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Please note this Special Education Policy is under review for 2017-2018
Special Education Policy
School Profile
Nagle-Rice Primary School is a co-educational mainstream primary school whose SEN Team are shared between the Junior and the Senior school buildings, situated on a split site, 0.3 miles apart.
Currently there are children requiring Resource Teaching (Low Incidence) as well as class groups or smaller groups requiring Supplementary Teaching (High Incidence) under the terms of the General Allocation Model, outlined in Circular 02/05.
- The school's staffing is as follows:
- Administrative Principal
- 9 class teachers
- 4 Learning Support/ Resource Teachers (LS/RT)-one of which is shared with another school
- 1 Visiting Teacher for the Deaf
- 4 SNAs (3 full hours/1 Junior Infant hours)
All the educational partners are aware of the fact that the policy was formulated by persons having no legal expertise but motivated by meeting the individual needs of the pupils who attend our school.
This policy was formulated by the Principal and staff of Nagle Rice Primary School with reference to policy prompts available on the Primary Professional Development Service (PPDS), Learning Support Guidelines and the NCSE Guidelines. It is a revised and updated version of our previous Special Education Policy. This policy reflects Department of Education and Science (DES) Circulars 07/02, 08/02, 24/03, 02/05, revised circular 12/96, 06/11, 30/11, 37/11, 56/11, 65/11 and 66/11.
Special Education Needs (SEN) Team
The SEN team consists of the Principal, class teachers, SENCos (Special Educational Needs Co-ordinators), teachers providing resource/learning support, visiting teacher for the deaf and Special Needs Assistants (SNAs).
The development, planning and implementation of the SEN Programme is a collaborative responsibility shared by all-the Board of Management (BOM), Principal Teacher, Class Teachers, Special Education Teachers (SETs), SNAs, Parents and Pupils.
It is important that everyone contributes to the planning and implementation of our school plan on Supplementary Teaching.
For the purpose of this document the term Supplementary Teaching is used to denote all or some forms of the following:
- Resource Teaching (RT)
- Learning Support Teaching (LS)
- Teaching English as an Additional Language (EAL)
Supplementary Teaching can be structured as follows:
- One to one teaching
- Small group teaching
- Co-operative teaching-As a school we utilize different approaches to co-operative teaching which are used to provide pupils who have diverse needs and abilities, with opportunities and support in order to participate meaningfully in classroom activities.
Education for Persons with Special Educational Needs Act, 2004 (EPSEN), Section 1, defines a special educational need as 'a restriction in capacity to participate in and benefit from education due to an enduring physical, sensory, mental health or learning disability, or any other condition which results in a person learning differently from a person without that condition and cognate words shall be construed accordingly"
The Learning Support Guidelines, 2000, p. 1 refers to pupils whose achievement is at a very low level and who are at risk of not reaching adequate levels of proficiency in literacy and numeracy before leaving primary school.
It was necessary to revise our policy on Special Educational Needs at this time-
- To cater for the enrolment of pupils with additional needs in a mainstream setting
- To comply with legislation and department circulars
- To streamline the provision of additional support in the school
The purpose of this policy is to provide effective supplementary teaching support to pupils experiencing low achievement and/or learning difficulties and pupils who have been assessed as having additional needs by an Educational Psychologist and/or multi-disciplinary team. It also aspires to provide practical guidance for teachers and parents and other interested partners involved. This policy also intends to fulfil our obligations under the Education Act 1998 (section 9), Education and Welfare Act 2000, Equal Status Act 2000, Disability Bill 2002 and the Equality Act 2004 in as far as we have interpreted them. It will also reflect the school's policy on enrolment of children with additional needs.
Relationship to our Mission Statement
Nagle-Rice Primary School seeks to provide an appropriate education for all pupils and 'aims at promoting the full and harmonious development of all aspects of the person of the pupils: intellectual, physical, cultural, moral and spiritual' in accordance with our mission statement. The school cherishes all our pupils equally, (Equal Status Act, 2000) and is committed to meeting their educational needs.
We are dedicated to helping each pupil achieve his or her individual potential. The provision of a quality system of Special Education is integral to this commitment.
Aims and Objectives
The school recognises that effective learning programmes are based on the following principles:
- Effective whole school policies and parental involvement
- Prevention of failure
- Provision of intensive early intervention
- Direction of resources towards pupils with greatest need
By introducing this policy our school hopes:
- To fulfil our obligations under the Education Act 1998, Equal Status Act 2002, Education and Welfare Act 2000 and Disability Bill 2005.
- To ensure compliance with legislation – "to promote equality of access to, and participation in education and to promote the means whereby students may benefit from education" S. 6 (c) Education Act.
- To enable pupils to gain access to a broad and balanced curriculum and have an equal opportunity to receive an education that is appropriate to their needs.
- To provide supplementary teaching, additional support and resources for these pupils.
- To provide suitable teaching for those with High and Low Incidence Needs
- To facilitate pupils to participate to the best of their ability for their class level, enabling pupils with additional needs to join in the normal activities along with their peers where possible.
- To develop positive self-esteem and positive attitudes about school and learning in these pupils.
- To provide practical guidance to teachers, parents and other concerned persons on the provision of effective learning support to pupils experiencing or likely to experience learning difficulties.
- To outline our whole school approach to teaching/learning- procedures and practices in relation supporting the teaching and learning of pupils with additional educational needs.
- To establish testing and assessment guidelines so intervention (in or out of class) can be more immediate.
- To establish Early Intervention Programmes and other programmes designed to enhance learning and to prevent/reduce difficulties in learning.
- To use our resources as efficiently and equitably as possible when meeting the additional needs of these pupils.
- To provide a graduated approach in order to match educational provision to pupil's needs.
- To enable these pupils to monitor their own learning and to become independent learners.
- To set out procedures for the enrolment of pupils with additional needs in the school.
- To assist parents in making an informed decision in relation to the enrolment of their child in our school.
- To promote collaboration among teachers in the implementation of whole school policies in Special Education for the pupils.
- To establish communication structures for the involvement of all the partners in the education of pupils with additional educational needs in order that their combined knowledge, views and experience can assist us in providing for these pupils' needs. (Learning Support Guidelines)
- To involve parents in supporting their child's learning.
- To ensure that all staff are aware of their responsibilities towards pupils with additional needs.
- To monitor our effectiveness in achieving the above objectives.
Aims of Supplementary Teaching
The principal aim of our supplementary teaching is to optimise the teaching and learning process in order to enable pupils with learning difficulties to achieve adequate levels of proficiency in literacy and numeracy before leaving primary school.
For the purposes of this policy, we define inclusion as:
'The process by which a school attempts to respond to all pupils as individuals by considering and adapting its curricula, organisation and provision.' (Sebba, 1996)
It implies a radical reform of the school in terms of the curriculum, assessment, pedagogy and grouping of pupils. "It is based on a value system that welcomes and celebrates diversity." (Mittler, 2000)
The goal of inclusion is not to erase differences, but to enable all pupils to belong within an educational community that validates and values their individuality. We are fully committed to the principle of inclusion and the good practice which makes it possible. Our policy, as set out in this document, will enable pupils with additional needs to be an integral part of our school community.
The curriculum will be differentiated by the Class Teacher to facilitate inclusion for pupils with additional needs at their ability and competence levels.
This can include:
- Providing learning activities/assessments which are suitably challenging but which ensure success and progress.
- Adjusting the classroom programmes in line with agreed learning targets and activities for those pupils receiving supplementary teaching.
- Meeting with the SET to set up Individual Education Plans (IEPs)/Group Education Plans (GEPs) for the pupils with additional needs.
- Using small-group teaching where necessary.
- Modifying presentation and questioning techniques to maximise the involvement of pupils with additional needs in the classroom.
- Placing emphasis on oral language across the curriculum.
- Providing extra tutoring in the key basic skills of literacy and numeracy.
- Setting targets at an appropriate level.
- Carrying out error analysis of a pupil's work to pinpoint specific areas of difficulty
- Providing practical learning experiences
- Setting up a buddy system
- Creating opportunities for circle time
- Developing computer skills.
Pupils with exceptional ability will have the curriculum differentiated for them in their classroom setting by the Class Teacher with the possibility of using some of the following education provision arrangements:
- Differentiated provision
- Acceleration
- Compacting – moving faster to more advanced work
- Allowing students to skip core work into extension tasks.
School personnel will be made aware of the additional needs of the pupils and of the strategies necessary to integrate them in all aspects of school life.
Provision for the enrolment of children with identified additional needs
The Education of Persons with Disabilities Act 2004 states that "A child is entitled to attend the school which is most suited to his or her overall needs."
The EPSEN Act 2004, Section 2 states that "A child with special educational needs shall be educated in an inclusive environment with children who do not have such needs unless the nature or degree of those needs of the child is such that to do so would be inconsistent with:
- The best interests of the child as determined in accordance with any assessment carried out under this Act, or
- The effective provision of education for children with whom the child is to be educated."
The Education Act 1998: 15.-(2) d states that a board shall…. 'publish… the policy of the school concerning admission to and participation in the school, including the policy of the school relating to…. the participation by students with disabilities or who have other special educational needs, and ensure that as regards that policy, principles of equality and the right of parents to send their children to a school of the parents' choice are respected ….
"Within the context and parameters of department regulations and programmes, the rights of the patron as set out in the Education Act (1998) and the funding and resources available, the school supports the principle of inclusiveness, particularly with reference to the enrolment of children with a special educational need."
This policy is also in line with our Admission Policy on Special Needs which states:
"On enrolment of children with special educational needs, the Board of Management will request a copy of the child's medical and/or psychological report or where such a report is not available will request that the child be assessed immediately. The purpose of the assessment is to assist the school in establishing the educational needs of the child and to profile the services required. Following receipt of the report, the Board will assess how the school can meet the needs specified in the report. Where the Board deems that further resources are required, it will request the Special Education Needs Organiser (NCSE see Circular 01/05) to provide the resources required to meet the needs of the child as outlined in the psychological and/or medical report. These resources may include for example, access to or the provision of any or a combination of the following: visiting teacher service, resource teacher for special needs, special needs assistant, specialised equipment or furniture, transport services or other. The school will meet the parents/guardians of the child and with the Special Education Needs Organiser (SENO) to discuss the child's needs and the school's suitability or capability in meeting those needs. Where necessary a full case conference involving all parties will be held, which may include parents, principal, class teacher, learning support teacher, resource teacher for special needs, Special Education Needs Organiser or psychologist, as appropriate. It may, in certain circumstances, be necessary for the Board of Management to defer admission of a child pending the completion of an assessment report and/or the provision of appropriate resources by the Department of Education and Skills."
