SPECIAL EDUCATION IN NORTHERN IRELAND
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SPECIAL EDUCATION IN NORTHERN IRELAND A SHORT OVERVIEW. Childhood & Disability: Inclusion in the mainstream. CONTEXT. SPECIAL SCHOOL. MAINSTREAM. STRATEGY. THE WAY AHEAD. AN OVERVIEW. THE SPECIAL EDUCATION CHALLENGE. Context: Where are we now?. Code of Practice: 6 years on

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SPECIAL EDUCATION IN NORTHERN IRELAND A SHORT OVERVIEW

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Special education in northern ireland a short overview

SPECIAL EDUCATION IN NORTHERN IRELAND

A SHORT OVERVIEW

Childhood & Disability: Inclusion in the mainstream


An overview

CONTEXT

SPECIAL SCHOOL

MAINSTREAM

STRATEGY

THE WAY AHEAD

AN OVERVIEW

THE SPECIAL EDUCATION CHALLENGE


Context where are we now

Context: Where are we now?

  • Code of Practice: 6 years on

  • 53,164 pupils on SEN registers

  • 4,986 pupils in special schools

  • £83m>£150m

  • 49 special schools,172 units

  • Unmet need remains:- CI report

  • SEND: inclusion issue


De endorsement

DE Endorsement

  • “In 2003-4 to take forward a review of special education provision in N. Ireland to include a range of ETI reports/surveys, research projects, information gathering both at local and international level, and a review of the use of resources in order to provide evidence to inform policy development and produce recommendations regarding future policy, strategy and provision to reflect the concept of inclusion.” May 2003


Emerging strategy

Key Strategic and Policy Objectives

a costed policy for special education and inclusion

recognise the broader role of special schools

develop a culture to promote inclusion

place resource at the fore of progressive development

Emerging Strategy


Key activities

A Review of Provision for pupilswith statements of Sp. Ed. Needs in Primary and Post-primary schools in N. Ireland

A Review of the Role of Special Schools

Survey of Minority Groups

Leavers survey ( MLD):Key stage 4 Flexibility

Promoting Sp.Ed. In Early Teacher Education and Continuing Professional Development

Improving inclusion in Pre-school Education Working Group

Research

Partnerships: regional secondments

Four Nations Sp.Ed. Stock-take

Autism & Dyslexia Report recommendations

Speech and Language Projects

Camera Mouse

Challenging Behaviour Survey

Key Activities


Survey of mainstream schools

Survey of Mainstream Schools

  • KEY ELEMENTS ARISING

  • committed leadership

  • whole school acceptance

  • high profile SENCO

  • agreed standards

  • training

  • self-evaluation system


Role of special school

ROLE OF SPECIAL SCHOOL

Report findings

  • strategic shortfall

  • imbalance of resources and expertise

  • variation in access to provision

  • limited transdisciplinary planning

  • untapped skills

  • changing pattern in pupil profile

  • areas of expertise in special schools

  • trend toward connectivity


Role of special school1

ROLE OF SPECIAL SCHOOL

Report recommendations

  • strategic and corporate view for special education and inclusion defining role of special school

  • framework/training to improve special school practices to address changing needs

  • commonality of funding

  • collaborative working arrangements with health and social services


The way ahead for schools

The Way Ahead for schools

  • Towards a set of guiding principles:-

  • all children matter

  • barriers to learning are identified

  • positive action is taken to remove them

  • a sense of community education prevails


The emerging outcomes

The Emerging Outcomes

  • Four Main Areas

  • Training INCLUSION

  • collaborative working &

  • Improving qualitySP.ED. POLICY

  • Matching Resources


The enriched school

The Enriched School

  • Early intervention

  • Less bureaucracy

  • SEN friendly: partnership networks

  • Parent friendly

  • Improved access

  • Inclusion policy /development programme

  • Leadership

  • standards


The way ahead

The Way Ahead

  • Securing entitlement/Supporting Learning

    • “There should be a continuum of support and services to match the continuum of special needs encountered in every school.”

    • UNESCO Salamanca Statement 1994


And finally

And Finally,

  • No-one said it was going to be easy!


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