Neps Special Needs Resource Pack

SPECIAL EDUCATIONAL NEEDS
A Continuum of Support
Resource Pack for Teachers
2
Department of Education and Science, Marlborough Street, Dublin 1. Tel 01 8896400
September 2007
Designed by Pink Ltd.
Printed by Brunswick Press Ltd.
Published by the Stationery Office, Dublin
To be purchased directly from:
Government Publications Sales Office.
Sun Alliance House, Molesworth Street, Dublin 2.
Or by mail order from:
Government Publications Postal Trade Section,
51 St. Stephens Green, Dublin 2.
Tel 01 6476834 Fax 01 6476843
15 for the Guidelines and Resource Pack combined
/,,eoo|ces
Cooteots
MODEL FOR CONSIDERING BASIC NEEDS WITH CHECKLISTS . . . . . . . . . . . . . . . . . . . . . . . . . .2
CREATING POSITIVE LEARNING ENVIRONMENT WITH CHECKLISTS . . . . . . . . . . . . . . . . . . . . .6
LEARNING ENVIRONMENT CHECKLISTS BLANK SAMPLE . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
MY THOUGHTS ABOUT SCHOOL CHECKLIST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
CLASSROOM SUPPORT CHECKLIST AND GUIDELINES FOR COMPLETION . . . . . . . . . . . . . . .12
CLASSROOM SUPPORT PLAN AND REVIEW RECORD BLANK SAMPLES . . . . . . . . . . . . . . . . .16
SCHOOL SUPPORT CHECKLIST AND GUIDELINES FOR COMPLETION . . . . . . . . . . . . . . . . . . .17
SCHOOL SUPPORT PLAN BLANK SAMPLES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
SCHOOL SUPPORT PLAN REVIEW BLANK SAMPLE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
IEP PLANNING SHEET BLANK SAMPLE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
IEP BLANK SAMPLE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
IEP REVIEW SHEET BLANK SAMPLE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
2
Love &
belonging
Safety
needs
Esteem &
cognitive needs
Physiological
needs
Self
Actualisation
Model for Considering Basic Needs and example
3as|c |eeos
This model of basic needs checklist is adapted from Maslows Hierarchy of needs.
|veooe oeeos to sov|ve aoo |ave ||s o |e ,|s|o|o|ca| oeeos et, o ea,|e, oeeo o ooo, s|e|te, .ate.
|eo,|e oeeo saet aoo seco|t. |eo,|e eoea|| oeeo ,otect|oo aoo ao eov|ooeot t|at |s easooab| ,eo|ctab|e.
Saet oeeos |oc|ooe ,|s|ca|, ecooo|c aoo ,sc|o|o|ca| seco|t.
|eo,|e oeeo to be|oo, to be |oveo aoo to |ove. T||s |a,,eos t|oo| soc|a| aoo ,|s|ca| cootact .|t| |eoos aoo a||.
\e oeeo ot|es to ecoo|se oo .ot| aoo .|t| t||s coes se|-es,ect, se| estee aoo a seose o se| co,eteoce.
/ccoo|o to |as|o. |t |s oo| .|eo |oaos |ave a|| t|ese bas|c oeeos et t|at t|at .e cao eac| se|-actoa||sat|oo. T||s
ees to t|e oeeo to becoe evet||o t|at ooe |s ca,ab|e o beco|o.
3as|c oeeos |o t||s o|aa ae oot e,eseoteo as a ||eac| bot at|e as eooa|| |,otaot actos |o a ,esoos oeve|o,eot
|oto a o|| se|-actoa||seo ,esoo. T||s |s baseo oo eceot eseac| |oo|os |oto es|||eoce .||c| soest t|at eveo | bas|c oeeos
soc| as saet o ,|s|o|o|ca| oeeos ae oot et, |av|o ot|e bas|c oeeos et cao ,oote es|||eoce aa|ost aoves|t
(Cotbe, | +``) |es|||eoce |as beeo oe|oeo as,
ooa||t|es .||c| cos||oo a vo|oeab|e c|||o o t|e .ost eects o aoves|t |o .|ateve o |t ta'es aoo .||c| |e|,s a
ooo ,esoo to co,e, sov|ve aoo t||ve eveo |o t|e ace o eat |ot aoo o|saovaotae. (C||||ao +``)
T||s ooe| cao ,ov|oe a oseo| .a t||o'|o aboot .|ee a c|||o |s co|o o aoo cao ,ov|oe a oseo| |os||t |oto |o. to
best |e|, a c|||o. |o ea,|e, | a c|||o |s co|o to sc|oo| .|t|oot bea'ast, ee|s .ot||ess aoo |as e. |eoos |o. cao .e
e,ect t|e to cooceotate oo |essoos: /ooess|o t|ese bas|c oeeos oteo coes beoe as .e|| as .|||e |,|eeot|o ao
|oo|v|ooa| |oteveot|oos o a ,o,||.