Having gathered the relevant information, the Board of Management will ensure that a child with Additional Needs will be educated in an inclusive environment with children who do not have additional needs, unless the degree or nature of those needs is not in the best interests of the child and that it does not interrupt the effective provision of education for children with whom the child is to be educated.
Parents are requested to fill an enrolment form for their child prior to the child beginning school informing the school of any additional needs their child may have. If a pupil has an identified additional need and is already receiving a service from another organisation, it is the responsibility of the parents to notify the school. The school will acquaint themselves with a pupil's addition needs and whether these are categorised as High Incidence or Low Incidence in the following ways:
- Meeting between parents/principal/class teacher/special needs staff and SENO, as appropriate. Parents will be informed at all times of progress, and meetings are arranged with them to discuss concerns.
- Obtaining copies/details of reports, assessments etc. from SENO, parents, other professional agencies. The class teacher and SEN team will read all current reports on the pupil prior to receiving the pupil in school.
- Contact with the SENO, the National Educational Psychological Service (NEPS) Psychologist or other psychologist/speech therapist/ occupational therapist (OT), referral from other agencies etc. at the earliest opportunity so as to apply for resource teaching hours/SNA assistance for the pupil.
- All teachers will support the pupil's learning and accommodate access to the curriculum in a meaningful manner by communicating curriculum topics and language with the LS/RT teacher. The LS/RT teacher can use these topics and language in supplementary teaching to aid the pupil's transfer of learning.
Transition to Primary School
To assist in the smooth transition to primary school for the pupil, parents and school the following strategies can be used:
- Parental visits to school
- Pupil visits to school
- Staff visits to special schools/special units
- Making all school employees and pupils aware of the need for inclusion (EPSEN Act 2004)
- Liaising with SENO to arrange for additional personnel, resources, training
- Establishing a "Buddy" system to support pupils with additional needs
Health and Safety issues arising from the child's mobility and care needs are identified and strategies developed to address them e.g. access, toilets, supervision, administration of medicine, intimate care, courses for SNA e.g. administration of medicine, lifting techniques.
Strategies for the gathering of information for the development of a comprehensive pupil profile when developing education plans for these pupils once they have enrolled can be found in "The Guidelines on the Individual Education Plan Process, NCSE, 2006-Section 2.1 Gathering Information" pp. 12-17.
Provision for pupils with emerging additional educational needs
See Special Educational Needs, A Continuum of Support – Guidelines for Teachers (NEPS, 2007) and the Staged Approach (See Circular 02/05) when providing for pupils with emerging additional needs.
Classroom Support Plan (Stage 1)
A pupil receiving support within their classroom would be considered to be at stage 1 in terms of the "Staged Approach to Assessment, Identification and Programme Planning"
The teacher, parent or other professional expresses concern about a pupil in school. Any indications that a pupil may have additional needs is explored and addressed. Concerns may relate to learning and/or social, emotional and behavioural difficulties which may affect the pupil's ability to progress at the same rate as their peers. These concerns are documented. The teacher will consider if any concerns can be met through whole class teaching approaches and class differentiation. These concerns may also be identified by the class teacher through gathering information and assessing –
- Teacher Observation
- Checklists e.g. (reference: Classroom Support Checklist-A Continuum of Support; Guidelines for Teachers of Students with General Learning Disabilities, NCCA, 2007; Report of the Task Force on Dyslexia, 2001; SESS seminars and website; Common Sense Methods for Children with Special Needs, Westwood p. 22 ; Drumcondra English Profiles)
- Simple teacher designed checklists
- Parental Observation
- Belfield Infant Attainment Profile-BIAP ( Junior Infants)
- Screening Tests-Middle Infant Screening Test-MIST (Senior Infants), Early Literacy and Early Numeracy Drumcondra for Senior Infants, Quest Screening Test-Term 1 First Class, Drumcondra Reading Test and Drumcondra Mathematics Test from First to Sixth Class
Any concerns identified will be communicated between teachers and with parents at annual Parent Teacher meetings or as the need arises. A Classroom Support Plan is agreed with and implemented by the Class Teacher and parents. Parents are informed of additional help which may be given at home. The Class Teacher will complete Information Gathering and assessments. The Class Teacher maintains this plan, monitors the pupil's progress and records his/her standardised test results. If the pupil continues to have difficulty, a decision will be made by the school about moving the pupil on to School Support (Stage 2). Parents will be consulted and the pupil will be placed on the school's special education caseload.
If children arrive at school with difficulties that are more significant or are immediately recognised, it may be more appropriate to begin with a School Support or School Plus Support Plan. This may apply to pupils who might be new to the school or for some pupils following an event which impacts significantly on them in school. If concerns seem to warrant the provision of support at School Plus Support (Stage 3), with parental consent, a referral will be made to NEPS psychologist.
School Support Plan (Stage 2)
A pupil receiving mostly group support or occasional individual support with the LS/RT, in addition to classroom support would be considered to be at stage 2 in terms of the "Staged Approach to Assessment, Identification and Programme Planning":
The Class Teacher will review the records detailing the Classroom Support Plan. The pupil's assessment results, class teacher's recommendation, parents' concerns, availability of resources, caseload and timetabling are all factors to be considered when referring a pupil to the LS/RT.
The LS/RT will seek written consent from the parents for their child to receive additional help-this consent form will also include permission to administer further testing. The LS/RT will consult with class teachers, parents and outside agencies (where applicable) to assess each pupil's learning strengths and needs and then write an individual profile and learning programme (IPLP) for the pupil. Learning targets will be agreed with parents and teaching resources appropriate to the learning style of the pupil will be used to implement the School Support Plan.
The parent needs to put in writing if he/she wishes to refuse this additional help for his/her child.
The class teacher will support the pupil's learning and accommodate access to the curriculum in a meaningful manner by differentiating curriculum work for the pupil according to the pupil's needs.
The learning programme will be reviewed twice each year. Pupil progress will be recorded and the school will decide whether or not the pupil remains on the special education caseload. The Class teacher will continue to monitor this pupil's performance.
School Plus Support Plan (Stage 3)
A pupil receiving more intensive teaching support including more focused small group work or individual teaching is considered to be at stage 3 in terms of the "Staged approach to Assessment Identification and Programme Planning" Consultation or referral for assessment to outside specialist
When concern is expressed by a parent/teacher or other professional the co-ordinating teacher considers if the pupils' needs causing significant barriers to learning or impeding development of social relationships? Is progress inadequate despite support provided? Were interventions based on evidence from assessment; well planned and given sufficient time to work? The co-ordinating teacher arranges a review of the presenting problem and of the records from the consultation with the pupil, parents, class and supporting teacher and external professionals, as appropriate. The co-ordinating teacher will liaise with the principal teacher, class teacher, SET, pupil and parents regarding further assessment and gathering of information and communicate with psychologist or other outside specialist as necessary. The parent needs to put in writing if he/she does not wish to have their child referred for assessment. These may include NEPS, Community Care Psychology, Family Support, Speech and Language Therapy, Occupational Therapy,
The SET and Class Teacher in consultation with parents will complete NEPS referral forms. Relevant documentation such as test scores, previous assessments or other reports will accompany the form. All referral decisions will be overseen by the Principal. In the event of limited availability of assessments through NEPS, the Principal and SEN team will prioritise pupils based on degree of need, age, duration since previous assessment (if it is a review), with the help and advice of the NEPS psychologist. Educational assessments are carried out during school time in a familiar setting such as the LS/RT classroom where the pupil will feel comfortable and the parents sensitivities are taken into account.
Following assessment, the psychologist/outside specialist will provide feedback to the parents, class teacher and LS/RT teacher. Feedback and recommendations will be followed and an Individual Education Plan (IEP) will be devised for the pupil. The Principal will apply for recommended resources from SENO. The parent needs to put in writing if he/she does not wish to avail of the additional services to be put in place for their child e.g. RT hours, SNA Support.
All consent forms as well as any letters regarding the other wishes of parents are stored in the pupil's file.
Parents may have their child assessed privately. The LS/RT can advise the parents if necessary on how to initiate this process. Parents will be encouraged to share the results of the assessment with the school to help in devising the appropriate educational plan for their child.
Drafting and implementing IEPs ,IPLPs and GEPs.
The school recognises that IEPs are not legal documents but considered good practice. IEPs will be drafted and implemented with the help of Chapters 2 and 3, Guidelines on the Individual Education Plan Process, NCSE and Special Educational Needs-A Continuum of Support, NEPS, 2007 for pupils who have been assessed as having a Low Incidence additional need.
IPLPs and GEPs will be drafted and implemented in accordance with the Learning support Guidelines issued by the DES in 2000 for the pupils receiving additional support under the GA model.
The purposes of an Individual Education Plan (IEP) are to:
- Support access to a broad and balanced curriculum
- Provide structure
- Provide for a continuum of support
- Ensure records are kept
- Identify pupil progress at a level commensurate with ability
Individual Education Planning, SESS Seminar, 2009
These plans will address the pupil's needs and learning priorities. The LS/RT will meet with the class teacher twice a year to plan a work schedule. Plans will be evaluated and adjusted if the pupil's needs necessitate it. The plan will include:
- Pupil's personal details
- Learning strengths and attainments: e.g. based on teacher observation, parent observations, SNA observation etc.
- Learning needs: e.g. based on psychological report, teacher input, parental input, pupil input etc.
