ASD class teachers 2021-2022.
Ms. Pauline Hogan and Ms. Vivienne Gavigan Room 18
special education teachers 2021-2022.
Ms. Kathleen Dolan Room 1A
Ms. Kathleen Cassidy Room 14A
Ms. Louise Cousins & Ms. Sarah Finnegan Room 21
Ms. Aisling McFadden Room 22
Ms. Maria McKenna/Ms. Aoife Eager Glynn Room 23
A new model for allocating Special Educational Teachers to schools was introduced recently by Minister Richard Bruton TD. The 2017 model is described in Circular 13/2017. Pupils will receive support according to a Continuum of Support for pupils and the type of support will depend on what approach best suits the pupil.
1. Continuum of Support: Pupils can be supported at three levels of support –
2. Models of Provision: According to the 2017 new model, pupils at School Support and School Support Plus can continue to be supported in the way that best suits them, through for example:
1. Continuum of Support: Pupils can be supported at three levels of support –
- Level 1: Classroom Support provided by the Class Teacher through for example differentiation.
- Level 2: School Support provided by the Class Teacher and the Support Teacher, based on identified needs (previously known as learning-support). Generally, pupils scoring at / below the 10th percentile on standardised assessments may qualify for support at this level.
- Level 3: School Support Plus provided by the Class Teacher and the Support Teacher for pupils with more complex needs (previously known as resource). Generally, pupils who have been diagnosed with a Special Educational Need (SEN) / learning disability may qualify for support at this level.
2. Models of Provision: According to the 2017 new model, pupils at School Support and School Support Plus can continue to be supported in the way that best suits them, through for example:
- In-class support.
- Withdrawal in a small group.
- Withdrawal 1:1.
- A mix of provision.