S,ec|a| |oocat|oo |eeos - / Coot|ooo o So,,ot
3as|c |eeos C|ec'||st
T||s ,ae s|o.s a c|ec'||st cao be oseo| |o coos|oe|o a ,o,||s bas|c oeeos
|ae. ____________________________________________________________________________
eao|os oooe .||c| to coos|oe a ,o,||s bas|c oeeos.
||s|o|o|ca| oeeos e.. ooes t|e c|||o |ave aoeooate ooo, .at|, |oos|o etc:
Saet oeeos e.. ooes t|e c|||o oeeo ,|s|ca| o ,sc|o|o|ca| ,otect|oo:
3e|oo|o oeeos e.. ooes t|e ,o,|| |ave c|ose a|| aoo |eoos, ee| ,at o ||s / |e c|ass.
|stee oeeos. e.. ooes t|e c|||o ece|ve es,ect, ,os|t|ve eeobac' o ot|es aoo es,ect ot|es aoo se|:
Possible actions suggested to the teacher on the basis of the questions above:
3
T|e ea,|e o |ao|e| set oot be|o. a |e|, |||ostate |o. coos|oe|o a ,o,||s ooet oeeos cao soest act|oos .||c|
||t be ta'eo to b|o oot ,os|t|ve c|aoe o a ,o,||.
CASE STUDY DANIEL
|ao|e|s ,aeots |ave ||tt|e cootact .|t| t|e sc|oo|. |s atteooaoce |s ,oo aoo |e |s oteo |ate o sc|oo|. e ooesot a|.as
.ea ||s o|| oo|o. e ae| a|ves .|t| a ,ac'eo |ooc| bot |s |veo ooe to bo ooo oo t|e .a to sc|oo|.T|eeoe,
|e .||| oteo a|ve .|t| s.eets aoo |zz o|o's. e |s |av|o ,ob|es atteoo|o |o c|ass aoo |s oteo |o toob|e o
|sbe|av|o |o c|ass aoo t|e ao. e |s |av|o o||co|t|es access|o stoctoeo |eao|o. e |as e. |eoos aoo cao be
obseveo ,|a|o .|t| oooe c|||oeo |o t|e ao.
|ao|e|s teac|e oseo t|e 3as|c |eeos C|ec'||st to coos|oe .|et|e ||s bas|c oeeos .ee be|o et. S|e oec|oeo t|at ||s
,|s|o|o|ca| oeeos soc| as ooo aoo ,|s|ca| cae .ee a ,|o|t. |o aoo|t|oo, ||s oeeo to be|oo, soc| as oeve|o,|o |eoos||,s
|s a|so |,otaot.
|et|oos o eet|o t|ese oeeos |oc|ooe oe|o |ao|e| bea'ast |o sc|oo| t|oo| t|e sc|oo| bea'ast c|ob. T|e oe-
sc|oo| Cooo|t ||a|soo teac|e .||| t to e,|oe .|t| t|e a|| .as to eosoe |e |as ||s oo|o aoo .|| ta|' aboot t|e
va|oe o so,,ot|o t|e sc|oo| ,o||c o |ea|t| |ooc|es aoo se| cae. | |e a|ves to sc|oo| .|t|oot ||s oo|o |e .||| be
oeeo a sc|oo| ,o,e to .ea. T|e c|ass teac|e .||| ta'e t|e o,,otoo|t to e,|as|ze |ea|t| eat|o aoo se| cae oo|o
S|| |essoos. T|e teac|e .||| see' o,,otoo|t|es to s|ae ,os|t|ve |ooat|oo aboot |ao|e| .|t| ||s ,aeots aoo t|e sc|oo|
aoo .||| ta'e ,oact|ve ste,s to eoae t|e ,aeots |o t|e ||e o t|e sc|oo|. |s teac|es .||| eocooae |ao|e| to a'e ooo
c|o|ces aoo .||| e-|ooce ooo c|o|ces (e. .ea|o ||s oo|o).
/ booo sste |s to be set o, o |ao|e|. / sste .||| be set o, .|eeb | c|||oeo |ave oo ooe to ,|a .|t| |o t|e ao
t|e cao s|t oo a beoc| oes|oateo t|e c|ass |eoos||, beoc|. Coce a c|||o s|ts |ee ot|e c|||oeo ost |ov|te t|at c|||o to
,o|o |o t|e| ae.
/oo|t|ooa||, t|e teac|e .||| a'e a ,o|ot o .e|co|o |ao|e| ,os|t|ve| to sc|oo| eve oa (|es,ect|ve o .|at t|e |e
a|ves) aoo .||| coeot ,os|t|ve| oo ||s ac||eveeots aoo s|o. ao |oteest |o ||s oot-o-sc|oo| act|v|t|es (|ao|e| |s
|oteesteo |o aoo 'oo.|eoeab|e aboot e|oooos).