- Pupil's current level of performance including assessment results and information from reports from other agencies
- Any exemptions that may be in place
- Pupil's priority learning needs
- Learning targets – See page 34 Guidelines on the Individual Education Plan Process, NCSE
- Learning Strategies appropriate for the child
- Resources and personnel involved
- Class based learning activities-differentiation strategies
- Supplementary Support Activities
- Type of support, frequency and duration e.g. one to one 4 times a week x30 minutes per session
- Home Support Activities
- Implementation of the plan
- Date for review of the IEP
The format for IEPs is available in the Special Educational Needs-A Continuum of Support – Resource Pack for Teachers, NEPS, 2007 and Appendix 4
- For pupils with Additional Needs, the LS/RT teacher will gather information from class teachers, parents and outside agencies to determine each pupil's learning strengths and needs and co-ordinate, an individual profile and an Individual Education Plan for the pupil. Resources and personnel involved will be listed on the plan.
- Psychological assessment reports, test results and teacher/parent observations will be used to find the pupils current level of performance. Learning needs and priority learning needs will be selected based on this and realistic and measurable learning targets will be agreed. Teaching resources appropriate to the learning style of the pupil will be used to implement the programme. When the education plan identifies resources over and above those normally available in a mainstream school setting, the principal or SENCo will bring this to the attention of the SENO and/or the NCSE.
- Individual Education Plans will be implemented from September/October to January, and updated plan will be implemented from February to June, reviewed in June.
- The pupil is involved in the IEP process by being given the opportunity to express their likes, dislikes, interests, strengths, things I find easy/ difficult. This is usually done orally and recorded by the SET.
- The school year will be divided into two instructional terms (Term 1 = September – January and Term 2 = February – June) so the LS/RT will meet once during the year (September/October) with the parents and class teachers, or as the need arises. At these meetings, concerns are shared; targets and activities are discussed and planned. Each LS/RT will record the minutes/outcomes of this meeting. Pages 24 – 25 of Guidelines on the Individual Education Plan Process, NCSE gives guidance on how to convene and conduct an IEP meeting.
- The LS/RT Teacher and the Class Teachers get a copy of IEPs and the parents will be offered a copy.
- The LS/RT is responsible for the on-going consultations with psychologists, SENO, and others outside agencies.
- The Principal Teacher will oversee initial contact with parents, liaise with assessment services, and where appropriate, make arrangements for additional educational provision for children with diagnosed additional needs.
Support for International Pupils
International pupils receive support under the General Allocation (GA) Model either individually or in a group depending on their needs. As of September 2011 no funding has been granted by the DES for Language Support.
Deployment of Staff
The principal decides on the deployment of staff taking into consideration the experience of teachers, part time hours and rooms available. Based on this the SETs in consultation with the principal and class teachers will devise a timetable for support teaching. Time is allocated to administration, planning and consultation.
- Teaching resources made available under the GA model will be allocated to pupils according to their needs. Pupils with the highest level of need will, therefore have the highest level of support.
- The needs of all pupils who require additional support determine the manner in which full-time and part-time learning-support teachers and resource teachers are deployed.
- Whenever possible, pupils with the greatest need are taught by teachers who have the relevant expertise and commitment and who have a degree of permanence of status that can guarantee continuity of provision.
- The training, experience and expertise of teachers are taken into account by the principal when allocating teaching responsibilities in respect of pupils with learning needs at School Support and School Support Plus.
- Timetabling for in-class additional teaching support and for withdrawal of pupils from mainstream classes is taken into account in order to ensure an inclusive approach to the education of the pupils to the greatest extent possible.
- Where possible our school will deploy experienced and qualified teachers to meet the requirements of pupils with additional needs.
Pupils with additional needs transferring from another school
Parents of a pupil with additional needs transferring from another school are asked to provide the school with copies of all reports regarding the needs of their child. If resources have been granted to the previous school for the benefit of the pupil, a new application will be made to the SENO for those resources to be continued after the transfer. Pupils transferring and who had been receiving LS in their previous school will continue to get support if they meet the criteria set out in this policy. "Where the principal of the original school receives notification of a child's registration in a new school, that principal must notify the principal of the child's new school of any problems relating to the school attendance that the child had in the original school and any other matters relating to the child's educational progress as the original principal considers appropriate."-Primary Education Management Manual (Section 3:4.7)
Transfer to Post-Primary
The SENO and NEPS psychologist advises the school and parents on the options available for post primary education. Parents may visit these options and when they have made their decision, further visits may be arranged for pupils with additional needs.
The parents will make the Post Primary School of choice aware of their child's additional needs and pass on the relevant reports and information. The NEPS psychologist will assist the school in putting a transition plan in place where appropriate for pupils with additional needs in the Low Incidence Category. Our principal facilitates visits from local post primary school staff and pupils, and informs the post primary school of any pupils with additional needs. Lessons and discussions based on this transfer will take place in 6th Class.
Exemption from the study of Irish.
Exemption from the study of Irish will be granted to some pupils in accordance with the revised Circular 12/96.This will be documented and stored in the pupils file in the Office.
Record Keeping
The LS/RT teacher will maintain records of the outcomes of standardized norm referenced tests, diagnostic assessments, teacher designed tests, the agreed learning programmes/plans, fortnightly plans/progress reports, daily logs, work samples of pupils' progress at the end of each instructional term. All records are stored in the LS/RT Rooms. Standardised Test booklets are maintained in the school until the pupil has completed his/her primary education. The front cover of the test booklet is maintained until the pupil turns 21 years of age. Each pupil has their Standardised test results tracked from Junior Infants to Sixth Class on an individual tracking sheet. Each class teacher records the standardised test results of each pupil from their class on a class summary sheet.
Other related policies
Some aspects of this policy may impact upon other policies in the school e.g. differentiation of content and methodologies in curriculum areas.
Success Criteria
The school-wide implementation of this policy will result in the enhancement of pupil learning in the following ways:
- Inclusion of pupils with additional needs into our school
- Improved standards of achievement with the pupil's individual learning programme
- Enabling the discontinuation of the provision of learning support based on positive assessment results
- Enhanced parental involvement in supporting their child's learning needs
- Increased opportunities for effective communication between school personnel in relation to pupils' progress.
- Progress for pupils with additional needs in our school
- Feedback from teaching staff, special needs assistant, pupils, psychologists, etc.
Staff Roles and Responsibilities
The Role of the BOM.
The BOM will:
- Oversee the development, implementation and the review of the Special Education Policy in line with changing guidelines.
- Ratify the "Special Education Policy"
- Ensure that adequate classroom accommodation and teaching resources are provided for the SETs.
- Support ongoing Professional Development for SET team
- Provide adequate funds for the purchase of Spec. Ed materials.
- Provide a secure facility for storage of records
The Role of the Principal
The Principal Teacher will have overall responsibility for the development, implementation and the monitoring of the school's Special Education Programme, and for the operation of services for pupils with additional needs in cooperation with the BOM, teachers, parents and pupils.
The Principal will:
- Monitor the selection of pupils for supplementary teaching, ensuring that this service is focused in the first place on pupils with very low achievement and in most need.
- Oversee the implementation of Standardised Tests (Drumcondra-English, Maths and Spelling) and Screening Tests (BIAP, MIST and Quest) to identify pupils who need supplementary teaching.
- Arrange for aggregated results of standardised tests conducted in our school to be reported to the BOM and the DES once annually as outlined in circular 56/2011
- Inform teachers about the external assessment services that are available and the procedures to be followed for initial referrals.
- Liaise with the SENO, Department Inspector, Department of Education, BOM and other relevant outside agencies.
- Inform teachers of relevant training courses, literature, etc. to encourage professional development.
- Liaise regularly with the Spec. Ed. Teachers.
- Assume responsibility for co-ordinating the Supplementary teaching – post holders.
- Allocate individual pupils to the resource teacher's caseload
- Allocate SNA support to S.E.N. pupils.
- Be ultimately responsible for the work of the SNAs in the school.
The Role of the SENCOs
The SENCOs will assist the principal in coordinating the provision of education for pupils with Additional Needs by:
- Reporting to the principal on SEN issues
- Overseeing the day to day operation of the school's SEN policy
- Liaising with fellow teachers
- Working with and supporting where possible teachers who work with pupils with special needs
- Overseeing the records of all children with additional needs
- Liaising with parents of children with additional needs
- Informing the staff of in-service training opportunities
- Liaising with external agencies including NEPS
- Reading, interpreting and disseminating information from psychological reports, as appropriate
- Organising the annual standardised testing of pupils-ordering and distributing of standardised tests and teachers' manuals
- Collecting these test results and filing them in the office in the Senior building
- Sourcing resources for use by pupils with additional needs
- Co-ordinating IEPs
- Initiating whole school programmes to help improve skills of pupils with additional needs e.g. Peer tutoring-Buddy Reading, Shared Reading, Comprehension Skills and Independent Learning Skills-SRA Reading Laboratory
The role of the Class Teacher
The Class Teacher has primary responsibility for the progress of all pupils in his/her classes, including those selected for supplementary teaching.
The class teacher should implement the school policies on screening and selecting pupils for supplementary teaching by administering and scoring appropriate screening measures (such as rating scales, curriculum profiles or standardized tests of achievement) and by discussing the outcomes with the learning support teacher.
The Class Teacher will:
- Create a classroom environment in which learning difficulties can be identified and alleviated e.g. grouping pupils for instruction, providing lower achieving pupils with strategies for reading and problem solving, adapting learning materials for lower-achieving pupils etc.
- Contribute to developing the learning targets in the pupil's Individual Profile and Learning Support Programme and to planning and implementing of classroom activities to attain these targets.
- Make parents aware of the concerns of the school about their child's progress-in the case of each pupil who has been identified as experiencing low achievement and or learning difficulties following administration of a test.
- Play an important role in the initial identification of pupils who may have general or specific difficulties. The class teacher will carry out appropriate assessments and refer the pupils to the LS teacher for appropriate screening.
- Administer and score the appropriate screening measures, and discuss the outcomes with the Support teachers.
- Develop and implement a support programme that meets the pupil's changing needs in consultation with the Learning Support Teacher, where supplementary teaching cannot be provided for a pupil, or is being phased out or discontinued.
- Direct the SNA's activities on a daily basis, with the agreement of the principal.
- Challenge pupils who have been identified as being exceptionally able where possible by differentiating the curriculum.
