordinary schools. “Special educational provision” means educational provision which is different from or additional to, provision made generally for children of comparable age.

We recognise that the definition of SEN embraces a breadth of learning difficulties varying in type, duration and severity. We recognise that special educational needs can arise as a result of:

¨ specific learning difficulties

¨ learning difficulties

¨ emotional and behavioural problems

¨ physical disabilities

¨ sensory impairment: hearing/visual difficulties

¨ medical conditions

¨ speech and language difficulties

¨ prolonged absence from school/erratic absence

¨ adverse social or cultural circumstances

AIMS

Arising from the school aims the following are relevant to children with special educational needs.

¨ To ensure that all pupils with SEN are identified and assessed as early as possible and as quickly as is consistent with thoroughness

¨ To allow all pupils with SEN to have access to the N Ireland Curriculum at a level appropriate to their age, aptitude, ability and attainment

¨ To develop a good self-concept in all children with special needs, enhancing self confidence, self-esteem and self image

¨ To maintain an effective system of assessment, record-keeping and evaluation

¨ To promote effective communications between principal, teachers, governors, parents and external agencies

¨ To encourage parents and persons with parental responsibility to recognise the central role they play in the education of their children and to foster a proper partnership between parents and school

STRUCTURE OF SEN

Special educational needs adopts a staged approach as consistent with the Code of Practice

The Five Stage Model

Stage 1 teachers identify and register a child’s SEN and, consulting the school’s SENCO, take initial action.

Stage 2 the SENCO takes lead responsibility for collecting and recording information and for co-ordinating the child’s special educational provision, working with the child’s teachers.

Stage 3 teachers and the SENCO are supported by specialists from outside the school.

Stage 4 the Board considers the need for a statutory assessment and, if appropriate, makes a multi-disciplinary assessment.

Stage 5 the Board considers the need for a statement of SEN; if appropriate, it makes a statement and arranges, monitors and reviews provision.

Statements of special educational need are reviewed annually in consultation with parents, the Board and other agencies.

Under the direction of the Special Needs Co-ordinator all teachers have a responsibility for the teaching of pupils with special educational needs.

Pupils with special educational needs are placed on the Special Needs Register and will have an individual education plan, a copy of which is sent to parents. (See IEP example).

Standarised testing is conducted annually in June to monitor progress of pupils. This is done using NFER-Nelson online assessment

Pupils whose ability is below average in English and Mathematics are taught in smaller classes. They follow the Northern Ireland Curriculum with the level of work tailored to their ability.

Pupils also have the opportunity to participate in Primary Movement. This is a programme of specific exercise designed to help with coordination and conditions such as Dyslexia, Dyspraxia, Autism and ADHD. Pupils who have a Statement of Special Educational Needs will have this reviewed annually.

Subject teachers can avail of the services of a support teacher or Classroom Assistant to work with pupils with special educational needs. Pupils may be withdrawn from class and given intensive reading tuition in a small group situation. For children with specific learning difficulties we avail of the services of staff from outside agencies.

Special Educational Needs