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Special Education Policy

 

Date Ratified by B.O.M. June 2013: to be reviewed June 2014

Contents

  1. Mission Statement

 

  1. Aim of SE Policy

 

  1. Recognition and Response to Need

 

  1. Staff roles and responsibilities.
    • O.M.
    • Principal
    • Class Teacher
    • SET
    • SNA
    • Parents
    • Pupils

 

  1. Internal Provision
    • Prevention Strategies
    • Early Intervention
    • Screening etc.
      • Caseload Decision
      • Preliminary Screening
      • Selection Criteria
      • Assessment and Screening

 

  1. Continuing and Discontinuing Supplementary Teaching

 

  1. Monitoring Progress

 

  1. Communication with Parents
    • Principal and Parents
    • Class Teacher and Parents
    • SET and Parents

 

  1. Monitoring and Reviewing of Policy

 

  1. List of Appendices

Shanbally National School

Special Education Team (SET) Policy

(Resource and Learning Support)

1.      Mission Statement

In addition to our schools mission statement, the principle aim of SE policy 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.

In order to achieve this, the SET programme must be fully integrated into the general organisation of the school and its activities.

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 in greatest need

2.     Aims of our Special Education Policy

  • To enable pupils to participate to their full potential in the curriculum for their class level.
  • To develop positive self esteem and positive attitudes about school and learning in all pupils
  • To enable pupils to monitor their own learning and become independent learners
  • To provide additional support in English and/or Mathematics
  • To involve parents in supporting their children through effective parent-support
  • To promote collaboration among teachers in the implementation of whole-school policies for SE support for pupils
  • To establish early intervention programmes designed to enhance learning and to prevent/reduce difficulties in learning
  • To guard the self-esteem and self-image of the learner
  1. Recognition and Response to Needs

 Extra support and help will be given, individually or in small groups, to those pupils deemed to have learning needs.

 

This year (2013/2014) we are also adopting a pilot programme in Literacy and Maths throughout the school. i.e A whole school team teaching approach in Literacy and Maths. The manner in which each class is grouped is decided by the assigned team of teachers to that class (average three teachers per class, for both literacy and maths). Standardised test results, learning needs, learning behaviour and teacher observation are all factors taken into consideration when deciding on the composition of the groups.  Groups will be reviewed on a termly basis and the teachers will rotate accordingly.  This ensures the class teacher has contact time for one term, with each child during these small group sessions.

4.     Staff Roles and Responsibilities

 

The role of supporting leaning is a collaborative responsibility shared by all:  The Board of Management, Principal Teacher, Class Teachers, Classroom Assistants, Learning Support Teachers, Resource Teachers, Parents and Children. It is important that everyone contributes in the planning and implementation of our school plan on SE Provision.

 

SEN: Special Education Needs

SET: Special Education Team

S.E.:  Special Education

 

4.1       The Role of the Board of Management

 

The Board of Management should:

 

Oversee the development, implementation and review of the SE policy. Ensure that adequate classroom accommodation and teaching resources are provided for the SET staff.

 

Provide adequate funds for the purchase of Support materials. “Funds provided for these materials should not be limited to the learning-support grant provided by the Department of Education and Science”, (Learning-Support Guidelines, p.47)

 

Provide a secure facility for storage of records relating to pupils in receipt of SET support.

4.2       The Role of Principal

 

“The principal teacher has overall responsibility for the school’s learning-support programme and for the operation of services for children with special educational needs” (Learning-Support Guidelines, p38)

 

Assume overall responsibility for the development and implementation of the school’s Special Education policies in co-operation with the class teacher and the Special Education Team.

