6.7 Looking forward

6.7 Looking forward

SEN policy and supports

■Policy makers and education partners will need to reflect on the effectiveness and inclusiveness of

current provision as they plan for Ireland’s future response to the obligations arising from the United Nations Convention on the Rights of Persons with Disabilities.

■An induction programme should be established for newly-appointed support teachers to guide them

in target setting and the tracking of learner outcomes, and to provide clarity for schools and teachers on the roles, responsibilities and deployment of the support teacher.

■Enrolment policies in classes for pupils/students with autism and other special classes should

prioritise places for those with complex needs, and pupils/students with less complex needs should be included in mainstream classes with appropriate support.

Practice in special education settings

■Teachers’ collaborative practices, both in planning interventions and in the facilitation of lessons,

should be further developed to support the needs of learners with SEN.

■Assessment information115 should be utilised to greater effect in special education settings as a

means of supporting learner progression.

DEIS

■Action planning for improvement in DEIS schools should place additional focus on attendance,

examination attainment (post-primary only) and making learning interesting for learners, particularly in the area of numeracy.

Other specialised provision

■Systems to identify, record and communicate the needs of learners in EROCs should be established,

in conjunction with the development of learning programmes appropriate to their individual needs and strengths.

■Further sharing of teachers may be required between mainstream Education and Training Board

schools and Youthreach centres to ensure that all learners have access to appropriate teaching and learning in as broad a range of curricular areas as possible and that the curriculum can be more fully determined by learner needs.

115 This assessment information will include, as appropriate, teacher observation and progress records, evidence from classroom, standardised or diagnostic screening tests, reviews of pupil/student support plans, recommendations from professional reports, and relevant information from parents and other teachers.

Figure from page 204

parents and learners