The Role of Learning Support/Resource Teacher (LS/RT)
The activities of the LS teacher and RT include:
- Assisting in the implementation of a broad range of whole- school strategies designed to enhance early learning and to assist those with learning difficulties.
- Administering and interpreting of tests and recording the results of same.
- Developing an IPLP or IEP for each pupil who is selected for supplementary teaching in consultation with class teacher and parents.
- Maintaining a daily recording log and fortnightly planning/progress records or equivalent for each group/individual in receipt of Supplementary Teaching.
- Delivering Early Intervention Programmes to pupils in the Junior Classes, and providing supplementary teaching in English and/or Maths to pupils in the Senior Section (1st – 6th) who experience low achievement and/or learning difficulties.
- Providing Modification Programmes (e.g. Behaviour) to selected pupils who are experiencing difficulties.
- Co-ordinating the implementation of whole school procedures for the selection of pupils for supplementary teaching.
- Contributing to the development of the policy on Special Education at the whole school level
- Assisting class teachers where possible in such areas as individual pupil assessment and programme planning as well as in approaches to language development, reading, writing, and mathematics for pupils experiencing learning difficulties.
- Contributing at the school level to decision making regarding the purchase of learning resource books and materials to be made available to pupils with learning difficulties in their mainstream classrooms, and the LS/RT rooms.
- Informing the Principal Teacher on issues that arise in the day-to-day implementation of the Supplementary Teaching Programme in the school.
- Meeting with each pupil's parents after the initial diagnostic assessment has been completed, to discuss the outcomes of the assessment, the learning targets in the child's IPLP/IEP, the actions to be taken by the school to meet those targets, and the way in which attainment of the targets can be supported at home.
- Liaising with outside agencies pertinent to the children on their caseload.
- Liaising with external agencies such as NEPS, Speech and Language therapist etc.
Pupils who have been sanctioned resource hours by the SENO (Special Educational Needs Organiser) can receive Supplementary Teaching either in the pupils' own classrooms or in a Resource Room.
Visiting Teacher for the Deaf
"Visiting teachers work with children with visual impairment and with deaf and hard of hearing children. They give advice and guidance on the development of IEPs for these children" (NCCA Guidelines on the Individual Education Plan process pg. 64)
The Visiting Teacher for the Deaf visits our school on a regular basis-gives tuition and is available to the principal and teachers in an advisory role regarding issues around hearing impairment.
Special Needs Assistants
The school principal is ultimately responsible for the work of the Special Needs Assistants in the school. The SNA's will consult with the Class Teacher and LS/RT with responsibility for the pupil in their care for everyday needs. The LS/RT Teacher, in collaboration with the class teacher, guides the SNA as how best to help the child with special needs to integrate successfully into school life. Areas that may be discussed will include: behaviour issues, motor skills, organisational skills, language development, written work, literacy, numeracy, social interaction with peers, basic management/classroom skills, care need e.g. toileting, feeding, dressing
Parents' permission is sought before an application is made to the SENO for a SNA.
SNA's provide three levels of support, to the pupil, to the class and to the school.
The role of the SNA involves tasks such as (Ref. Circular 07/02):
- Assisting children to board and alight from buses (e.g. for swimming classes, school tours, matches, etc.) and to travel with these pupils where necessary.
- Assisting as necessary pupils with particular difficulties e.g. typing, writing, toileting, feeding, general hygiene staying on task, etc.
- Assisting on out-of-school visits e.g. Walks, visits to church etc.
- Assisting the teachers in the supervision of pupils with additional needs during school breaks, recreational and dispersal periods. The SNA should accompany these children to and from the yard at all times and to oversee their conduct. In the case where yard time is extended, the SNAs should stay in the yard.
- Accompanying individuals who may have to be withdrawn temporarily from the classroom. From time to time for exceptional reasons, such as disruptive behaviour, toileting etc. Parents will be informed of these exceptional breaks by the class teacher.
- Assisting class teachers under the discretion of the principal with certain duties.
- Familiarising themselves with the targets of the IEP of the pupil in their care, contributing and commenting as they see fit.
- Adapting to changes to different teachers' routines from year to year as class teachers change, but in general the SNA's role will be that of support to the child in his class work, play-time and related activities.
- Preparing and tidying up of classrooms in which the pupils with additional needs are being taught.
The SNA works under the direction and supervision of the class teacher in order to promote effective learning and teaching. The SNA may be invited to attend meetings with parents and other educational personnel at the discretion of the principal but no formal meetings will take place without the principal, class teacher or LS/RT being present. Where an SNA has been appointed to assist a school in catering for a specific pupil, duties can be modified to support the particular needs of the pupil concerned.
The class teacher is responsible for the activities of the children with additional needs in the class, whether inside or outside the classroom, and whether supervised by the SNA or not.
The Role of the Parents
Parents have much to contribute to their child's learning programme, particularly when the child requires Supplementary Teaching.This role involves:
- Accepting or declining, in writing any offer of Supplementary Teaching or a diagnostic educational assessment or access to a SNA.
- Meeting with the LS/RT as necessary to discuss the particular needs of the child
- Assisting the child with tasks/homework as suggested by the class teacher and LS/RT
The Role of the Pupils
It is important that pupils become involved in the development, implementation, and review of their own learning programme depending on their age and category of need.
By doing so they can:
- Become more independent active learners
- Become aware of different learning styles
- Become aware of their own strengths and needs
- Enjoy success and evaluate their progress
- Enjoy many curricular and extra-curricular activities which would not be practical in the mainstream classroom.
- Develop ownership of the skills and strategies taught during Supplementary Teaching and apply these strategies and skills in their mainstream class situation.
Early Intervention Strategies and Parental Involvement
Nagle-Rice Primary School recognises the importance of having appropriate identification strategies and as a result of this implements a programme of Early Intervention.
As a means of identifying and addressing the needs of children who are experiencing learning difficulties, the following strategies will be used:
- The School Enrolment Form allows for Parents to inform the school of any additional needs their child may have in order for the school to put in place appropriate resources where necessary in advance of attending school.
- Early School Checklist-Behavioural Continuum as devised by NEPs-used with Junior Infants and in consultation with the parents.
- Observations and possible concerns of parents noted.
- Whole School programmes in English and Mathematics implemented
- Additional support in literacy and mathematical skills provided to pupils who need it.
- Agreed approaches to language development and to teaching other aspects of English and Maths developed in order to ensure progression and continuity from class to class.
- BIAP assessment administered in term 2 and 3 of Junior Infants
- MIST administered during the second term to all Senior Infants to assist in highlighting learning needs and providing intervention (Forward Together Programme) to those who require it in the last term.
- Drumcondra Early Literacy and Early Numeracy Standardised Tests administered to all Senior Infants Class pupils in the last term to further assist in highlighting learning needs that may not have been identified with MIST.
- Quest Screening Test administered to all First Class pupils in late September to further highlight learning needs that may not have been identified with MIST/Drumcondra.
- NNRIT administered in Second Class and Fifth in October each year
- Administration of the Naglieri Non-verbal Ability Test where appropriate
- Administration of the Dyslexia Portfolio where appropriate
- Provision of information to parents on how to implement programmes like "Paired/Shared Reading, Forward Together" at home with their children.
- Ongoing 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.
- Class based early intervention by class teacher in language and maths, resulting in the provision of individualised planning and teaching
- Providing support for Infant and First Classes in the form of co-operative teaching provided by the LS/RT when timetabling permits.
- Ongoing consultation between class teacher, LS/RTs, Principal, parents and outside agencies regarding individual needs of pupils.
- Promotion of parental involvement through an induction meeting and parent/teacher meetings both formal and informal meetings.
Early Intervention
Here is a summary of course content that is included in the Early Intervention Programme.
|Early Intervention Programme
|Phonological Awareness
Letter Recognition
Sequencing of Alphabet/Days of the Week
Word Identification Skills
Sight Vocabulary e.g. Dolch List, High Frequency Words List
Supporting Class Reading
Shared ReadingHandwriting Skills
Aspects of oral language development through use of Big Books
Forward Together Programme
Comprehension Strategies
Development of Mathematical skills e.g. Vocabulary, concepts, numeracy etc
Structured Play (Numeracy and Literacy) in Junior Infants
Co-operative Teaching
Other areas as recommended by class teacher depending on individual needs of a particular group/pupil
Following the implementation of early intervention strategies, pupils will be selected by the class teacher and LS/RT to receive additional support.
Criteria for identifying and selecting pupils for Supplementary Teaching
The identification and selection of pupils will involve the following criteria:
- Pupils who have been defined as having a low incidence disability will be given the recommended time allocation for RT hours as determined by the SENO.
- Any pupil who has been assessed by an outside professional agency e.g. Educational Psychologist, Clinical Psychiatrist, OT etc. as having a high incidence disability e.g. Specific Learning Disability, Mild General Learning Disability (MGLD) etc. and does not meet the criteria for the granting of Resource hours, the recommended supplementary teaching will be given priority.
Priority will be given to pupils who have completed Classroom Support along with the annual administration, scoring/results, and interpretation of Drumcondra English Reading and Mathematics Tests by the teachers of pupils in classes (1st to 6th)-they will determine the following priority caseload for the GA Model:
- Pupils who score at or below the 10th percentile in the Drumcondra English Reading Test First to Sixth Classes(administered in the previous May/June) and at or below the cut-off score in Drumcondra Early Literacy Test(Senior Infants)
- Pupils who score at or below the 10th percentile in the Drumcondra Mathematics Test First to Sixth Classes(administered in the previous May/June) and at or below the cut-off score in Drumcondra Early Numeracy Test(Senior Infants)
- Pupils who score below the cut-off score in the Quest Screening Test-Term 1 First Class
- Pupils who score below the cut-off scores in the MIST-Term 3 Senior Infants and have not met their targets after the Follow Together Programme
- Early Intervention in the Junior and First Classes -Literacy
- Early Intervention in the Junior and First Classes-Numeracy
- Pupils scoring between the 11th -20th percentile in both Drumcondra English Reading Test and Drumcondra Mathematics Test-(administered in June)-in ascending order.