 

  • Work with teachers and parents in the development of the Special Education school plan.
  • Monitor the implementation of the Special Education school plan on an ongoing basis.
  • Monitor the selection of pupils for supplementary teaching, ensuring that this service is focused on the pupils with greatest need (ref: selection criteria).
  • Oversee the implementation of a whole-school assessment and screening programme to identify pupils with greatest need so that these pupils can be provided with the support they need.
  • Help teachers increase their knowledge and skills in the area of Special Education.
  • Liase regularly with SET staff
  • Assume direct responsibility for co-ordinating learning-support and special needs services. The role of co-ordinating learning-support and special needs services may be filled by the principal teacher him/herself. Alternatively the principal teacher may assign these duties to another teacher such as a special education teacher or post holder. Typically, the duties assigned to this role would include monitoring the progress of children with learning difficulties.
  • Advise parents on procedures for availing of special needs services
  • Liasing with external agencies such as psychological services to arrange assessments and special provision for pupils with special needs
  • Arrange for the following:
  • Maintaining a list of pupils who are receiving supplementary teaching and/or special educational services
  • Help to co-ordinate the caseloads / work schedules of the SET.

 

 

4.3.      Role of Class Teacher

 

  • The Learning Support Guidelines (2000) advocate a significant change in the role of the class teacher, in terms of increasing emphasis on consultation with the SET staff and with parents.
  • The class teacher has primary responsibility for the progress of all pupils in her/his class, including those selected for supplementary teaching.
  • “A particular responsibility of the class teacher is to create a classroom environment in which learning difficulties can be prevented or at least alleviated”, (Learning-Support Guidelines, p.42)

 

This can be achieved by:

  • Grouping pupils for instruction
  • Providing lower-achieving pupils with strategies for reading, spelling and problem solving
  • Adapting learning materials for lower-achieving pupils
  • Liaising closely with children’s parents
  • Emphasising the importance of oral language across all curriculum areas

 

  • When supplementary teaching cannot be provided for a pupil, or is being phased out or discontinued, the class teacher will need to develop and implement a support programme that meets the pupil’s changing needs, in consultation with the SET staff.
  • In supporting the development and implementation of the school plan on learning support the class teacher should administer and score appropriate screening measures, and discuss the outcomes with the SET staff.
  • The class teacher plays an important role in the initial identification of pupils who may have general and/or specific learning disabilities or other specific needs. The class teacher will carry out appropriate screening measures him/herself and/ or refer the pupil to the SET staff for appropriate screening.
  • For each pupil who in receipt of supplementary teaching, the class teacher will collaborate with the SET staff in the development of an Individual Profile and Learning Programme by identifying appropriate learning targets and by organising classroom activities towards achieving those targets.
  • For each pupil who is in receipt of supplementary teaching, the class teacher will adjust the class programme in line with the agreed learning targets and activities on the pupil’s Individual Profile and Learning Programme and maintain a record of the pupil’s progress towards achieving those learning targets

 

 

4.4       Role of the SET Teacher (Learning-Support /Resource Teacher)

 

The activities of the learning support teacher should include both teaching and non-teaching duties. According to the Learning-Support Guidelines (2000) “The particular balance that the learning-support teacher achieves between supplementary teaching and consultative actives will depend on the specific circumstances of the school”

 

The SET teacher’s activities should include, where possible:

