ASD class teachers 2017-2018.

 
Ms. Pauline Hogan and Ms. Vivienne Gavigan       Room 18



special education teachers 2017-2018.
​

Ms. Anne Gleeson                                              Room 14a
Ms. Lisa Moore / Ms. Louise Cousins              Room 15a
Ms. Kathleen Dolan  /Ms. Sarah Finnegan     Room 20
Ms. Máire Healy                                                  Room 21
Ms. Catherine Cassidy                                       Room 22
Ms. Maria McKenna                                           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 –
  • 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:
  1. In-class support.
  2. Withdrawal in a small group.
  3. Withdrawal 1:1.
  4. A mix of provision.
The Circular frequently repeats the core principle that the greatest support will continue to be provided to the pupils with the greatest need. Other elements are also present, but the four above are probably the most important ones for parents to know about as we undertake this new model together.