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Fís
Fogh
laim
Forbairt
www.pdst.ie© PDST 2014
This work is made available under the terms of the Creative Commons Attribution Share Alike 3.0 Licence http://creativecommons.org/licenses/by-sa/3.0/ie/. You may use and re-use this material (not including images and logos) free of charge in any format or medium, under the terms of the Creative Commons Attribution Share Alike Licence.
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.ieOverview of Day
Session 19.30 – 11.00
• Inclusion• SEN Guidelines 2017• My Class and Priority Learning
Needs
11.00 – 11.15 Tea / Coffee
Session 211.15 – 1.00
• Supporting PLN’s• Exploration of models through the lens
of Literacy
1.00 – 2.00 Lunch
Session 32.00 – 3.30
• Literacy Strategies to meet Priority Learning Needs
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.ieKey Messages
The needs of pupils should determine which form of teaching support is most
appropriate
The range of teaching supports should strike a balance between team-
teaching, group and individual support and early
intervention programmes.
Team-Teaching can facilitate effective collaboration,
between SET and classroom teachers leading to improved
learner outcomes, learning experiences and teacher
practices.
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Inclusion in the Irish context is defined as a process of:
“…addressing and responding to the diversity of needs of learners through enabling active
participation in learning, cultures, and communities, and removing barriers to
education through the accommodation and provision of appropriate structures and
arrangements” NCSE (2010)
Inclusive Education
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.ieSupporting Inclusion
Appreciate it is more that just
access, a policy or an IEP
Focus on high aspirations and improving outcomes for all pupils
Change the way things
are organised to suit pupil
needs
Content of lessons matched to the needs of the pupils
Know and understand the needs of all pupils
Use a variety of teaching
strategies, appropriate
materials and resources
Provide clear learning objectives based on reflective practice
Use of formative
assessment strategies
Individual pupils’ and class progress
monitored
Everybody’s responsibility to celebrate diversity and individuality
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.ieParental Engagement
Clear and timely communication with
parents of pupils with SEN is essential for effective
inclusion
Good parental engagement is a critical
factor in enhancing outcomes for pupils with special educational needs
The Continuum of Support process and the use of the
Student Support File provide valuable
opportunities to engage with parents
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.iePupil Voice
“Engagement is enhanced when schools listen to and build on pupils’ interests, aspirations and strengths when
developing educational interventions. This involves actively including pupils in a shared assessment for
learning process, setting shared learning objectives and jointly reviewing progress.”
(Guidelines for Primary Schools,2017, p.24)
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Relevant documentation
Primary Language Curriculum (NCCA, 2015)
EPSEN Act (2004)
National Literacy & Numeracy Strategy (DES, 2011)
Inclusive Education Framework (NCSE, 2011)
Literacy & Numeracy Strategy
Interim Review 2011-2016
New Targets 2017-2020 (DES, 2017)
Continuum of Support (DES, 2007)
Circular 0013/2017Guidelines for Primary Schools Supporting Pupils with Special Educational Needs in Mainstream Schools (2017)
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.iePrinciples to guide the
implementation process
Resources provided should facilitate the
development of truly inclusive schools.
Supports provided should be based on identified
needs as outlined in the Continuum of Support
Guidelines.
The class teacher has primary
responsibility all pupils.
SET should be used solely for the support of pupils
with identified special educational needs,
including those pupils for whom English is an
Additional Language (EAL).
Pupils with the greatest levels of need should have
access to the greatest level of
support.
Schools with more than one support teacher should establish and
maintain a core team of teachers to meet the needs of pupils with special educational
needs.
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.ieThe Special Education Teacher
Allocation Model
Is..
A significant resource for schools
A model to support inclusion
To ensure that the resources are allocated to the students with the greatest needs
Is not..
An extra pair of hands in the school
Distinguished as L/S AND R/T
To be used to create smaller classes
Based on the school profileBased on Low incidence or high incidence hours
(NCSE 2017)
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.ie6 Actions
1. Identification of pupils with S.E.N.
2. Setting targets
3. Planning teaching methods and approaches
4. Organising early intervention and prevention programmes
5. Organising and deploying SEN teaching resources
6. Tracking, recording and reviewing progress
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A Continuum of Support
School Support Plus
for a Few
School Support for Some
Whole School and Classroom Support for All
Academic SuccessSocial, Emotional and Behavioural
Competence
NEPS
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.ieMy Class and their Priority Learning
Needs
1. Identification of pupils with S.E.N.
2. Setting targets
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Acronym Name
NRIT Non Reading Intelligence Test
MICRA-T Mary Immaculate College Reading Attainment Test
CS Classroom Support (Stage One)
SS School Support (Stage Two)
SSP School Support Plus (Stage Three)
Terminology
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Qualitative Data
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Coffee Break
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Supporting PLNs3. Planning teaching methods and
approaches
4. Organising early intervention and prevention programmes
5. Organising SEN teaching resources
6. Tracking, recording and reviewing progress
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What is team teaching?