NOTE |t |s ecoo|seo t|at soe sc|oo|s .oo|o |ave o||co|t |,|eeot|o a|| soc| |oteveot|oos. Sc|oo|s .||| oeeo to coos|oe t|e eas|b|||t
o |oteveot|oos oo t|e bas|s o t|e esooces ava||ab|e to t|e. |o ea,|e a sc|oo| .|t| a oe-sc|oo| Cooo|t ||a|soo teac|e a
be bette ab|e to bo||o a ,os|t|ve e|at|oos||, .|t| t|e a|| t|ao a sa|| sc|oo| .|t| a teac||o ,|oc|,a|. |o soe ,o,||s, a Soc|a| \o'e o
|a|| So,,ot \o'e a ,ov|oe a va|oab|e so,,ot. T|eeoe, sc|oo|s oeeo to oeve|o, ea||st|c |oteveot|oos, oe,eoo|o oo t|e ava||ab|||t
o esooces aoo sev|ces (bot| .|t||o t|e sc|oo| aoo .|t||o t|e cooo|t). |ost sc|oo|s .oo|o be ab|e to a'e a sc|oo| ,o,e ava||ab|e,
to set o, a booo sste aoo |eoos||, beoc|, as .e|| as be|o ab|e to oe ,os|t|ve eao aoo a .e|co|o eov|ooeot.
4
5
3as|c |eeos C|ec'||st
Daniels teacher thought about his basic needs under the following headings:
Physiological needs e.g. does the child have adequate food, warmth, housing etc?
... |ooc| aoe o, o |zz o|o's aoo s.eets/c|s,s. |o o|t o saoo.|c|.
Cteo |as oo oo|o. Caos|o coeots o ot|e ,o,||s.
Safety needs e.g. does the child need physical or psychological protection
...|ot t|at .e ae a.ae o.
Belonging needs e.g. does the pupil have close family and friends?
...|ac's |eoos |o ||s o.o c|ass oo,.Teoos to ,|a .|t| oooe c|||oeo.
|ees ae coosc|oos o ||s ,oo ,esooa| ||eoe. Ct|es oo oot .aot
to ,atoe || |o || o c|oose || to be |o t|e| oo,/ tea.
Esteem needs e.g. does the child receive respect, positive feedback from others, respect others and self?
...|o. |ao|e| ooes oot a,,ea to et ,a|se o es,ect o
ot|es aoo ,obab| ets oo|te a b|t oe oeat|ve
eeobac' t|ao ,os|t|ve eeobac'
Possible actions suggested to the teacher on the basis
of the consideration of the basic needs questions above:
Ta|' to |oe-sc|oo| ||a|soo e |ooc| / ||eoe.
Ce soe |ea|t| ooos |o sc|oo|.
|ov|oe c|eao ,o,e / s.eats||t.
Cooceotate oo |ea|t| eat|o aoo |,otaoce o ||eoe |o S||.
Set o, booo sste |o c|ass, |eoos||, beoc| |o ao.
/|.as eet |ao|e| ,os|t|ve| .|eo |e a|ves |o sc|oo| (eveo | |ate) coeot|o t|at oo ae |ao to see ||.
|a|se aoo eocooae ,os|t|ve be|av|oo aoo eot at .o'.
C|ve ||s ,aeots ,os|t|ve eeobac' oo |o. |ao|e| |s oo|o .|eoeve ,oss|b|e.
Ceat|o |os|t|ve |eao|o |ov|ooeots
/ case stoo o C|ao a |e|, to |||ostate t|e ose o t|e |eao|o eov|ooeot c|ec'||st.
CASE STUDY CI AR N
|s |e|| .as cooceoeo aboot C|aos be|av|oo |o sc|oo|. e .as eae to |e|, ||s teac|e |o c|ass bot .as t|eeoe
eooeot| oot o ||s seat to |e|, .|t| tas's. o.eve, ||s atte,ts to |e|, .ee o|so,t|ve aoo caoseo o|so,t|oo o ot|es.
||saeeeots oteo bo'e oot bet.eeo C|ao aoo ot|e ,o,||s .|eo |e .as o|st|bot|o .o'boo's aoo caoos at t|e
be|oo|o o a |essoo. e a,,eaeo c|os aoo o|soao|seo .|eo ov|o aoooo t|e oo. Cooseooeot| t|e ot|e ,o,||s
.oo|o |ao| o e|se becae aoooeo .|t| ||. e coostaot| s|ooteo oot aos.es ae| a|s|o ||s |aoo oo|o c|ass
o|scoss|oos. e .oo|o eooeot| |eave ||s seat to a|o |e|, o ||s teac|e .|t| tas's.
|s |e|| co,|eteo t|e c|ec'||st oo ,ae to |e|, |e e|ect oo |o. s|e ||t aoa,t t|e |eao|o eov|ooeot
to |e|, C|ao. S|e t|c'eo t|e aeas .|ee s|e coos|oeeo s|e oeeoeo to a'e aoa,tat|oos.
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Alternatively, Ms Kelly could have rated her learning environment using a score of 110, according to how satisfied
she was with each factor within her classroom.