Judgement of the Class Teacher is an important criterion in the selection of pupils for diagnostic assessment. The class teacher will be in a position to confirm whether or not the score achieved by a pupil on a screening measure is an accurate measure of the pupil's performance in class. Pupils who have been identified as being exceptionally able by the Class Teacher will be challenged where possible by differentiating the curriculum. Children with Behavioural/Emotional difficulties who in the opinion of the Whole School Staff need intervention will be offered support, if after Classroom Support sufficient progress has not been made. All staff will have a record sheet in which all behaviours which cause concern are recorded. Records will identify cause, consequence and location of misbehaviour. It is the responsibility of the class teacher to ensure that these logs are kept updated. In situations where it is deemed suitable and of benefit, the support teacher may work in the classroom. This may take the form of Team Teaching, Station Teaching or Parallel Teaching. The Supplementary Teacher may work with one of the class groupings from a classroom in a separate room, allowing both the class teacher and the support teacher to work with a smaller group.
Circular 56/2011 issues guidelines on assessing children's literacy and numeracy achievement. Assessment is central to the process of teaching and learning. It is used to monitor learning processes and to ascertain achievement in each area of the curriculum. Through assessment the teacher constructs a comprehensive picture of the short-term and long term learning needs of the child and plan future work accordingly. Assessment is also used to identify children with specific learning difficulties so that the nature of the support and assistance they need can be ascertained and appropriate strategies and programmes put in place to enable them to cope with the particular difficulties they are encountering. It helps identify the pupil's strengths and needs and therefore determine the nature of the intervention to be provided such as additional support from the class teacher and/or supplementary teacher. Circular 0138/2006 has been reviewed as part of the development of the National Literacy and Numeracy Strategy. We implement standardised testing in English Reading and Mathematics on an annual basis during the period May/June for all students from Infants to Sixth Class.
Students may be excluded from standardised testing if in the view of the school principal in consultation with class teacher and LS/RT, they have a learning or physical disability which would prevent them from attempting the test, or in the case of migrant students, where the level of English required in the test would make attempting the test inappropriate.
Continuing/Discontinuing Pupils in receipt of Supplementary Teaching
The progress of each pupil, who is in receipt of supplementary teaching, will be evaluated at the end of each instructional term: Feb and June. Following consultation with the pupil's class teacher and parents, a decision will be taken as to whether to continue or discontinue the support. The decision to continue/discontinue providing Additional Support will be based on the following criteria:
- Does the pupil still meet the criteria as set down in allocation of places for children with Additional Needs?
- Has account been taken of the overall SEN demands in the school?
- Circumstances may change – if a more urgent need presents itself support for some pupils could be reduced.
- Has the pupil achieved some/all of the learning targets?
- Will the pupil be able to cope independently in the classroom?
- An appropriate test will be administered to a pupil before support is discontinued
- The decision to continue/discontinue should be made by the LS/RT, class teacher and Principal in consultation with the parents
- Pupils may return to Learning Support if progress is not maintained in the classroom in accordance with the criteria outlined in 18.0
Strategies for communicating information
- When a pupil has been identified as experiencing low achievement on the basis of a low score on an appropriate screening measure, following consultation between the Principal teacher, class teacher and LS/RT, the pupil's parents will be made aware of the concerns of the school in relation to their child's progress.
- The school's procedures for diagnostic assessment by LS/RT will be outlined and the parent's written approval to proceed with the assessment will be sought.
- If supplementary teaching is being offered, approval will be sought from the pupil's parents and discussions will take place in order to agree ways in which the parents can support the attainment of the learning targets that have been set for pupils. By maintaining regular contact with parents about their children's learning, school can help parents to support their children's learning and progress.
- Class teacher and/or LS/RT reports to parents on pupils' progress and achievement at school twice during each school year or as the need arises as outlined in circular 56/2011
- Supplementary Teaching that pupils receive should be in addition to their regular class programme in English and/or Mathematics.
- A flexible approach to time tabling should be adopted by the class teacher.
- Learning support teacher should organize his\her work with a view to minimizing disruption to class.
- Supplementary teaching will be given by withdrawal from the class or in class support or withdrawal of class groupings in mixed class situations.
- For some pupils who need support in English and in Maths, the possibility of combining support in both areas within the same supplementary teaching session should be considered.
- The SET and Class teacher will agree times for the withdrawal of pupils or for in class support
- The timetable will be drawn up in consultation with the Principal
- The class teacher and the Principal will be given a copy of each LS/RT's timetable
- If pupils are being withdrawn, care must be taken to ensure that pupils are not missing the same subject on a regular basis
- Times will be arranged at least twice during the year so that class teachers can meet and plan with the LS/RT and SNA. Parents will be invited to attend and contribute to the IEP process at the beginning of each school year.
Work Schedule of the LS/RT
In addition to providing supplementary teaching the LS/RT must also allocate time for non-teaching activities. These activities include conducting diagnostic assessments, maintaining and reviewing pupil's records, co-ordinating special needs services and consulting with teachers and parents.
Implementation and Review
The implementation of this policy will commence in Feb 2012 and it will be implemented in full by the end of 2012/2013. Monitoring can be accomplished through regular meetings between The Principal Teacher, SENCOs and LS/RT in order to examine aspects of the school plan. The policy will be reviewed and if necessary amended in line with any new directives from the DES.
The SENCOs are responsible for sourcing and acquiring additional resources/materials. Class Teachers have access to these resources on request from the LS/RT. See appendices for list of resources available to the principal, SET and class teachers.
This policy was ratified by the Board of Management on _________________
Signed: __________________________
Chairperson of Board of Management
Content of Appendices
Appendix 1- The Continuum of Support
Appendix 2- Possible approach to planning for the deployment of resources at individual school level
Appendix 3- Stage 1: Intervention Record
Appendix 4-Sample 1 of IEP
Appendix 5- Sample 2 of IEP
Appendix 6- Reference Section
Appendix 7- List of Assessment Resources
Appendix 8- List of other Resources
Appendix 1
The Continuum of Support
Special Educational Needs – A Continuum of Support, DES/NEPS, 2007
Classroom Support
Classroom Support is the most common, and typically the first response to emerging needs. It is a response for pupils who have distinct or individual educational needs and who require approaches to learning and/or behaviour which are additional to or different from those required by other pupils in their class.
Problem solving at this level typically begins when a parent or teacher has concerns about an individual pupil. The teacher and parents discuss the nature of the problem and consider strategies which may be effective. Classroom Support incorporates the simple, informal problem-solving approaches commonly used by class teachers to support emerging needs.
A pupil receiving support within their classroom would be considered to be at stage 1 in terms of the "Staged Approach to Assessment, Identification and Programme Planning" (DES Special Education Circular 02/05)
School Support
In some cases interventions at classroom support level are not enough to fully meet the pupil s special educational needs. School Support may, therefore, be required. The class teacher needs to involve the learning support/resource teachers in the problem-solving process at this point and it involves more systematic gathering of information and the development and monitoring of a School Support Plan or an Individual Pupil Learning Profile (IPLP).
A pupil receiving mostly group support or occasional individual support in addition to classroom support would be considered to be at stage 2 in terms of the "Staged Approach to Assessment Identification and Programme Planning" (DES Special Education Circular 02/05)
School Support Plus
If a pupil's special educational needs are severe and/or persistent, they are likely to need intensive support. School Support Plus will generally involve personnel outside the school team in the problem solving, assessment and intervention process. However, the information from Classroom and School Support work will provide the starting point for problem-solving at this level. Classroom support and school support will continue to be an important element of his/her individual education plan.
A pupil receiving more intensive teaching support including more focused small group work or individual teaching is considered to be at stage 3 in terms of the "Staged Approach to Assessment Identification and Programme Planning" (DES Special Education Circular 02/05)
While most pupils' initial needs should be met through classroom based interventions, a small number of pupils may arrive at school with difficulties that are more significant or which are immediately recognised. In such cases, it may be more appropriate to begin with a School Support or School Support Plus Plan. Most of the pupils to whom this applies will be new to the school. However it may also apply for some pupils following an event which impacts significantly on them in school.
Stage 1
Stage 2
Stage 3
|Circular 02/05
A Staged Approach to Meeting the Needs of Pupils with Special Educational Needs (Circular 02/05)
Personnel Involved
|Stage 1
Class teacher/parent has concerns regarding a pupil's academic, physical, social, behavioural or emotional developmentClass teacher administers appropriate screening measures. Class teacher devises a plan, which aims to meet pupil's identified needs within the normal classroom setting. The success of this plan is regularly reviewed in consultation with parents.
- Class teacher
- Parent
Additional Supports
- Home School Liaison
- Teacher
- NEPS Psychologist
If concern remains after a number of reviews, the Special Education Support Team in the School may be consulted about the desirability of a move to Stage 2
Stage 2
Child is referred to learning support teacher, with parental permission for further diagnostic testing.
If diagnostic testing indicates that supplementary teaching would be beneficial, this is arranged. Parent, class teacher and learning support teacher collaborate in devising, implementing and reviewing the pupil's learning plan.
- Class teacher
- Parent
- Learning Support Teacher
Additional Supports
- Home School Liaison
- Teacher
- NEPS Psychologist
- Other Support Staff and Services available to school
If significant concerns remain after a number of reviews, it may be necessary to implement Stage 3
Stage 3
School formally requests a consultation, and, where appropriate, an assessment of need from a specialist outside the school.A learning plan is devised by personnel involved, which includes identification of any additional available resources that are considered necessary in order to implement the plan. Parents should be fully consulted throughout this process. This learning plan should be subject to regular reviews, leading to revisions of the learning plan and referral for specialist review as necessary.
Any private practitioner engaged by a school at Stage 3 should have the relevant Department of Education and Science Circulars and guidance notes drawn to their attention.
- Class teacher
- Parent
- Learning Support Teacher
- Resource Teacher (if available)
- Relevant Specialist
Additional Supports
- NEPS Psychologist
- Scheme for Commissioning Psychological Assessments
- Speech and Language Therapist
- Occupational Therapist
- Psychiatrist
- Audiologist
- Paediatrician
Planning in Individual Schools (from Circular 02/05)
In planning to meet the special educational needs of pupils, schools should plan in a manner consistent with the size of the school, the learning profile of the pupils with special educational needs, and the expertise of the school staff.