  • Assisting in the implementation of a broad range of whole-school strategies designed to enhance early learning and to prevent learning difficulties.
  • Development of an Individual Profile and Learning Programme or IEP for each pupil who is selected for supplementary teaching, in consultation with class teachers and parents.
  • Maintaining a weekly progress record for each group of pupils in receipt of learning support.
  • Research the pupil’s specific learning difficulty, to become knowledgeable about same
  • Delivering intensive early intervention programmes and providing supplementary teaching in English and/or Mathematics to pupils in the junior section of the school (Senior Infants to 2nd Class). In certain circumstances, Junior Infants will be considered for early intervention, caseload permitting.
  • Providing teaching in English and/or Mathematics to pupils in the senior section of the school who experience low achievement and/or diagnosed learning difficulties.(1st –6th Class)
  • Co-ordinating the implementation of whole-school procedures for the selection of pupils for supplementary teaching, giving due consideration to:
  • The selection criteria specified in this SET Policy
  • Teachers’ professional observations
  • Input from parents
  • Formal and informal assessment tools.
  • Contributing to the development of the SE policy at the whole school level.
  • Providing advice to the Class Teacher (if requested) about pupils who are experiencing learning difficulties in such areas as:
  • Individual pupil assessment
  • Programme planning
  • Curriculum differentiation
  • Approaches to language development
  • Approaches to reading
  • Approaches to spelling
  • Approaches to writing
  • Approaches to Mathematics
  • Contributing at the school level to decision making regarding the purchase of learning resources, books and materials to be made available to pupils with learning difficulties in their mainstream classrooms and in the learning-support/resource teacher’s room
  • Liasing with external agencies such as educational psychologists, speech and language therapists etc. to arrange assessments and special provision for pupils with special needs.
  • Collaborate with the principal to discuss issues relating to the development and implementation of the school’s SET plan.
  • The learning-support teacher should work closely with class teachers to implement school policies to preventing learning difficulties, screening pupils for learning difficulties, interpreting the outcomes of diagnostic assessments and providing supplementary teaching and other forms of learning-support, where it is deemed necessary
  • The learning-support teacher plays and important role in co-ordinating the selection of pupils for supplementary teaching. The learning-support teacher should:
  • Co-ordinate the administration by class teachers of a whole-school screening programme to identify pupils with very low achievement and/or learning difficulties in English and Mathematics.
  • Consult with class teachers on the identification of pupils who may need diagnostic assessments, taking into account the pupils’ scores on an appropriate standardised screening measure, agree criteria for identifying pupils(ref: selection criteria),
  • Carry out a comprehensive diagnostic assessment of each pupil who has been identified with parental consent and, in consultation with the class teacher and parents.
  • Identify the type and level of learning-support that is needed to meet the pupil’s needs, in consultation with the class teacher and parents.

 

  • In addition to providing supplementary teaching to pupils, the learning-support teacher is involved in administering a range of formal and informal assessments and in maintaining records of the outcomes of those assessments. The learning-support teacher should:
  • Conduct an initial diagnostic assessment of each pupil who has been identified as having low achievement and/or a diagnosed learning difficulty based on results of pupil’s Individual Profile and Learning Programme.
  • Monitor the ongoing progress of each pupil on receipt of supplementary teaching in relation to the attainment of agreed learning targets and short-term objectives that arise from them, and record the observation in the Weekly Progress Record.
  • Review the progress of each pupil at the end of an instructional term and record it on the pupil’s Individual Profile and Learning Programme and decide whether to
  1. Discontinue
  2. Continue further instruction term
  3. Outside agencies

 

 

4.5.      Role of the Special Needs Assistant (ref: Special Needs Assistant Policy)

 

Their duties are assigned by the Principal teacher in accordance with Circular 10/76 “Duties and responsibilities of Principal Teachers” and sanctioned by the Board of Management. Their work should be supervised either by the Principal or by a class teacher. Those duties involve tasks of a non-teaching nature such as:

  • Preparation and tidying up of the classroom(s) in which the pupil(s) with special needs are being taught
  • Assisting children to board and alight from school buses. Where necessary travel as escort on school bus may be required.
  • Special assistance as necessary for pupils with particular difficulties e.g. helping physically disabled pupils with typing or writing.
  • Assistance with clothing, feeding, toileting and general hygiene where appropriate.
  • Assisting on out-of-school visits, walks and similar activities.
  • Assisting the teachers in the supervision of pupils with special needs during assembly, recreational and dispersal periods.
  • Accompanying individuals or small groups who may have to be withdrawn temporarily from classroom.
  • General assistance to class teachers, under the direction of the Principal, with duties of a non-teaching nature. Special Needs Assistants may not act as substitute temporary teachers.
  • Where a Special Needs Assistant has been appointed to assist a school in catering for a specific pupil, duties should be modified to support the particular needs of the pupil concerned.

