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Joint Consultative Forum. Wednesday 26 February 2014. Regional Strategy Group for Special Education – terms of reference. To promote consistency of approach across the 5 education and library boards. To monitor the introduction and implementation of all aspects of the Code of Practice (1998).

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joint consultative forum

Joint Consultative Forum

Wednesday 26 February 2014

regional strategy group for special education terms of reference
Regional Strategy Group for Special Education – terms of reference
  • To promote consistency of approach across the 5 education and library boards.
  • To monitor the introduction and implementation of all aspects of the Code of Practice (1998).
  • To examine the recommendations of the Audit Report on Special Education and the Newcastle Report.
  • To develop quality assurance and ‘best value’ measures for special education.
regional strategy group membership
Regional Strategy Group Membership

Education and Library Board Membership

  • Assistant Senior Education Officers (Children and Young People’s Services)
  • Principal Educational Psychologists

Education and Training Inspectorate (Eti)

Department of Education (Children’s Directorate)

core activities
Core Activities

Assist the 5 boards to bring consistency to the implementation of a range of legislative and guidance requirements:

  • Special Education Needs and Disability Order (2005) training and support for schools
  • DE/DHSSPS Medical Guidance Training (2008)
  • Outcomes arising from judicial reviews
establishment of regional sub groups
Establishment of Regional Sub-groups
  • Autistic Spectrum Disorder
  • Specific Literacy Difficulties
  • Social, Emotional and Behavioural Difficulties
  • Visual Impairment
  • Hearing Impairment
  • Speech and Language
links with other s tatutory and voluntary a gencies
Links with Other Statutory and Voluntary Agencies
  • Royal National Institute for the Blind (RNIB)
  • Royal National Institute for the Deaf (RNID)
  • Public Health Agency
  • Health Trusts
recent work
Recent Work
  • Reporting and monitoring framework for the Early Years (SEN) pilots.
  • Development of CEET training in schools to support earlier assessment and interventions for children.
  • Supporting leadership and management training for principals and SENCOs in mainstream schools.
  • Commencement of work to enhance support and training for classroom assistants in specific areas of special educational need.
  • Supporting pre-implementation tasks in relation to the review of special education.
wider context
Wider Context
  • The 5 boards are still discrete legal entities with individual budgets and particular needs.
  • Promotion of work that is consistent with establishment of ESA.
  • Recognition of the continued need to have regional consistency, while cognisant of local differences.
  • Need to focus more on outcomes associated with special needs support and resources.