10 represents very satisfied and no change is needed and 1 is very dissatisfied and change is required
|aoot o oo 8 oo|toe /oeooate .o'|o s,ace o stooeots 8 teac|e
Cooo oco / |ots o o|s,|as etc: |ase o oveeot |o oo
Te,eatoe /s'|o o |e|,
|o|se |eve| Seat|o - |ac|o boao - oe||boo|o ,o,|| co,at|b|||t - |e||t o .|t|o
/,,o,|ate esooces/ eoo|,eot oao|seo aoo eao|| ava||ab|e o a|| ,o,||s:
Using this rating Ms Kelly considered that she needed to make adaptations to
+) |aoot o oo 8 oo|toe 2) Cao|sat|oo o eoo|,eot 3) Cett|o teac|e atteot|oo
3
8 8
+ 8
`
` 3
Learning Environment Checklist Example - Ciarn
CHECKLIST
Environment / Physical Conditions: |a' t|e aea .|ee act|oo coo|o be ta'eo to a'e a o|eeoce o t|e ,o,||
Te,eatoe |||t|o
Soc|a| |actos / |e|at|oos||,s.
C|assoo ,oceooes 8 o|es ae aoe c|ea aoo oooestooo b a|| ,o,||s aoo coos|steot| a,,||eo
C|ea |ostoct|oos ae |veo aboot t|e tas's |o a va|et o .as (oa|, v|soa|, estoes).
C|aoes bet.eeo tas's ae aoaeo soot|| aoo eect|ve|
|o,||s 'oo. .|at to oo oet .|t|oot as'|o
T|e c|ass |s eoea|| oo tas'
/ va|et o o|eeot act|oos (acaoe|c 8 be|av|oo) ae eooeot| oot|ceo aoo ,a|seo
/ va|et o ,a|se aoo e.aos ae oseo
|o,||s cao be oo|toeo so|c|eot| oo|o a tas' to eosoe oooestaoo|o aoo coot|oo|o ,oess
/o o|so,t|ve o o-tas' be|av|oo |s eect|ve| aoaeo
Cooo cooo|cat|oo aoo eeobac' bet.eeo teac|e aoo eac| ,o,|| aboot ,oess |s a|ota|oeo
Teac||o 8 |eao|o - |et|oos, |ate|a|s 8 |oceooes.
T|e eteot to .|| c|
Tas's set ae a,,o,|ate o t|e ,o,||s |eve| o oooestaoo|o aoo s'|||s.
|eao|o oa|s ae c|ea| oe|oeo aoo s|aeo .|t| t|e ,o,||.
C,,otoo|t|es ae ,ov|oeo o t|e ,o,|| to eoae |o act|v|t|es |o .||c| s/|e cao be soccesso|.
Ste,s |o |eao|o oa|s ae sa|| eooo| to eosoe ,oess.
/ct|v|t cooteot / tas's ae o |oteest to t|e ,o,||.
Tas's set ta'e accooot o ,o,|| |eao|o st|e. ,ace o act|v|t, va|et o act|v|t|es, |eot| o act|v|t|es aoo t|e a||o.eo to
co,|ete a tas' ae a,,o,|ate.
/ va|et o teac||o a,,oac|es oseo.
C,,otoo|t|es ae ,ov|oeo o a va|et o ,o,|| es,ooses- oa|/ ,act|ca|/ .|tteo.
C,,otoo|t|es ae ,ov|oeo o ,o,|| |ovo|veeot |o oec|s|oo a'|o aoo ecoo|o .
C,,otoo|t|es ae ,ov|oeo o ,o,|| to eoea||se / taose |eao|o o ooe s|toat|oo to aoot|e.
|eo|a oo|to|o aoo ecoo|o o ,oess occos
7
8
C|assoo /ct|v|t
oot|oes estab||s|eo o.
eote|o c|ass |eav|o c|ass
|v|o oot esooces at|e|o esooces
as'|o o |e|, a|o|o .|o|e c|ass atteot|oo
|o|es / |e.aos / Cooseooeoces
|o|es ae.
e. |o oobe oec|oeo o,oo |o cooso|tat|oo .|t| ,o,||s
o|s,|aeo |,|eeoteo
e.aos aoo cooseooeoces ae.
oaeo ||o'eo to be|av|oo
e.aos ae e.ao|o to c|ass e.aos ae ac||evab|e
saoct|oos ae oooestooo aoo a| saoct|oos ae |,oseo coos|steot|
Sc|oo| |ov|ooeot
T|c' .||c| aea oeeos c|aoe
||aoooo/ ao |aoot eoo|,eot so,ev|s|oo o|es
|oveeot. eect|ve oot|oes o oveeot aoooo sc|oo| ||o|o o, co|oos
3ea'/|ooc|t|es c|ea s|,|e o|es e.aos aoo cooseooeoces c|ea act|v|t|es ava||ab|e
Sta so,,ot sta o|scoss o||co|t|es
|o||c ,os|t|ve be|av|oo ,o||c / cooe o o|sc|,||oe e|sts
,o||c |s oooestooo aoo aeeo b sta
aoe o e.aos o ooo c|ass, ao, sc|oo| be|av|oo aoe o saoct|oos |o ,|ace
aoe o state|es oseo o aoa|o be|av|oo
be|av|oo |s assesseo aoo oo|toeo
Summary of Concerns
The room layout does not facilitate ease of movement around the room; resources and equipment such as
crayons and workbooks are not readily available to pupils; changes between lessons can be unstructured,
routines for giving out resources and gathering resources are not fully established; rules regarding gaining
teachers attention is not clear and pupils use a variety of ways to gain teacher attention.