 

 

4.6.      Role of the Parents

 

“Parents through their unique knowledge of their own child have much to contribute to their child’s learning programmes” (Learning-Support Guidelines, p.52) Parents can prepare for and support the work of the school by:

  • Providing a home environment in which there are opportunities for adults and children to participate together in language, literacy and mathematical activities in the early years before formal schooling begins. Supporting the work of the school by participating with their child in such activities as:
  • Using Information and Communication Technology (ICTs), where available to support learning in English and/or Mathematics
  • Book sharing/reading stories
  • Storytelling
  • Paired reading (listening to and giving supportive feedback on oral reading)
  • Discussions about school and other activities to build vocabulary and thinking skills
  • Writing lists and short accounts about children’s experiences
  • Counting and measuring and other activities involving number.
  • Visits to the zoo, museum, library etc. to broaden the range of their child’s experiences
  • Where their child is in receipt of supplementary teaching, implementing suggested home-based activities outlined in their child’s I.E.P. and discussing the outcomes with the child’s teachers.
  • Talking positively about school and school work.
  • Availing of real-life situations to discuss the importance of language, literacy and mathematics.
  • Modelling involvement in language, literacy and mathematical activities at home by engaging in and talking about these activities.
  • Where their child is in receipt of supplementary teaching, implementing suggested home-based activities outlined in their child’s IEP and discussing the outcomes with the child’s teachers.
  • Parents should keep the class teacher informed of the progress that they observe in their child’s learning. They should also let the school know of any learning difficulties that they observe in their child at home. If, following diagnostic assessment, the child has been identified as requiring supplementary teaching, the parents should attend a meeting with a SET staff member to discuss:
  • The results of the assessment.
  • The learning targets in the child’s IEP
  • The actions to be taken by the school to meet those targets
  • The ways in which attainment of the targets can be supported at home

 

  • Where a child is in receipt of supplementary teaching from the SET staff, the parents should:
  • Discuss their child’s progress with the SET staff at the end of each instructional term, and, in cases where the supplementary teaching is to be continued, discuss the revised learning targets and activities in their child’s IEP.
  • At the discontinuation of supplementary teaching, discuss with their child’s teachers how the child’s future learning needs can continue to be met at school and at home
  • Participate in activities organised by the school that are designed to increase the involvement of parents in their children’s learning
  • Become familiar with and contribute to the development of the school policy on Special Education needs.
4.7.      Role of Pupils

 

Pupils who are in receipt of supplementary teaching should, as appropriate:

  • Become familiar with the medium and short-term learning targets that have been set for them and they should be given the opportunity, to contribute to the setting of such targets.
  • Contribute to the selection of texts and other learning materials that are relevant to the attainment of their learning targets.
  • Develop ‘ownership’ of the skills and strategies that they are taught during supplementary teaching and learn to apply these learning strategies and skills to improve their own learning.
  • Contribute to the evaluation of their progress by participating in appropriate assessment activities, including self-assessment.

 

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

5.      Internal Provision

 

5.1  Prevention Strategies

 

Our strategies for preventing learning difficulties include:

  • The development of agreed approaches to the teaching of English and Mathematics in order to ensure progression and continuity from class to class. (See Plean Scoile for English and Mathematics)
  • Provision of additional support in language development literacy and mathematical skills to pupils who need it
  • Implementation of groups in literacy/maths involving class teachers/SE teachers, throughout the school. (see note 2 above)
  • Ongoing structured observation and assessments of the language, literacy and numeracy skills of pupils in the infant classes to facilitate early identification of possible learning difficulties
  • Close collaboration and consultation between the Infant teacher and the SET.

 

5.2  Early Intervention Programmes

 

  • Early intervention is a vital component of the learning-support provision in this school. Early intervention programmes will be provided by both the class teacher and the SET teacher, caseload permitting.
  • Close collaboration and consultation between the class teachers and the SET, will identify pupils who may be in need of early intervention. Teacher observation and professional opinion will be given due consideration and respect in the selection of pupils for early intervention programmes.
  • Intensive early intervention programmes in the early primary classes can be an effective response to meeting the needs of children with low achievement.

