Book Creator

SIE assignment

by Sarah Atling, Katie Kelly, Sadhbh Travers, Natasha Wyse

Pages 4 and 5 of 37

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This handbook complements Circular 13/17 and The Guidelines for Primary Schools: Supporting Pupils with Special Educational Needs in Mainstream Schools (DES, 2017). Allocations of support take into account the school's educational profile.

It is important to note that as part of the new model, children will receive additional teaching support based on their identified learning needs, rather than on their diagnosis. As a result, schools now have the responsibility for allocating resources, so as the class teacher it is crucial you have a clear picture of the needs of the autistic child as well as all the needs of all the children in your class. These resources build on your existing strategies to ensure the child in your class receives the required additional support. To facilitate this it is imperative that your educational plans are differentiated in line with the child's strengths and needs. Individual Educational Plans (IEPs) are support plans that will outline learning targets for the child.
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The following diagrams are from the supporting guidelines and will help show you how to first go about creating an IEP for a child who needs additional help of some sort. All types of support plans are individualised plans.

The suggestions, recommendations, and ideas in this handbook are all related to approaches based on the continuum of support. Before consulting with this handbook it is important you have knowledge of this continuum as well as the child's IEP.

Guidelines for this planning and monitoring can be found in circular 13/17 and the accompanying guidelines mentioned previously. We advise you to consult these for general support, information, and when queries arise.
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p. 7- 8