Special Education in Ireland

This page gives an overview of special education in secondary schools in Ireland. The provision of special education in Ireland has altered substantially in recent years. The Department of Education and Science has released a number of directives and guidelines in the areas of policy, provision, organization, and support.

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Since 1998, the Dail has passed ten pieces of legislation dealing with children with special education needs. The National Council for Special Education (NCSE) and the Special Education Support Service (SES) have both been established (SESS). Both of these organizations are in charge of coordinating and overseeing all special education programs throughout the country. These new principles were created in primary schools across Ireland. Special education is fast evolving at the elementary level, and tremendous progress is being made.

Exams drive the secondary school curriculum in Ireland. Subject matter experts teach all of the curriculum topics. Supports for special needs children are not as extensive or well-tested as those for primary school pupils. The following parts will look at the requirements and entitlements of children starting secondary school with identified special education needs, as well as those who are enrolled and later learn they have a special education need.

In primary school, my child has received additional assistance. In secondary school, what should I look for?

You should search for a school that has a full-time special education teacher on staff to assist all students with exceptional needs. It’s also crucial to ensure that the school is dedicated to assisting and educating children with special needs. Teachers who have received training on how to differentiate their methods and curriculum for children with special needs should be on staff at the school. All members of the staff should have a positive attitude. Remember that your child has the right to fully participate in the school’s life and to take advantage of everything it has to offer. What method do you use to find out these details? Ask questions regarding the topics to the school principal.

What rights does he/she have?

If a kid received special education resources or help in primary school, they are eligible for continuous support in a secondary school as long as they have a special education need. After several years of help, a primary school kid may no longer be considered to have a special education need, but this is the exception rather than the rule.

Your child will be entitled to the same basic services as he or she had in elementary school. This usually takes the form of specialized instruction from a Learning Support or Special Education Resource teacher (both of whom are now often referred to as Special Education instructors). This assistance will be determined on the basis of need, with the number of hours of assistance determined by the Individual Education Plan (IEP) completed in the last year of primary school.

How do I go about making sure they get that?

In general, your kid’s Individual Education Plan is a road plan that details what services your child will receive, when they will be provided, and from whom. The IEP is your best defense against a child not getting the services he or she requires. IEPs will eventually become legally enforceable papers for all parties involved, and schools will be required to deliver the services specified in the IEP. Without your permission, an IEP cannot be altered or implemented.

What options do I have if we run into problems?

If problems emerge, you should first meet with the Year Head to discuss them. The school’s Special Needs Organiser (SENO) should be notified, as well as the relevant special education teacher (s). Within a fair time frame, a team meeting, of which you are entitled to be a member, can be convened and your concerns discussed. If this meeting does not meet your expectations or does not result in the child obtaining services, you may seek additional information and support from the National Council for Special Education.

Hidden Disabilities

In elementary school, not all children with special education needs are brought to the attention of their parents or teachers. The brain is an organ that seeks to meet the demands that are placed on it at any given time. Every year of schooling, as everybody who has gone to school knows the demands of the curriculum increase. Each year in high school, the curriculum subjects get increasingly difficult. The fact that a kid is taught by a variety of teachers each year adds to the confusion.

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What are the symptoms that something is wrong?

Although it is impossible to identify all of the warning signals of a hidden handicap, one should be considered any time a student who has previously excelled in elementary school begins to struggle in secondary school. School failure at the secondary level can have a variety of causes, but one or more of the following challenges can lead to a reasonable suspicion of a hidden disability:

1. Memory issues
2. Problems with organization
3. Refusal to attend school
4. Problems with written language expression
5. Difficulty organizing thoughts into speech
6. Inability to recollect things from yesterday’s lesson, even if they appeared to be remembered the night before
7. Abnormal spelling problems
8. Difficulty with more sophisticated mathematics problems is unusual.
9. Noticeable difficulty in foreign language class
10. Behavioral difficulties not seen in elementary school
11. Mood swings or abrupt mood changes lasting several hours
12. Reluctance to talk to parents about school problems

I believe my child has a problem. What’s the next step for me?

Speak with your child’s instructors first. Inquire about the facts: what does the teacher believe the issue is? How often does this happen? When? Is this a severe situation? Present your own point of view to the teacher(s) in a clear and brief manner. If you did some Internet research on your own, be upfront about it and raise it as a question that needs to be answered.

Where do we go from here in the event of a diagnosis?

An IEP should be created if your child is judged to have a special education need. As previously said, this is a road map for your child’s educational goals. It should be reviewed once a year, but it can be examined more regularly if necessary. The IEP will be written by the special education team, which is also known as a multidisciplinary team.

Panels that could be used:

In Secondary School, Autism/ Asperger’s!

There are many youngsters with Autistic Spectrum Disorder who are having problems finding a secondary school that will accept them. The issue is that there aren’t enough resources at the secondary level, as well as a lack of teacher training in this field. Unfortunately, if a school refuses to enroll a child on the autism spectrum, there is little that can be done.

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ADHD!

ADHD is a disorder characterized by changes in brain chemistry and activity. It’s a neurological disorder. People with ADHD have a hard time paying attention and concentrating, especially when it comes to tasks that require sustained concentration. They may struggle to regulate their emotions and impulses, rush to complete tasks, or have a hard time waiting their turn. They frequently ask questions without considering them through, and they occasionally make embarrassing remarks in front of others.

ADHD is a chronic illness that lasts a lifetime. Although one does not grow out of it, the symptom picture does change through time. If impulsivity and a high level of activity were present at the start of the teen years, they often fade away. Learning issues related to ADHD are difficult to overcome, and it is critical that they be addressed in school. When educators and schools get it right for children with ADHD, they improve the educational provision for all children, just like they did for children on the autism spectrum.

The ability to comprehend is crucial. Adolescents with severe ADHD do not choose to get into trouble with adults or to be in confrontation with them. Constant rejection and criticism, as well as punishment and, in the worst-case scenario, expulsion from school, are not the solution. Corrective instruction is the answer, and professional teacher support is essential.

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