 

These programmes will:

  • Be set within a specific time frame (term by term)
  • Be based on a shared expectation of success by everyone involved
  • Involve small group teaching or one-to-one teacher (within the class) where small group teaching has not been effective
  • Include a strong focus on oral language, laying the foundation for meaningful reading activities and further development of language and comprehension skills
  • Emphasise the development of phonemic awareness and a range of other word identification skills
  • Engage the pupils in frequent supervised oral and silent reading of text at appropriate levels of difficulty and monitor their comprehension
  • Stress the interconnected nature of listening, speaking, reading and writing
  • Focus on language development in mathematics, and development of mathematical procedures and concepts

 

5.3 Screening, Assessment, Caseload, Selection, Permissions and Review

 

5.3.1       Caseload Decisions

 

Three is the recommended number of pupils that should be taught by the SET teacher at any one time. At times, at the discretion of the SET staff, larger groups may be accommodated to facilitate specific targets e.g. Social interaction, paired reading, language development.

 

5.3.2       Preliminary Screening
  1. Formal/informal assessments (e.g. Class test)
  2. Teacher observation (Diagnostic Window)
  3. MIST screening
  4. First stage of the staged approach
  5. Standardised Test Results (1st – 6th Class)
  6. Relevant professional report (e.g. Psychological, Speech & Language, Occupational Therapy etc)
  7. Enrolment forms and parental input.
5.3.3       Selection Criteria
  1. At or below 10/12% in Standardised English test and children who have been recommended for Learning Support following a professional assessment. Note: students with a professional report that recommends access to general allocation will be observed and assessed term by term, as is the case with all students. Having a professional report does not entitle a child to continuous learning support.
  2. Early Intervention- Literacy (Junior infants to 2nd Class) as need is observed.
  3. Less 12% in Standardised Mathematics test.
  4. Early Intervention Maths
  5. English/Maths up to 20% and/or teacher observation.

Note: At times there will be supplementary places available with the resource teacher. This place will be offered to a child with the next lowest percentile in English/Mathematics or at the teachers discretion.

5.3.4       Assessment and Screening
  • Ongoing structured observation and assessment of the language, literacy and numeracy skills of the pupils in the infant classes to facilitate early identification of possible testing and observation of work by the class teacher.
  • Formal and informal testing and observation of work by the class teacher.
  • Implementing the school policies on screening and the selection of pupils for supplementary teaching in English and/or in Mathematics by administering and scoring appropriate measure:
  • For Senior Infant pupils: MIST each year in May.
  • For 1st to 6th Class pupils: Drumcondra Maths, English and Spelling each year in May.
  • Standardise and diagnostic testing by the SET teacher.
  • Record keeping (Children have a file where records, test results and assessments are kept in a secure filing cabinet).
  • Non-academic progress of pupils in this school will be reviewed informal, for example under the heading of improvements in the pupil’s self esteem; school attendance; attitude to school and general behaviour.
  1. Continuing and Discontinuing Supplementary Teaching.
  • Supplementary teaching will normally be discontinued where the targets have been met and the pupil (on assessment) is performing above the percentile laid down in the criteria for receiving learning support.
  • The school may decide to discontinue supplementary teaching with pupils who have made satisfactory progress. This may enable the LSRT to provide early intervention/ prevention for Junior/Senior Infants.  After the analysis of the MIST screening test results in May a programme will be implemented for pupils who have presented with difficulties.
  • Due consideration will be given to the overall needs of the school and all of its pupils.
  • Children, who have in the past received supplementary teaching, but are no longer doing so, will be closely monitored. This will take the form of discussion with the class teacher and, if required, supplementary resources and materials will be supplied for these teachers.
  • Other “borderline” children who may fall just outside the cut-off scores in the screening tests and/or about whom the class teacher expresses concern will also be monitored and their progress reviewed.

 

  1. Monitoring Progress

Monitoring the academic progress of the pupils in this school will be accomplished by:

  • Ongoing structured observations and assessment of the language, literacy and numeracy skills of the pupils in the infant classes to facilitate early identification of possible learning difficulties by the class teacher.
  • Formal and informal testing and observation of work by the class teacher.
  • Implementing the school policies on screening and selection of pupils for supplementary teaching in English and/or Mathematics by administering and scoring appropriate measures:
    • For Senior Infant pupils: MIST each year in May
    • For 1st to 6th Class: Drumcondra Maths/English/Spelling in May
  • Standardised and diagnostic testing by the SET teacher.
  • Record keeping (Children have a file where records, test results and assessments are kept in a secure filing cabinet)
  • Non-academic progress of pupils in this school will be review informally, for example under the headings of improvements in the pupil’s self-esteem; school attendance, attitude to learning, attitude to school and general behaviour.
  • Review of the first staged approach
  • The Special Education Team will meet once a week to discuss progress of students and continuity of support and other relevant matters that arise.
8.       Communication with Parents

Effective communication with parents is critically important to the success of a SET programme.