As stated in Circular 24/03, the over-riding principle is that resources should be deployed in individual schools in the manner that best meets the needs of the pupils with special educational needs in that school. In addition to adherence to the principles set out in Section 4, the following factors should be considered in order to achieve this:
- Interventions with pupils should be delivered in a manner that best meets the needs identified, which may be through group or individual teaching.
- Intervention with pupils at stages II and III should include a classroom support plan to ensure that the pupils' needs are met for the whole of the school day.
- The development of literacy and numeracy skills will be a major component of many interventions at stages II and III. However, special educational needs in areas such as oral language, social interaction, behaviour and application to learning tasks may also need to be addressed.
Appendix 2
Outline of a possible approach to planning for the deployment of resources at individual school level
Step 1
|Identify all the pupils in need of additional teaching support, both learning-support teaching and resource teaching and including pupils who have special educational needs arising from high-incidence and low-incidence disabilities.
Step 2
|Identify the level of intervention required on the basis of the pupils' learning needs. (Stage II or Stage III). It is up to the school to decide whether one-to-one or group teaching, or a mixture of both, is the best type of support for each individual pupil, depending on the nature of their needs.
Step 3
|Identify the members of the teaching staff who will be allocated to the identified pupils (all teachers who are appointed on foot of the general allocation model, allocations of additional teacher hours for the support of pupils with special educational needs arising from low-incidence disabilities, and any other allocation to the school).
Step 4
|Allocate the identified staff members to the pupils, taking account of:
Step 5
|Cross-reference the programme needs of pupils with learning needs at stages II and III, and consider common needs that can be met by grouping to ensure effective and efficient teaching and learning approaches. Agree on which teacher or teachers will cater for these groups.
Step 6
Pupils in need of additional support and stage of intervention
Pupils with learning needs at stage II
(literacy and numeracy needs)
Pupils with learning needs at stage II
(other special educational needs)
Pupils with learning needs at stage III
(pupils with high incidence disabilities)
Pupils with learning needs at stage III
(pupils with low incidence disabilities)
Junior Infants
Senior Infants
First Class
Second Class
Third Class
Fourth Class
Fifth Class
Sixth Class
Example: Pupils in need of additional support and stage of intervention
Pupils with learning needs at stage II
(literacy and numeracy needs)
Pupils with learning needs at stage II
(other special educational needs)
Pupils with learning needs at stage III
(pupils with high incidence disabilities)
Pupils with learning needs at stage III
(pupils with low incidence disabilities)
Junior Infants
None yet identified
None yet identified
None yet identified
None yet identified
Senior Infants
1 pupil (Bartak) with mild emotional and behavioural difficulties
1 pupil (Kevin) with emotional and behavioural disturbance
First Class
3 pupils for literacy support
1 pupil (Michael) with borderline mild GLD and behavioural difficulties
Second Class
5 pupils for literacy support and 2 for maths support
Third Class
3 pupils for literacy support
1 pupil (Kyle) with autistic spectrum disorder
Fourth Class
3 pupils for literacy support and 2 for maths support
1 pupil (Ajith) with mild emotional and behavioural difficulties
1 pupil (Joshua) with hearing impairment
Fifth Class
1 pupil for literacy support and 2 pupils for maths support
1 pupil (Jack) with mild GLD
Sixth Class
3 pupils for literacy support
1 pupil (Eoin) with severe reading difficulties
|Contact with Parents: ________________________________________________ _____________________________________________________________________________
Stage One: Intervention Record
Concern identified/by whom?
Action to be taken/by whom?
Appendix 4
Profile of Pupil with Special Educational Needs – Mainstream Setting
|Pupil's Name:Address: Date of birth:Parents' names: Contact Tel. No:
Provision for SEN
Date commenced:
Date/s of review:
|School:Sch. Tel. No:Support Team Principal:
Class Teacher:
Special Ed. Teacher:
|Formal Assessment
|General Info (interests, attendance, physical health, co-ordination)
|Social SkillsSelf-esteem (identity, belonging etc)Interaction with peers (body language, play, structured activities)
Interaction with staff (body language, asking questions, dependence level)
Behaviour (response to rewards, adapting to different settings/ groupings)
|Language skillsOral language (verbal, non-verbal, social functions, description…)Comprehension recall, assimilate, retell, deduce, infer..)Phonological awareness (rhythm, phoneme, morpheme, onset, rime..)
Reading fluency
Writing (functional, creative)
|Mathematical skills Number: operations, estimation, problem-solvingMeasures: estimation, instruments of…
|ICT skills (mouse control, keyboard, word processing, software use)
|Priority Learning Needs
|Notes: Observations during implementation of IEP
Individual Education Plan
|Name of pupil:DOB:
|Class teacher:Special Ed teacher:SNA:Parent/s:
|Provision commenced:Provision review:
|Collaboration: Class teacher and SET
|Parent/ Guardian Input
|Pupil Input
|Priority need/s (could be on literacy, numeracy, social, behavioural, motor skills etc.)
|Learning target (from Priority X)
|Target to be reached by: (day/month/year)
|Strategies (state who has responsibility for each)
|Notes on progress
|Learning Target (from Priority Y)
|Target to be reached by: (day/month/year)
|Strategies (state who has responsibility for each)
|Notes on progress
|Learning Target (from Priority Z)
|Target to be reached by: (day/month/year)
|Strategies (state who has responsibility for each)
|Notes on progress
Appendix 5-PUPIL PROFILE
Name :
Date of birth: –
Address: –
Class Teacher: –
Resource Teacher: –
Psychological Assessment
|Tests administered
|See Psychological report for full details.
Other Assessment
|Speech and Language Assessments
|Tests administered
|See report for full details Summary
|Most recent school based assessments- see previous profiles for earlier assessments
Summary of other information
|Class teacher
|Interaction/ Social Skills
|Personal Organisation
Summary of academic progress in
|Oral language
|Sight Vocabulary:-
|Phonological Awareness
|Creative Writing
|Functional writing
|Computer activities.
Review Date: Resource Teacher:
Priority Learning Needs
Learning Strengths
|Summary of Learning Objectives from to
|Date achieved
|Summary of Resource Teacher Activities and Strategies
INDIVIDUAL EDUCATION PLAN (Continued)
|Equipment to include:
Activities – Class Teacher
Activities – Home
Activities – Student
Resource Teaching Time Allocation
|Time -Maths
Appendix 6
Reference Section
- Circulars 77/07, 02/05, 01/05, 13/04, 09/04, 24/03, 07/02, 08/02, 02/05, revised circular 12/96, 06/11, 30/11, 37/11, 56/11, 65/11 and 66/11.
- Guidelines on the Individual Education Plan Process, NCSE, 2006 www.ncse.ie
- Special Educational Needs – A Continuum of Support, Guidelines for Teachers, NEPS, 2007
- Special Educational Needs – A Continuum of Support, Resource Pack for Teachers, NEPS, 2007
- Special Education Support Service – www.sess.ie
- National Disability Authority – www.nda.ie
- Information for Parents: Working together to make a difference. The National Educational Psychological Service, Frederick Court, 24-27 North Frederick Street, Dublin 1
- Learning – Support Guidelines: 2000, Government Publications.
- Exceptionally Able Students: Draft Guidelines for Teachers, NCCA, 2007
- Management Board Members Handbook Revised Edition 2007, CPSMA
- Westwood, P (1993) Common Sense Methods for Children with Special Needs, Third Edition. Peter. Routledge/Falmer
- Carey, David J (2005) The Essential Guide to Special Education in Ireland Primary ABC
- King, Fiona (2006) Special Education in Irish Classrooms – A Practical Guide. Primary ABC
- InTouch, June 2007. p25 Health and Education to interact (EPSEN Act 2004 and Disability Act 2005)
- InTouch, March 2007, Implementation of EPSEN Act '04 – the NCSE Plan p20-23
- InTouch, Nov. 2006 Autistic Spectrum Disorders (ASD) An Evaluation of Provision p26: Teaching children with ASD p. 30
Appendix 7
Assessment Resources for LS/RT
- q Belfield Assessment
- q Drumcondra Tests of Early Literacy
- Drumcondra Tests of Early Numeracy
- Drumcondra Primary Reading Tests-First to Sixth Classes
- Drumcondra Primary Spelling Test-First to Sixth Classes
- Drumcondra Primary Maths Tests-First to Sixth Classes
- Maths Tracker-Maths Diagnostic Program Levels 1-3 and 4-6
- Micra T Levels 1 to 4
- Non-Reading Intelligence Test Levels 1 to 3 (D Young)
- nferNelson Verbal Reasoning 8+9
- nferNelson Non-Verbal Reasoning 8+9
- nferNelson Non-Verbal Reasoning 10+11
- NNAT Naglieri Non Verbal Ability Test (Pearson)
- Aston Index-A classroom test for screening and diagnosis of language difficulties-Age from 5 to 14 years
- Quest 2 Screening and Diagnostic Assessment-nferNelson
- MIST- Manual and Forward Together Booklets
- Neale Analysis of Reading Ability (NARA-nferNelson)
- Nfer Nelson Profile of Mathematical Skills.