Actions Required
Leave a selection of crayons and pencils on each groups table. Nominate one pupil from each table to be responsible
on a weekly basis to distribute and gather any resources needed. Nominate one pupil on daily basis to help with more
general tasks. Ensure Ciarn is given a specific job to do each day. Teach the rule regarding gaining teacher
attention. Operate a teacher Help Board when the teacher is busy, (i.e. Check your work first and then with one
other person before asking the teacher. Then write your name on the teacher help board and the teacher will come
around to you in turn. While waiting do some other work or reading).

9
Learning Environment Checklist
Environment / Physical Conditions: T|c' t|e aea .|ee act|oo coo|o be ta'eo to a'e a o|eeoce o t|e ,o,||
Te,eatoe |||t|o
Soc|a| |actos / |e|at|oos||,s.
C|assoo ,oceooes 8 o|es ae aoe c|ea aoo oooestooo b a|| ,o,||s aoo coos|steot| a,,||eo
C|ea |ostoct|oos ae |veo aboot t|e tas's |o a va|et o .as (oa|, v|soa|, estoes)
C|aoes bet.eeo tas's ae aoaeo soot|| aoo eect|ve|
|o,||s 'oo. .|at to oo oet .|t|oot as'|o
T|e c|ass |s eoea|| oo tas'
/ va|et o o|eeot act|oos (acaoe|c 8 be|av|oo) ae eooeot| oot|ceo aoo ,a|seo
/ va|et o ,a|se aoo e.aos ae oseo
|o,||s cao be oo|toeo so|c|eot| oo|o a tas' to eosoe oooestaoo|o aoo coot|oo|o ,oess
/o o|so,t|ve o o-tas' be|av|oo |s eect|ve| aoaeo
Cooo cooo|cat|oo aoo eeobac' bet.eeo teac|e aoo eac| ,o,|| aboot ,oess |s a|ota|oeo
Teac||o 8 |eao|o - |et|oos, |ate|a|s 8 |oceooes.
T|e eteot to .|| c|
Tas's set ae a,,o,|ate o t|e ,o,||s |eve| o oooestaoo|o aoo s'|||s.
|eao|o oa|s ae c|ea| oe|oeo aoo s|aeo .|t| t|e ,o,||.
C,,otoo|t|es ae ,ov|oeo o t|e ,o,|| to eoae |o act|v|t|es |o .||c| s/|e cao be soccesso|.
Ste,s |o |eao|o oa|s ae sa|| eooo| to eosoe ,oess.
/ct|v|t cooteot / tas's ae o |oteest to t|e ,o,||.
Tas's set ta'e accooot o ,o,|| |eao|o st|e. ,ace o act|v|t, va|et o act|v|t|es, |eot| o act|v|t|es aoo t|e a||o.eo to
co,|ete a tas' ae a,,o,|ate.
/ va|et o teac||o a,,oac|es oseo.
C,,otoo|t|es ae ,ov|oeo o a va|et o ,o,|| es,ooses- oa|/ ,act|ca|/ .|tteo.
C,,otoo|t|es ae ,ov|oeo o ,o,|| |ovo|veeot |o oec|s|oo a'|o aoo ecoo|o .
C,,otoo|t|es ae ,ov|oeo o ,o,|| to eoea||se/taose |eao|o o ooe s|toat|oo to aoot|e.
|eo|a oo|to|o aoo ecoo|o o ,oess occos
C|assoo /ct|v|t
oot|oes estab||s|eo o.
eote|o c|ass |eav|o c|ass
|v|o oot esooces at|e|o esooces
as'|o o |e|, a|o|o .|o|e c|ass atteot|oo
|o|es / |e.aos / Cooseooeoces
|o|es ae.
e. |o oobe oec|oeo o,oo |o cooso|tat|oo .|t| ,o,||s o|s,|aeo
e.aos aoo cooseooeoces ae.
oaeo ||o'eo to be|av|oo
e.aos ae e.ao|o to c|ass e.aos ae ac||evab|e
saoct|oos ae oooestooo aoo a| saoct|oos ae |,oseo coos|steot|
Sc|oo| |ov|ooeot
T|c' .||c| aea oeeos c|aoe
||aoooo/ ao |aoot eoo|,eot so,ev|s|oo o|es
|oveeot. eect|ve oot|oes o oveeot aoooo sc|oo| ||o|o o, co|oos
3ea'/|ooc|t|es c|ea s|,|e o|es e.aos aoo cooseooeoces c|ea act|v|t|es ava||ab|e
Sta so,,ot sta o|scoss o||co|t|es
|o||c be|av|oo ,o||c e|sts ,o||c |s oooestooo aoo aeeo b sta
aoe o e.aos o ooo c|ass, ao, sc|oo| be|av|oo aoe o saoct|oos |o ,|ace
aoe o state|es oseo o aoa|o be|av|oo
be|av|oo |s assesseo aoo oo|toeo
Summary of Concerns
Actions Required
10
11
My Thoughts about School Checklist
| T|oo|ts /boot Sc|oo|...
NAME CLASS DATE
T|e t||os | ||'e best at sc|oo| ae.