  • Teacher will take every opportunity to make parents familiar with the purpose and procedures of the school’s SET
8.1.      Principal Teacher liaising with Parents

While the SET teacher will consult with parents and outside agencies on an on-going basis, the principal teacher can facilitate the involvement of parents in the SET process by:

  • Establishing school policies and procedures, which enable parents to become involved effectively in the provision of SEN support.
  • Encouraging the organisation of information sessions for all parents on issues relating to the school’s SET support service
  • Overseeing the development of links between teachers and the providers of assessments and other services.
8.2.      Class teacher liaising with Parents
  • Once a pupil has come to the attention of the school because of a special educational need it will be possible for the class teacher in the context of ongoing contact with the parents to make them aware of the situation and to ascertain the parent’s views about the child’s performance at school
  • Seek the parent’s approval to proceed with diagnostic assessment, which may lead to supplementary teaching. Permission for diagnostic testing by the Special Education Teacher must be given by parents in writing. When a child is selected for learning-support the parents must accept or decline the place in writing (Draft letter for this purpose, Appendix 2)
  • Indicate that a meeting with the Special Education Teacher and the parents will take place following diagnostic assessment and prior to the commencement of supplementary teaching.
  • Seek the parent’s permission for their child to attend supplementary teaching with the SET staff (Draft letter for this purpose, Appendix 1)
8.3.      SET Staff liaising with Parents

In addition to providing general information to parents about the SET services that are available in the school, the Special Education Teacher should:

  • Meet parents after diagnostic testing to review the assessment (if such a meeting is requested at this point by the parents)
  • After the initial diagnostic assessment has been completed, meet with each pupil’s parents to discuss the outcomes of the assessment
  • Discuss the learning targets in the child’s IEP or IPLP with the parents, the actions to be taken by the school to meet those targets and the ways in which attainment of the targets can be supported at home (if it is decided that

supplementary teaching will be provided by SET staff).

Communicate on an ongoing basis with the parents of each pupil who is in receipt of supplementary teaching so that progress can be positively affirmed and any difficulties in implementing the pupil’s learning programme at school or at home can either be anticipated and avoided or addressed without delay.

  • Consult with the parents of each pupil who is in receipt of supplementary teaching at the end of the instructional term to review the pupil’s attainment of agreed learning targets, to discuss the level of supplementary teaching (if any) that will be provided in the next instructional term and to revise the IEP or IPLP as necessary.
  • Consult with the parents when supplementary teaching is to be discontinued and identify ways in which the pupil’s learning can continue to be supported at school and at home
  • Demonstrate techniques and strategies to parents that will enable them to help with their child’s development in such areas as oral language, reading, writing, spelling and mathematics
  • Where relevant, collaborate with other teachers to advise parents on ways in which they can support their children’s learning at home.

 

  1. Monitoring and Reviewing of Policy

 

Monitoring of the SE Policy is an ongoing and developmental process. The policy is a working document and due to the changing nature of a school, the needs of this policy may also change. The whole school staff of this school will review the SE Policy annually.

 

Mr. Nolan will present this plan to the Board of Management and communicate feedback.