- BURT Reading Test
- RAIN Sentence Reading Test
- Marino Graded Word Reading Scale
- Sound Linkage Test of Phonological Awareness (Peter Hatcher)
- Otis-Lennon Mental ability Test-Elementary level-Form J-Educational research Centre, St. Patrick's College, Dublin 9
- Drumcondra English Profiles
- Dyslexia Portfolio GL Assessment (Martin Turner)
- Primary School Assessment Kit (2007) DES
- Get Reading Right (Stephen Jackson)
Appendix 8
Other Resources
- Sound Linkage-An integrated Programme of Overcoming Reading Difficulties-(Peter Hatcher)
- Sounds Abound
- Jolly Phonics Handbook and Grammar Manual-Full Set
- Alpha to Omega Manual and Activity Pack
- Newell Literacy Books 1 to 7 and CDRom
- PAT-Beginners, Levels 1, 2, 2a and 3
- SNIP Dyslexia-Downloadable Phonic Programme
- Toe by Toe
- Sense of Sound Books 1+2
- Phonic Sound Cards-Prim Ed-Lower Primary
- Reading with Phonics-Book 1-Prim Ed
- Oxford Junior Workbooks-Full Set-Oxford University Press
- LipSync-Educational Insights (Phonic Cards)
- Bucket of Letters-Grafix
- Box of Early Learning Alphabet-Leap frog (Flashcards)
- Phonic Boards
- Phonic Poems-Prim Ed
- Improving Children's Spelling-Brendan Culligan
- Spelling Rules Books A to E
- Spell Write Right-Horizons-Books 1+2
- Spelling Repair Kit (W Vandyck, Angela Burt)
- Sample Spelling Textbooks/Workbooks
- LDA Stile trays with-Dyslexia Books 1 to 8, Comprehension Foundations 1-6, Grammar & Punctuation Extra 1-12
- POPS Resources + CDRoms (Red and Blue Levels-Packs 1 to 4)
- Phonic Readers-Usbourne-12 titles
- English Language Learners-Basic Vocabulary Building-learning resources
- Oxford Reading Tree-Full Set
- Zoom Series
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- Key stage 1 Book 1-National Association for Primary Education
- Selection of Library Books
- Sample English Readers/Workbooks
- 4 Step Sequencing Cards (12 complete sets)
- 6 Step Sequencing Cards (8 complete sets)
- Sequencing Simple Stories (Grade 1 to 2-Evan Moor)
- Picture Stories-SCHUB-Boxes 1 + 2
- Nursery Rhyme Colouring Book
- Building Bridges of Understanding-Martin Gleeson (Comprehension Strategies)
- SRA Reading Comprehension 1b and 2C
- Teaching Comprehension Strategies Books A to G – Prim Ed
- Prim Ed Comprehension Boxes 1 to 3
- Reading Comprehension-Grade 1-Frank Schaffer Publications
- Listening Comprehension-Prim Ed (Lower, Middle, Upper Levels)
- Reading Comprehension-Prim Ed (Lower)
- Cloze Encounter-Prim Ed (Upper)
- Draw to a Cloze-Prim Ed
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- Look! Listen! Think!-Prim Ed (Lower, Middle, Upper)
- Thinking dice
- Proof Reading & Editing-Prim Ed (Lower, Middle)
- Punctuation Repair Kit (William Vandyck)
- English Grammar-Prim Ed Books 5+6
- Key Word Sentences-Prim Ed
- Writing Frameworks-Prim Ed (Lower, Middle, Upper)
- Handwriting Without Tears-Pre K and K Levels
- Sample Handwriting Workbooks
- Visual Perception Skills LDA
- Visual Discrimination-Prim Ed
- Literacy Activities for Christmas-Prim Ed (Lower)
- Fun Things to make at Christmas-Prim Ed
- Brian Gym-Teachers Edition Revised
- 300 Problem Solving Cards-R.I.C Publications-
- Children's Learning Cubes
- Practical Language Activities
- Phonic Rhyme Time
- Socially Speaking-Programme and Board Game
- Smart Kids-Speaking & Listening
- Bullying-Identify, Cope, Prevent-Prim Ed (Lower, Middle, Upper)
- Bullying in a Cyber World-Prim Ed (Early Years, Lower, Middle, Upper)
- What would you do?—A Kid's Guide to Tricky and Sticky Situations-Learning Works
- What do you think ?-A Kid's Guide to Dealing with Daily Dilemmas-Learning Works
- Walk Tall Programme
- Stay Safe Programme
- Circle Time
- SALT Programme
- Time4Learning-Learner Workbook
- Read Write Now 2+3 and Learner Support Book
- Junior Scrabble
- Boggle
- ORT Card Game-Rhyme & Analogy
- Basic Remedial Mathematics-A Guide to mastering Basic Mathematics Skills (James Johnson Jr)
- Numicon-Kit 1
- Paired Maths handbook-Topping and Bamford
- Bucket of Numbers-Grafix
- Additional and Multiplication Skills (Ages 6-10-Prim Ed)
- Key Stages 1 Book 1&2-National Association for Primary Education
- Maths Together Levels-3 and 5
- Clock
- Base Ten Cubes
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- Times Tables-Sounds Fun CD
- Step into Tables-Prim Ed (Middle, Upper)
- Essential Facts and Tables
- SIGNPOSTS-A Resource Pack for Teachers
- PASSPORT-Language & reading for Children with Learning Difficulties
- STRANDS-Meeting the Special Ed Needs of Children with GLD in Primary School
- Mental Health in Children and Adolescents
- How to Detect & Manage Dyslexia (Philomena Ott)
- A Different Kind of Teacher (Tony Humphries)
- Controversial Issues in special Ed (Hornby, Atkinson & Howard)
- Common-sense methods for Children with Special Needs (Peter Westwood)
- Educational, Medical and Advisory Provision for Children with Epilepsy in Ireland (Joyce Senior)
- Special Education in the Irish Classrooms-A Practical Guide (Fiona King)
- The ADD/ADHD Checklist-An Easy Reference for Parents & Teachers (Sandra R, MA)
- The Essential Guide to Special Education in Ireland (Dr David J Carey)
- Understanding Dyslexia (CD + DVD)
- Autistic Spectrum Disorder-A Teachers Toolkit
- NCCA-Guidelines for Teachers of Students with GLD
- NCSE-Guidelines on the IEP Process
- Report of the Task Force on Dyslexia
- Behavioural & Emotional Difficulties-A Continuum of Support
- hadd-Family Support Group-Attention Deficit Hyperactivity Disorder-ADHD & Education-A Resource for Teachers
- An Evaluation of Special Classes for Pupils with Specific Speech & Language Disorder
- Assessment in the Primary School Curriculum-Guidelines for Schools
- 101 Ideas for DCD/Dyspraxia
ICT Resources
- Clicker 5
- Clicker Paint
- PCs for Clicker (Mayer-Johnson)
- Smart Phonics 1-3
- ORT Talking Books Stage 1 and 1+
- 5 Basic Interactive Literacy Games-Smart Kids
- Wordshark 4
- Sight Vocabulary Builder
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- Reading for Literacy 1-6 (Ages 5-12)
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- Cloze Pro
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- Superspell (All ages)
- Serious Spelling (Age 9-11)
- Reader Rabbit 2+3 (Age 5-8 and 6-9)
- Bailey's Book House (Ages 2-6)
- Learning Ladder (Ages 5-7 and 7-8)
- Rainbow Fish (Ages 3-7)
- Walt Disney Dinosaur
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- Poldy the Scarecrow (Ages 3-7)
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- Fisher Price-Kidstown (Ages 4-6)
- Maths Tracker-Maths Diagnostic Program Levels 1-3 and 4-6
- Maths Blaster (Ages 4-6 and 6-9)
- Millie's Maths House
- Maths Made Easy 1-6 (Ages 5-12)
- Ultimate Maths Invaders
- Numbershark 4 (Age 6+)
- I love Maths (Ages 7-11)
- Mega Maths Blaster (Ages 7-12)
- Mad About Maths (Ages 7-11)
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text:
Find out more about how we've helped businesses make savings of up to 46% on their mobile bills.
"A1 Comms have been able to provide our business with emergency mobiles on very short term temporary contracts, which has meant our team was up and running immediately and could continue to operate remotely. It's hard to put into words the understanding and patience A1 Comms Business have shown."
Stephen Morley
IT Systems Manager, JetPress
"We have had a brilliant long-term relationship with A1 Comms, they provide a superb service and great products at a very competitive rate and they are a great local company so there are plenty of wins. It is a boost to know we will be moving forward with them over the next two years."
Ryan Duckett
Chief Executive, Derbyshire County Cricket Club
"A1 provide us with our landlines and leased lines as well as our business mobiles. Whitehouse Construction are passionate about supporting local businesses and recycling the Derbyshire pound so to find a supplier like A1 on our doorstep has been fantastic. There is always a high level of communication be it in person, email or phone highly recommend talking to A1 Comms about your business needs."
Rob Ewart-Sear
Company Secretary, Whitehouse Construction, Ashbourne, Derbyshire
"Having reliable mobile connectivity with colleagues, clients and suppliers is key for any business. The service provided by A1 Comms not only removes the stress of managing the mobile phones contract, but gives comfort that we have the best deals and the best handsets at all times. We would recommend A1 Comms to any business seeking a highly professional partner for the provision of their business mobile phones."
Valerie Leatt
Director, Origination, Derby
"The ability to communicate is vital for my business – whether in the office, on site or abroad. A1 Comms ensure I can be reached at any time as well as providing me with a point of contact I can always speak to. They are efficient and most importantly effective in supplying us with the tools to communicate."
Ian Hodgkinson
Managing Director, Hodgkinson Builders, Derby
"They have put us on a great tariff which has reduced our call spend despite increasing the number of handsets and increased foreign travel. You also have the knowledge that Tonia and her team are only a phone call away for support and advice. Smooth process with A1 Comms Business with Asif, which allowed us to upgrade our BTnet connection increasing bandwidth by 50% whilst delivering a 20% cost saving."
Tony Myerscough
Finance Director, TDP Textiles, Swadlincote, Derbyshire
"We have found Tonia and the team at A1 Comms to be professional, willing to assist regardless of the query or how trivial the request. We continue to be delighted with the service they provide and are on track to enjoy savings around 30%, which when you consider we have some 180 business mobile phones is a considerable amount. For a company that relies on its communication, it is vital we receive a first class service – exactly what A1 Comms delivers."
Sean Smyth
Managing Director, WT Parker, Burton upon Trent, Staffordshire
"We have been using A1 Comms for the past 4 years now and are proud to be associated with them. They have always been very friendly and more than helpful. They relieve me of the hassle of comparing the networks and find the best tariffs to suit our business needs. As our business has grown over the years A1 have provided us with excellent customer service and I would recommend them as a supplier of mobile phones."
Stuart Pearson
Director, National Windscreens, Derby
"The service we receive from A1 Comms is quick and efficient with very competitive costs. We were given a point of contact who grasped our requirements immediately and removed all the stress from our contract renewal and upgrades."