T|e t||os | ooot ||'e aboot sc|oo| ae.
T|e t||os t|at | a ooo at ae.
T|e t||os | |oo |ao ae.
| a |a,, |o c|ass .|eo.
| a |a,, oo|o bea' aoo |ooc| t|es .|eo.
| |eoos ae.
| oeeo |e|, .|t|.
Teac|es |o sc|oo| cao |e|, e b.
| teac|e .oo|o oesc|be e as.
| ,aeots .oo|o oesc|be e as.
| ,aeots .oo|o oesc|be e as.
T|e o||o.|o ooest|oos cao be as'eo | c|||oeo |ave ao eot|ooa| aoo be|av|ooa| o||co|t |o sc|oo|.
/oo|ts | et oo best .|t| |o sc|oo| ae.
| et |oto toob|e |o sc|oo| .|eo.
T|e t||os | oo t|at a'e teac|e ee| oo|a,, ae.
T|e t||os teac|e ooes t|at a'e e ee| oo|a,, ae.
| a'e teac|e |a,, .|eo.
T|e t||os teac|e ooes t|at a'e e ee| |a,, ae.
T|e c|ass o|es ae.
| soeooe bea's t|e o|es.
|e.aos | ||'e best ae.
T|e t||os t|at | oeeo to c|aoe ae.
12
C|assoo So,,ot C|ec'||st
NAME DOB CLASS DATE
GENERAL
INFORMATION
CHECKED
SUMMARY OF INFORMATION
(YES/NO)
Parents consulted
Information from previous
school/preschool, or
previous class teacher
gathered
Hearing
Vision
Motor Skills
Medical Needs
Basic Needs
checklist completed
Assessment of learning-
screening, attainments
tested, if appropriate
GENERAL
INFORMATION
CONTD...
CHECKED
(YES/NO)
Observation of learning
style/ approach to learning
Observation of behaviour
Interview with pupil
Classroom work
differentiated
Learning environment
adapted
Yard/school environments
adapted
Informal consultation with
outside professionals
ACTION NEEDED
ACTIONS AGREED
WITH PARENTS AND
RELEVANT STAFF
13
14
C|assoo So,,ot C|ec'||st Co|oe||oes
NAME DOB CLASS DATE
GENERAL
INFORMATION
CHECKED
(YES/NO)
Parents consulted
Information from previous
school/preschool, or
previous class teacher
gathered
Hearing
Vision
Motor Skills
Medical Needs
Basic Needs
checklist completed
Assessment of learning-
screening, attainments
tested, if appropriate
Meeting parents/guardians to inform them of any concerns is important.
The parents views on:
their childs health and development (see below for further information);
their childs strengths and interests;
their childs learning at home and in school;
factors which they think may be contributing to any difficulty and views on
what might help can be ascertained.
In addition, check whether there has been involvement from any outside agency.
If a pupil has transferred from another school, updated information on their
progress and any assessment and intervention results should be made available
with the consent of parents. Information from preschools on the childs early
development, learning and behaviour can also inform school programmes and
practice. The name of the school, preschool/play group and the length of time the
child attended could be kept on file.
Check when the pupils hearing was last tested and the results. If there is a difficulty
check: how long there has been a problem; who the child is attending; the level of
difficulty; weather the problem is impacting on the childs education.
Check when was the pupils eyesight was last tested and the results. If there is a
problem check
what type of difficulty it is;
whether the pupil needs to wear glasses in school and if so, when;
if they attend a specialist;
whether the problem is impacting on the childs education.
Check if the child has had any difficulty walking, crawling or with self-help skills
(eg. closing coat, using cutlery)
Check whether the pupil is generally in good health. If not, gather relevant details
e.g. operations, asthma, eczema, allergies etc.
See resource pack for explanation and checklist.
Gather information from the following type of screening tests:
the Belfield Infant Assessment Profile (BIAP);
LARR Test of Emergent Literacy;
Middle Infant Screening Test (MIST);
Early Language Skills Checklist;
Non Word Intelligence Test (NRIT);
SIGMA T; MICRA T;
Drumcondra reading and Math tests.
Neale Analysis of Reading.
In addition, consider the pupils language and communication and gross and fine
motor skills.
15
Consider the following.
Whether the pupil learns best through seeing, listening or doing.
How they approach a task (with confidence, anxiety, nervousness).
Can they plan their work and approach it in an organised fashion?
How do they attend to a task?
What feedback do they require?
Do they work accurately or speedily?
Do they pay attention to detail?
Observe the pupils behaviour in a range of situations (class, small group,
during paired work, in the yard, around corridors). Record what can be
seen or heard. (eg. concentration, social skills)
Depending on the nature of the pupils need and age ask the pupil what
they feel they are good at and not so good at in school, what they like and
dislike, who they enjoy playing with or working with. If the pupil has a
behaviour difficulty ask if they know what is causing them concern or
getting them into trouble. Find out how the pupil feels in these situations
and whether they want to change their behaviour. Check whether they
have any ideas how they could improve the situation. (see my thoughts
about school checklist).
Check whether: the pupils ability and levels of attainments match with
the tasks that are set; tasks are achievable for the pupil; the
content methodology and resources are varied and match their
leaning style.