 

  1. List of Appendices:

 

  1. List of Assessments available to this school
  2. Draft Document – First Stage of the Staged Approach
  3. Draft Letter Seeking Parental Permission for the SET Staff to administer Diagnostic Assessments

4.      Draft Letter Seeking Parental Permission for their Child to Attend Learning Support

Appendix 1

 

List of Assessments available to this School :

 

  • Dyslexic Screening Test – Junior (DST-J)

1.2    Wide Range Achievement Test 4 (WRAT4)

  • New Non-Reading Intelligence Test (NNRIT)
  • Neale Analysis Reading Ability
  • Jackson Phonics Skills Test
  • Middle Infant Screening Test (MIST)
  • Drumcondra Primary Maths Test – Revised (DPMT-R)
  • Drumcondra Primary Reading Test – Revised(DPRT-R)

 

It was agreed that these assessments would be maintained by the SET staff, and may be used by the SET staff or by class teachers with the school.

 

Appendix 2

Draft Document – First Stage of Staged Approach

 

Student’s Name: _______________________

 

Class:                  ________________________

 

Class Teacher:   ________________________

 

Observation:      _______________________________________________________________________________________________________________________________________________________________________________________________________________

 

Intervention: _______________________________________________________________________________________________________________________________________________________________________________________________________________

 

Date:

 

Signed: ______________________________ Class Teacher

 

Signed: ______________________________ Parent / Guardian

 

Date of Review: ___________________

 

_____________________________________________________________________

 

Reviewed by : ___________________________

 

Observation on review: _______________________________________________________________________________________________________________________________________________________________________________________________________________

 

Recommendation on review: _______________________________________________________________________________________________________________________________________________________________________________________________________________

 

Date:

 

Signed: ______________________________ Class Teacher

 

Signed: ______________________________ Parent / Guardian

 

Appendix 3

 

 

Draft Letter Seeking Parental Permission for the SET Staff to administer Diagnostic Assessments

 

 

For the attention of the Parents of:____________________,      _____ Class.

 

Dear Parents,

Following screening tests conducted here in school, we believe that your child would benefit from further assessments in ____________. Therefore, we would like your permission for our SET staff to administer further diagnostic assessments on your child, as explained to you by your child’s class teacher.

 

Following the completion of these assessments, you will be offered an opportunity to discuss them with our SET staff. If you require any further clarification on this matter, you are more than welcome to call to the school at any time. It would be best to make an appointment with the principal teacher in advance, in person or by telephone, so that we can offer you uninterrupted time.

 

Please complete the form below and return it to the school as soon as possible.

 

Thank you for your co-operation,

Yours sincerely,

 

________________________(Class Teacher)

 

________________________(SE Teacher)

 

 

Date:___________________

 

 

 

We give our permission for the SET staff to carry out diagnostic assessments with our child, _________________.

 

Signed:_____________(Parent)

Date:_______________.

 

Or

 

We do not give our permission for the SET staff to carry out diagnostic assessments with our child, _______________________.

 

Signed_____________________(Parent)

Date:__________________.

 

 

 

Appendix 4

 

Draft Letter Seeking Parental Permission for their Child to Attend SET

 

 

Date: ___________________

 

For the attention of the Parent(s) of :_________________________, _________ Class.

 

Dear Parent(s),

 

Following:  —  Teacher observations                          —  Screening and diagnostic testing

—   MIST screening                                 —  First stage of the staged approach

—   Standardised test results                   —  Relevant professional report

—   Enrolment forms and parental input

 

We believe your child would benefit from a period of supplementary teaching in ___________ (subject), provided by our SET staff. (Resource / Learning Support teacher)

 

We are pleased to inform you that we can offer your child a place and would like your permission for ____________  to attend SET ___________________________(time/day).

 

If you require any further clarification on this matter, you are more than welcome to call to the school at any time. It would be best to make an appointment so that we can offer you uninterrupted time.

 

Please complete the form below and return it to the school as soon as possible.

 

Thanking you for your co-operation.

Yours sincerely,

 

 

____________________________  Class Teacher

 

____________________________    Resource/Learning Support Teacher

 

 

 

 

We give permission for our child, _______________________________ to attend the Special Education Teacher for ____________ (subject)

 

Signed: ____________________________________Parent (s)            Date: ____________

 

or

We do not give permission for our child, ____________________________ to attend the Special Education Teacher for ______________ (subject)

 

Signed: _________________________________________ Parent (s)      Date: ___________