Stephen Salloway
Managing Director, Salloway Property Consultants, Derby

subset: commoncrawl


text:
- Other Voices
Too Much Precaution About Biotech Corn
- Order Reprints
- Print Article
THE EUROPEAN UNION, OPERATING UNDER WHAT IT LIKES TO CALL the "precautionary principle," has effectively precluded the cultivation or sale of biotech crops or foods anywhere within its borders.
This principle, incorporated into EU law, holds that regulatory measures should prevent or limit actions that raise conjectural risks, even if scientific evidence of the existence, magnitude or potential impact of a risk is incomplete or inconclusive.
Currently at issue are two genetically engineered varieties of corn developed by Monsanto for use in food and animal feed. The biotech community has cited numerous studies showing that these varieties are at least as safe as their conventional counterparts. But the EU, reflecting the skeptical views of the European public, has been reluctant to approve any such novel crops or foods.
Here in the U.S., on the other hand, dozens of new crops and foods developed with recombinant DNA technology have been marketed over the past decade, and they have been an overwhelming success. Fully 90% of the soybeans currently planted here are biotech varietals, as are close to 80% of the cotton and 60% of the corn. Indeed, three-quarters of the processed foods in our supermarkets contain ingredients from plants that have been genetically engineered.
The seamless integration of biotech foods into our economy has its scientific origin in the Reagan administration's Coordinated Framework for Regulation of Biotechnology. Among other things, this 1986 policy statement argued that the characteristics of the end-product, rather than the characteristics of the process by which the product was developed, determine the risk level and hence the level of federal regulation.
This conclusion was based on the fact that the genes of virtually all organisms consist of DNA, so what matters under American policy is the specific attributes the DNA codes for, not where the DNA came from.
With ten years of hindsight, which is the better regulatory framework -- the process-oriented or the end-product-oriented? Whether we compare trans-Atlantic regulatory regimes on the basis of production costs, the diversity of new varietals or safety, the clear winner in economic terms is end-product regulation of biotech crops and foods.
Farmers who have adopted crop lines with genetically enhanced resistance to pests have significantly reduced their reliance on pesticides, and simultaneously increased their yields. For cotton plants alone, the net financial gain to American farmers has been in the hundreds of millions of dollars.
There are gains in health and nutrition, too. One of the most promising areas of new-crop development involves genetically engineered plant varieties carrying traits to improve basic nutrition, particularly in the Third World, by increasing the crops' content of essential minerals and vitamins.
By the end of 2007, the U.S. Food and Drug Administration had evaluated about 70 biotech-food products and found them all to be as safe as their conventional counterparts. And a large body of independent scientific evidence confirms that there is nothing about biotech foods that causes them to be inherently more dangerous than foods made from crops that were not enhanced with biotech.
Opponents of bioengineering refuse to acknowledge that many traditional plant-breeding techniques are simply imprecise forms of genetic engineering.
Examples of products developed using these conventional engineering techniques include some of the most common varieties of grapefruit, watermelon, wheat, barley, rice, peanuts and lettuce, as well as hundreds of other fruits, vegetables, grains, and legumes that have found their way onto supermarket shelves around the world.
A study by the National Academy of Sciences evaluated the likelihood of unintended health effects as a result of various methods of developing new strains, concluding that mutagen breeding -- a conventional means of altering crops in use for a century -- was more likely to produce unintended effects. Not one of the foods produced through the use of mutagen breeding is labeled "mutagen-bred" or "engineered using ionizing radiation or toxic chemicals."
An increasing number of studies has concluded that biotech foods are actually healthier and safer in many respects than their conventional counterparts.
For example, minute quantities of the fungal toxin fumonisin have been linked to cancer, liver toxicity and neural-tube defects in newborns. The principal way these toxins enter the food supply is through crop plants damaged by insects. Monsanto's corn varieties at issue in Europe produce a protein that is toxic to many boring insects, but perfectly safe for mammals.
Perhaps products made from such genetically engineered corn should be labeled with claims of health benefits? Or should Europe require warning labels on certain conventional corn products?
Such labels would be in keeping with the European "precautionary principle." It might even teach European consumers a valuable lesson about the high price of excess caution.
MARK I. SCHWARTZ practices food and drug law in the Washington D.C., area.


text:
Ford government's sex-ed changes blasted from all sides
Toronto Star August 21, 2019
New guidelines keep most of the material that caused controversy when the new curriculum was introduced four years ago, easing concerns raised by educators and others that health and physical education lessons would not be up-to-date with the social media era, and that social conservatives would forces changes putting LGBT youth at risk. But the slightly revamped curriculum is also being slammed by former allies, including a Progressive Conservative leadership candidate who threw her support to Ford, helping him win the race on the way to becoming premier 14 months ago. "Doug Ford promised to 'repeal' the Kathleen Wynne sex-ed curriculum, but this new curriculum is simply another version of the Wynne sex-ed," social conservative Tanya Granic Allen, president of a lobby group called Parents as First Educators, said in a statement Wednesday. "Promise made, promise broken," she added.
The Campaign Life Coalition described the new curriculum as a "betrayal" and the "same garbage" the administration of Kathleen Wynne — Ontario's first openly gay premier — introduced in 2015. "Homosexuality's snuck into Grade 3 with a wink and a nudge via the teacher prompt on accepting people 'regardless of who they love' without any regard for the religious beliefs of many parents," said president Jeff Gunnarson, whose group charged the government "rigged" consultations to favour unions and "left-wing activists."
Given the campaign rhetoric and the obvious nods and calls to the more conservative views on the 2010/2015 curriculum and the clear expectations that he would institute a new curriculum to support those conservative views, and Ford has reinstated, by and large, the same 2015 sexual health curriculum, this is considered a broken promise to those people that this commitment was targeted to.


text:
Unscheduled adjustment in SDAX
Unscheduled adjustment in SDAX
Comdirect Bank AG to be deleted from index, Vossloh AG to be added
On Friday, Qontigo's global index provider STOXX Ltd. announced an unscheduled change to the SDAX index. Due to the takeover of Comdirect Bank AG (DE0005428007) by Commerzbank AG (DE000CBK1001) the free float of Comdirect Bank AG falls below 10 percent.
According to the Guide to the DAX Equity Indices, section 5.1.5. Adjustments in the Case of Mergers and Acquisitions, Comdirect Bank AG shares will be deleted from the SDAX index. They will be replaced by Vossloh AG (DE0007667107).
These changes will become effective on 8 January 2020.
The next scheduled index review is 4 March 2020.
SDAX® is a registered trademark of Deutsche Börse AG.
About Qontigo
Qontigo is a financial intelligence innovator and a leader in the modernization of investment management, from risk to return. The combination of the company's world-class indices and best-of-breed analytics, with its technological expertise and customer-driven innovation enables its clients to achieve competitive advantage in a rapidly changing marketplace. Qontigo's global client base includes the world's largest financial products issuers, capital owners and asset managers. Created in 2019 through the combination of STOXX, DAX and Axioma, Qontigo is part of Deutsche Börse Group, headquartered in Eschborn with key locations in New York, Zug and London.
About STOXX
STOXX Ltd. is Qontigo's global index provider, currently calculating a global, comprehensive index family of over 10,000 strictly rules-based and transparent indices. Best known for the leading European equity indices EURO STOXX 50, STOXX Europe 50 and STOXX Europe 600, STOXX Ltd. maintains and calculates the STOXX Global index family which consists of total market, broad and blue-chip indices for the regions Americas, Europe, Asia/Pacific and sub-regions Latin America and BRIC (Brazil, Russia, India and China) as well as global markets.
STOXX indices are licensed to more than 600 companies around the world as underlyings for Exchange Traded Funds (ETFs), futures and options, structured products and passively managed investment funds.
Qontigo's index provider STOXX is part of Deutsche Börse Group, and the administrator of the DAX indices under the European Benchmark Regulation.
Legal disclaimer:
STOXX, Deutsche Boerse Group and their licensors, research partners or data providers do not make any warranties or representations, express or implied, with respect to the timeliness, sequence, accuracy, completeness, currentness, merchantability, quality or fitness for any particular purpose of its index data and exclude any liability in connection therewith. STOXX, Deutsche Boerse Group and their licensors, research partners or data providers are not providing investment advice through the publication of indices or in connection therewith. In particular, the inclusion of a company in an index, its weighting, or the exclusion of a company from an index, does not in any way reflect an opinion of STOXX, Deutsche Boerse Group or their licensors, research partners or data providers on the merits of that company. Financial instruments based on the STOXX® indices, DAX® indices or on any other indices supported by STOXX are in no way sponsored, endorsed, sold or promoted by STOXX, Deutsche Boerse Group or their licensors, research partners or data providers.


text:
The total cost for a Memorial Garden Wall Plaque is £395 inclusive of ALL Lettering, Fixing, Memorial Garden Contribution & VAT.
N., to maintain uniformity of the memorial garden, all plaques will be made in a Honed Slate Grey Granite and White painted letters.
Here is an example of a plaque
Yes. The plaques can accommodate more names and inscriptions in the future. Further advice and a no obligation scale drawing can be produced allowing you to visualise how the final plaque will look, which can then be shared between family and friends.
We would recommend approximately 8 lines of text for a plaque as a guide. However please contact Stevenson Memorials with your desired inscription and their professional design team will be able to advise you further.
Yes, but this would be at an additional cost and will also impact the lettering space available.
No. the plaques will be placed in the next available position.
Either call Stevenson Memorials on 01254 202019 or fill out the order form on this website.


text:
The Mercy of the Night
Unabridged Audiobook
Written By: David Corbett
Narrated By: David De Vries
Date: April 2015
Duration: 10 hours 27 minutes
Phelan Tierney helps people who hope to start their lives over. When a young woman he's taken under his wing disappears, the former lawyer devotes himself to finding her—despite her puzzlingly unhelpful family and his own ghosts. Jacquelina Garza has been to hell and back. Abducted and tortured by a child predator when she was eight years old, she still, years later, bears the scars of the incident and its aftermath—including a very public trial. Her teenage life takes an even steeper downward spiral when she's drawn into a murder case that threatens to tear apart her hometown of Rio Mirada, the gateway to Napa Valley's opulence. Can these two wayward souls find redemption amid the convenient lies and difficult truths that have followed them for so long?