‘…a group of two or more teachers working together to plan, conduct and evaluate the learning activities for the same group of learners.’
Goetz, 2000
‘….two or more teachers work together in a collaborative manner with a class of students who have diverse learning needs’
Inclusion of Students with SEN Post Primary Guidelines, 2007
19
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Terminology
Team-teaching
In-class Support
Co-operative teaching
Co-teaching
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Liaison
Sharing Planning
Consultation
Sharing Resources
Co-operation
Sharing Teaching
Co-ordination
Sharing Observation
A Continuum of Collaboration
(Lacey, 2001, Cook and Friend, 2010; Moran 2007, Helen O Sullivan, 2011)
CollaborationSharing Improvement
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.ieBuilding the Team
Professional Conversations
Purposes and Aims
Defining of roles
Planning and
Teaching
Timeframe Review and Reflection
Assessment and
Monitoring
Pupil Voice
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Models of Co-Teaching
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.ieModels of Co-Teaching
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Lunch
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.ieSession 3
Literacy Strategies to meet PLNs
3. Planning teaching methods and approaches
4. Organising early intervention and prevention programmes
5. Organising SEN teaching resources
6. Tracking, recording and reviewing progress
2. Setting targets
1. Identification of pupils with S.E.N.
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Literacy StrategiesVocabulary Instruction The Writing Workshop
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.ieKey Messages
The needs of pupils should determine which form of teaching support is most
appropriate
The range of teaching supports should strike a balance between team-
teaching, group and individual support and early
intervention programmes.
Team-Teaching can facilitate effective collaboration,
between SET and classroom teachers leading to improved
learner outcomes, learning experiences and teacher
practices.
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.ieAdditional Supports
Special Education Support
• National Council for Special Education (NCSE) Support Service
• National Educational Psychology Service (NEPS)
• Department of Education (DES) Inspectorate
• special_education@education.gov.ie
Literacy Support
• PDST school based support• Upcoming workshops:
Phonological Awareness & Phonics/ FeasachFhóineolach agus Fónaic
• Regional Workshops:Building Towards EffectiveTeam Teaching
School-Self EvaluationTeaching & Learning Framework; 6 Step SSE Process; gathering, collating & analysing relevant data; implementing the SIP for
literacy, numeracy and any other area of teaching & learning.
Health and Wellbeing➢ SPHE including Child Protection and Stay Safe➢ Relationships and Sexuality Education (RSE)➢Active Learning Methodologies ➢Anti Bullying-Procedures and Policy, Awareness
Raising, Prevention and Intervention Strategies➢ PE➢ Wellbeing for teachers
PDST Websites
➢www.pdst.ie➢pdsttechnologyineducation.ie➢scoilnet.ie (portal for resources)➢teachercpd.ie (on-line courses)➢ollscoil.net (ITE students awards)
Overview of PDST Primary Supports for Leading Learning in the 21st Century
www.pdst.ie/schoolsupport
Models of support:in-school support (in-class modeling, meeting principal/groups of teachers, Croke Park hrs), seminars, workshops, clusters
Literacy SSE & strategies for improving
oral language, writing, reading and the use of broadcast /digital media.
NumeracySSE & strategies for improving
numeracy. Supporting the development of Mathematical
thinking.
GaeilgeTacaíocht chun Curaclam na Gaeilge a chur i
bhfeidhm i Scoileanna T1&T2, Féinmheastóireacht Scoile, chomh maith le
tacaíocht lán Ghaeilge a sholáthar do Ghaelscoileanna agus scoileanna sa
Ghaeltacht.
Integrating ICT - Primary➢Active Learning Methodologies- Key methodologies of the primary curriculum through the effective use of ICT.➢Literacy & Numeracy – Creating, developing and using ICT to create teaching resources in all areas of primary literacy and numeracy.➢SSE – Online tools for gathering, collating & analysing relevant data.➢eAssessment & ePortfolios – Assessment of / for learning with ICT.➢ePlanning & Collaboration – Google Apps for Education.➢Tablet Technology Integration – Pedagogy, Curriculum & SEN ➢Virtual Learning Environments (VLEs) – Google Classroom, Edmodo
PDST Leadership ProgrammesMisneach.....New PrincipalsTánaiste.......New Deputy PrincipalsTóraíocht.....Aspiring Leaders accredited by
Maynooth UniversityForbairt .......Experienced Principals & ALNsSpreagadh...NAPD & PDST collaboration
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