Whole School Plan for Special Needs Provision

 

5. Internal Provision

“The involvement of pupils in the development, implementation and review of their own learning programmes is an important principle underlining effective supplementary teaching” (Learning-Support Guidelines, p.54).

5.1 Preventionand Early Intervention

Prevention/Early intervention is a cornerstone of Learning Support.

Our strategies for preventing learning difficulties include:

  • The development of agreed approaches to the teaching of English and Mathematics in order to ensure progression and continuity from class to class. (See Plean Scoile for English and Mathematics)
  • Provision of additional support in language development and relevant early literacy skills to pupils who need it
  • Implementation of paired reading programmes involving adults/parents and pupils in the school
  • On-going structured observation and assessment of the language, literacy and numeracy skills of pupils in the infant classes to facilitate early identification of possible learning difficulties
  • Close collaboration and consultation between the Infant teacher and the Learning-support teacher.

5.2 Early Intervention Programmes

  • Early intervention is a vital component of the learning-support provision in this school, caseload permitting. Early intervention programmes may be provided by the class teacher and / or by the learning-support teacher, in accordance with the Staged Approach, as outlined in Circular 02/05 (p.21-22) and as available here in Appendix 1.
  • Close collaboration and consultation between the class teachers and the learning-support teacher, will identify pupils who may be in need of early intervention. Teacher observation and professional opinion will be given due consideration and respect in the selection of pupils for early intervention programmes.
  • Intensive early intervention programmes in the early primary classes can be an effective response to meeting the needs of children with low achievement. These programmes will:
    • Be set within a specific time frame (13-20 weeks) LS Term 1/2
    • Be based on a shared expectation of success by everyone involved
    • Involve small group teaching or one-to-one teaching where small group teaching has not been effective
    • Include a strong focus on oral language, laying the foundation for meaningful reading activities and further development of language and comprehension skills
    • Emphasise the development of phonemic awareness and a range of other word identification skills
    • Stress the interconnected nature of listening, speaking, reading and writing
    • Focus on language development in mathematics, and in the development of mathematical procedures and concepts.