Special Educational Needs A Continuum of Support IPPN Information Day Ann Marie Sheehan, Regional Director, NEPS Dublin – South Western Area 12 th May, 2009

NEPS staffing psychologists in place in January 2332 Primary schools NEPS service = 71% Primary pupils with NEPS service = 81% 639 Post Primary schools NEPS/VEC = 89% Post Primary pupils with service = 89%

SCPA Others have access to the Scheme for Commissioning Psychological Assessments (SCPA) The SCPA has been reviewed and new guidelines issued on 1 st January, 2009 Full details regarding the scheme and the panel are available in the NEPS section of the DES website.

Continuum of support NEPS has prioritised the use of the Continuum of Support Guidelines in its work with primary schools This will help enable schools to consult with NEPS about many more pupils than traditional referral system The guidelines should help schools identify pupils early and to plan suitable interventions for them, according to their level of need The guidelines should help schools and NEPS to identify those with the highest level of need - for whom intensive assessment and intervention is needed

Why a Continuum? The NCSE report on the Implementation of the EPSEN Act estimates that 18% of pupils could meet the definition of special educational needs in the act – however at different levels of need The needs are best looked at in terms of a continuum that can range from: Milder Needs More Complex Needs Classroom based support for Individualised support for more Mild and/or transient needs complex and /or enduring needs

Relating the C o S to other DES documents The NEPS guidelines aim to compliment and develop other key documents from the Department and the NCSE: - Learning Support Guidelines (2000) - The staged approach in DES Special Education Circular 02/05 - Guidelines on Individual Education Plans (NCSE, 2006). IEP planning templates can be used from any of the following:  Learning Support Guidelines – the IPLP  NEPS Continuum of Support – Classroom, School Support or School Support Plus plans and reviews  NCSE Guidelines – the IEP

Which pupils can the Continuum Guidelines be used for? When concerns cannot be met through whole class teaching approaches and differentiation an individualised approach is needed for those pupils. One of the following supports can be put in place:

Problem Solving Process What is the Problem? Starting Point Why is it happening? Information gathering and Assessment How can we help? Planning and Intervention Did it work? Review

The Continuum of Support in Practice Basic components: - Gather information - Inform parents and principal about concerns - Plan actions and change the environment - Keep a written record – Classroom Support Plan - Monitor over time involving parents and the child Key person: the Class Teacher Problem solving possibilities = Class Teacher + LS teacher/Resource teacher NEPS psychologist could be involved in problem-solving process Classroom Support

The Continuum of Support in Practice Building on classroom support measures it includes: - All previous components - Plus focused teaching time, in or out of classroom - Develop a School Support Plan to record it - Monitor over time involving parents and the child Key person: - A named person co-ordinates at this level. It could be the class teacher, a support teacher or principal. It is more likely to be the LS/Resource teacher. The class teacher still retains overall responsibility for the child’s learning. The NEPS psychologist can be involved in the problem-solving process at this stage = consultation. School Support

The Continuum of Support in Practice Building on classroom and school support measures, it includes: - A more detailed and diagnostic assessment, intervention and evaluation process. The assessment may involve outside professionals (e.g. NEPS Psychologist, Sp & Lang. therapist). - Intervention is characterised by more individualised approaches - Develop an Individual Education Plan which records all of this - Monitor over time involving parents and the child Key person: The member of staff responsible for the co- ordination of SEN in the school - likely to be the LS/Resource teacher. The class teacher still retains overall responsibility for the child’s learning. The NEPS psychologist can be involved in problem-solving on the IEP and the review of its progress School Support Plus

The role of NEPS Psychologist Can support any child prioritised within a school no matter what level of support or resources they are receiving However, support for pupils at Class Support and School Support is likely to be through consultation - with CTs and LS/RTs Psychologist will usually be directly involved in assessment and planning for children School Support Plus level Resources will be allocated by NCSE to pupils at School Support +. Contact with the Principal is important –at both planning and review stage. The Principal needs to know what is happening for pupils at each level of the Continuum. However, the NEPS psychologist will generally engage with the LS/RT teacher at individual problem-solving/consultation level.

Other work of note Incredible Years TCM Critical Incident response – supporting development of school CIMPs and teams – cope much better if plan/team in place Children’s Services Committees – aiming to integrate services for children – 4 pilots, expanding to more counties this year.