Consider the classroom environment, social factors, relationships,
teaching and learning. (See learning environment checklist).
Consider the play area, corridors, P.E hall, assembly area and whole
school issues that may affect learning or behaviour.
Seek any relevant professional advice or information from, for
example: Visiting Teacher: NEPS Psychologist; Speech and Language
Therapist.
After gathering this information and clarifying the pupils needs, actions can
be agreed with parents. These actions should be specific and manageable
for both the class teacher and parent. Only a small number of actions
should be agreed (no more than four). (See Classroom Support plan
template for examples on how to record these actions).
Following an agreed period of intervention, the outcome of the actions
should be shared with parents and relevant staff. (See Classroom
Support Plan for an example of how to record this review). You may
want to consider informing the Principal regarding the childs needs
and progress at this stage.
GENERAL
INFORMATION
CONTD...
CHECKED
COMMENTS
(YES/NO)
style/ approach to learning
Observation of behaviour
Classroom work
differentiated
adapted
Yard/school environments
adapted
Informal consultation with
outside professionals
ACTION NEEDED
ACTIONS AGREED
WITH PARENTS AND
RELEVANT STAFF
16
OUR CONCERNS ARE
WE THINK IT MAY BE HAPPENING BECAUSE
SOME STRATEGIES WE WILL ADAPT ARE:
WE WILL KNOW THINGS HAVE IMPROVED WHEN?
WE WILL REVIEW (date, time and convenor)
Signed: Teacher __________________________________ Parents __________________________________
________________________________________
REVIEW - DATE & COMMENTS
FIRST REVIEW DATE Attending
SECOND REVIEW DATE
C|assoo So,,ot ||ao
NAME DOB CLASS DATE
Sc|oo| So,,ot C|ec'||st
NAME DOB CLASS DATE
17
GENERAL
C|ec'eo
INFORMATION
(Yes/|o) CC||||TS
|aeots cooso|teo
|ooat|oo o ,ev|oos sc|oo|
/,esc|oo| at|eeo
ea|o
V|s|oo
|oto S'|||s
|eo|ca| |eeos
3as|c |eeos c|ec'||st co,|eteo
/ssesseot o |eao|o
sceeo|o, atta|oeots testeo, | a,,o,|ate
Cbsevat|oo o |eao|o st|e/a,,oac| to |eao|o
Cbsevat|oo o be|av|oo
|otev|e. .|t| ,o,||
C|assoo .o' o|eeot|ateo
|eao|o eov|ooeot aoa,teo
Yao/sc|oo| eov|ooeots aoa,teo
|ooa| cooso|tat|oo .|t| oots|oe ,oess|ooa|s
||ect |o,ot o so,,ot|o teac|e/s
Ct|e |oteveot|oos |o ,|ace |o sc|oo|
/ct|oo oeeoeo
further information, samples of work and reports can be attached, if available.
Sc|oo| So,,ot C|ec'||st Co|oe||oes
NAME DOB CLASS DATE
GENERAL
INFORMATION
CHECKED
COMMENTS
(YES/NO)
Parents/guardians consulted
and involved
Hearing
Vision
Motor Skills
Medical Needs
Assessment of learning
attainments tested,
checklists and diagnostic
tests administered
style/approaches to learning
Observation of pupil,
if appropriate
Following on from the information gathered at the classroom support level it is
important to have further meetings with parents/guardians to keep them informed
of developments. Further information from parents can be gathered on:
their childs health and development
their childs strength and interests
perceptions of their childs learning at home and in school (since the class support review)
current or additional factors which they think may be contributing to any
difficulty and views on additional measures that they think might help.
Check again whether there has been involvement from any outside agency since
your last meeting.
If hearing was identified as a problem at classroom support level, check any
developments.
If eyesight was identified as a problem at classroom support level, support check
any developments.
If motor skills were identified as a problem at classroom support level, support
check any developments.
Check up to date information on whether the pupil is in good health. If not, gather
further details.
Building on initial screening gather information from the following type of tests:
Early Years Easy Screen (EYES);
Teaching Talking checklist; QUEST;
Basic Number Diagnostic Test;
Neale Analysis of Reading Ability (NARA);
Drumcondra Primary Spelling Test; NFER Non Verbal Reasoning test;
Phonological Assessment Battery (PhAB); Dyslexia Screening Test (DST).
Build on information gathered through the Classroom Support checklist.Ask about
what helps them learn and how they prefer to learn. Observe the pupil in class,
during individual or group learning situations and note observations of their
learning style and approach to tasks.
Observe the pupils behaviour in a range of situations. Record what can be seen or
heard. Make a note of the frequency of the behaviours (once a week, 3 times a day,
10 times a lesson). Record the triggers to the behaviour (when, where, with whom,
what lesson/task). Note the consequence of behaviour (what happened as a result
e.g. how did the teacher/ pupils respond? was work avoided? Did consequences
maintain the problem? Analyse results with support staff or other professionals.
Consider consulting with the schools assigned NEPS psychologist regarding
appropriate checklist or observation schedules if necessary.
