Role of Special Educational Staff
Support in Shellybanks
It is our priority that every child should feel welcome and supported in school. Support teaching is part of how we do this. Support teaching might look like a second teacher supporting in class, or a teacher taking a small group of children, or one child, for additional support outside of class. This support can be for academic reasons, or for social, emotional or behavioural support. Here are some of the key points from the Department of Education Guidelines on support teaching in schools. The Department use the term ‘Special Education Teacher’. We don’t use the term special in our school. We use ‘support teacher’.
Support for all
Your child’s class teacher is their main source of support. If more help is needed, a support teacher may provide in class, small group or one-to-one teaching.
No diagnosis needed
Children don’t need a formal diagnosis to get support. Support is allocated based on need. Sharing professional reports with the school is helpful, but equally, a diagnosis does not automatically mean extra support. Teaching time is limited and is allocated carefully.
Flexible support
Schools use a step-by-step system, the Continuum of Support, to assess the level of the support different children will get. If you have concerns, please speak to your child’s class teacher
The Continuum of Support is structured in three levels:
- Whole-school & Classroom Support (team teaching, station teaching).
- Small group Support (Reading, literacy, numeracy, social and EAL groups).
- Individual Support (One to one targeted teaching time).
Each level of the Continuum is as important as the other. To determine the classes and groups which will benefit most from support there is also a three-step process involved:
- Identifying a need through assessment.
- Meeting the need through early intervention approaches (usually in-class).
- Monitoring and reviewing outcomes to inform next steps for that group or individual.
Resources
All schools have support teachers, but these are limited. We can’t provide support to every child who may need it at all times. Instead, we use a flexible model, often working in blocks of intervention to make the best use of resources. Our support staff use their professional judgement to decide who receives support and when.
Student Support Plan
If your child is receiving 1:1 support, teachers, parents, ANAs (if relevant), and the child will work together on a plan. This plan sets goals and is reviewed regularly. We meet in October and February to discuss it, and teachers will contact parents shortly to arrange those meetings. Your input is invaluable.
There are more details and parent guides at www.ncse.ie
Receiving Education Support is a very positive experience for children. It provides a reduced teacher to child ratio, it offers targeted support in one area of the curriculum and it boosts children’s self-confidence and self-esteem to experience success and support in a very positive and encouraging environment.
A final aspect of Education Support is administering Standardised assessments and using the information to guide future practice.