18
Building on previous information, again consider classroom environment.
Building on previous information, again consider the play area, corridors, P.E
hall, assembly area and whole school issues that may affect learning or
behaviour. (See learning environment checklist).
Where formal advice is to be sought from outside professionals the school
should request consent from the childs parents. Child and Family Services,
Psychologists, Speech and Language therapists, Physiotherapists and
Occupational therapists may offer direct advice to schools regarding
children attending their service. NEPS psychologists can consult and support
schools regarding named and unnamed children. Dates of contact and
information should be noted.
Support/advice from special needs teachers (on a withdrawal, group or in class
basis) should be offered at this stage. List the person offering this support and
the type and frequency of the support provided. Record whether any other
teacher such as home school liaison officer, rural co-ordinator, etc, has been
involved with the pupil.
List any other interventions put in place such as, breakfast club, homework
club, peer mentoring, buddy systems, art therapy, drama therapy.
After gathering this information, actions can be agreed with parents to address
the concerns identified. These actions should be specific and manageable for
the class teacher, support staff and/or parent. Only a small number of actions
should be agreed (no more than four). (See School Support Plan template for
examples on how to record this information).
Following an agreed period of intervention, the outcome of the actions should
be reviewed with parents and relevant staff. (See School Support Plan Review
Template for an example of how to record this review). Informing the
Principal regarding the childs needs and progress at this stage is important.
GENERAL
INFORMATION
CONTD...
CHECKED
COMMENTS
(YES/NO)
adapted
Yard/school environment
adapted
Informal or formal
consultation/advice
with outside professionals
Direct input from support
teacher or other school
staff offered
Other interventions
in school put in place
ACTIONS AGREED
SCHOOL SUPPORT
PLAN AND OUTCOMES
SHARED WITH PARENTS
AND RELEVANT STAFF
19
20
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21
PUPILS NAME START DATE
CO-ORDINATING CLASS REVIEW DATE
TEACHER
Sc|oo| So,,ot ||ao
PUPILS STRENGTHS AND INTERESTS:
PRIORITY CONCERNS:
WE WANT TOACHIEVE (TARGETS):
STRATEGIES WE WILL USE ARE:
STAFF INVOLVED AND RESOURCES NEEDED ARE:
WE MEASURE PROGRESS AND SUCCESS BY:
WE WILL REVIEW (DATE, TIME AND CONVENOR)
Signed: Teacher/s _____________________________________ _____________________________________
Parents _____________________________________ _____________________________________
22
Sc|oo| So,,ot |ev|e. |ecoo
NAME DOB CLASS DATE
WHAT HAS BEEN MOST SUCCESSFUL AND WHY?
WHAT HAS BEEN LEAST SUCCESSFUL AND WHY?
WHAT ARE THE PUPILS CURRENT NEEDS?
WHAT ACTIONS ARE RECOMMENDED?
LIST HOW, WHO AND WHEN ACTIONS WILL BE CARRIED OUT
PUPIL/YOUNG PERSONS COMMENTS
PARENT/GUARDIANS COMMENTS
S|oeo ___________________________________________ |ate _____________________________________
______________________________________ _______________________________________
23
Progress to Date / Strengths
T|e oatoe aoo oeee o t|e
c|||os ab|||t|es, s'|||s aoo ta|eots
Areas for Improvement/
Presenting Difficulties
T|e oatoe aoo oeees o t|e c|||os s,ec|a|
eoocat|ooa| oeeos aoo |o. t|ose oeeos
aect ||s/ |e ,oess
The present level of
educational
performance of the child
Summary of Special
Educational Needs
of the child
Special Educational Provision
T|e s,ec|a| eoocat|oo aoo e|ateo so,,ot
sev|ces to be ,ov|oeo to t|e c|||o
Further Information
Sc|oo| So,,ot ||os
||| ||aoo|o S|eet
NAME DOB CLASS DATE
24
|oo|v|ooa| |oocat|oo ||ao
Priorities / Long Term Goals
Targets and Strategies
Signed (Staff) _____________________________________________________ _________________________________________________________
Signed Parent/s _____________________________________________________ _________________________________________________________
Date _____________________________________________________
Proposed Review Date_____________________________________________________
Sc|oo| So,,ot ||os
PUPILS NAME DOB CLASS DATE
25
NAME DOB CLASS DATE
T|e oatoe aoo oeee o t|e
c|||os ab|||t|es, s'|||s aoo ta|eots
Areas for Improvement/
Presenting Difficulties
T|e oatoe aoo oeees o t|e c|||os s,ec|a|
eoocat|ooa| oeeos aoo |o. t|ose oeeos
aect ||s / |e ,oess
The present level of
educational
performance of the child
Summary of Special
Educational Needs
T|e s,ec|a| eoocat|ooa| oeeos o t|e c|||o
Special Educational Provision
T|e s,ec|a| eoocat|oo aoo e|ateo so,,ot
sev|ces to be ,ov|oeo to t|e c|||o
Further Information
Sc|oo| So,,ot ||os
||| |ev|e. S|eet

Neps Special Needs Resource Pack

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SPECIAL EDUCATIONAL NEEDS

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