National Council for Special Education NCSE Building Schools

National Council for Special Education NCSE Building Schools’ Capacity o o o Develop schools’ capacity to include students with special educational needs. Promote a continuum of support which is inclusive and responsive. Strive to bring about improved educational experiences and outcomes for all students.

NCSE Roles ¡ ¡ ¡ Allocate supports to schools Provide advice and support to educators, parents and guardians Undertake and disseminate research Provide policy advice to the Minister Developing post-school role for adults

What supports do we give to schools? ¡ ¡ ¡ ¡ ¡ Teaching and Learning Sensory Needs Behavioural Supports In-school Support Continual Professional Development Direct support to some students where appropriate Support for School Leaders Support Parents and Guardians Assistive Technology Allocation of Resources

Policy Advice and Research

Complex Behavioural Needs ¡ ¡ Some but not all students with SEN exhibit serious challenging behaviour. Challenging behaviours can arise from serious emotional and behavioural needs and/or from an inability to self regulate behaviour.

Not in isolation : Looking at NCSE Recommendations ¡ ¡ Recommendations cannot be discussed in isolation Training for teachers and training for SNAs Training for principals to implement whole school behaviour approaches Support students with assistance from CAMHS and NEPS; give access to appropriate health therapy services especially speech and language therapy

2018 Review of the SNA Scheme NCSE made 13 recommendations for a New School Inclusion Model ¡. . timely access to the right support at the right time with an appropriately qualified person. . A range of support options… ¡ Training for teachers and training for SNAs ¡ Training for Principals to implement whole school behaviour approaches ¡ Support from CAMHS and NEPS; access to appropriate health therapy services especially speech and language therapy

Recommendation no. 7; 2018 (SNA Review) The NCSE recommends : ¡ Teachers and inclusion support assistants are provided with proper training in the management of challenging behaviours and behaviour practitioners are available to provide advice and guidance to schools ¡ The DES arrange for the preparation and publication of guidance for schools on the management of…(care, medication)…. Extreme challenging behaviours and restrictive practices

2018 Review of the SNA Scheme ¡ ¡ Schools require support from behaviour practitioners to identify and address the root causes of some challenging behaviours. Without relevant advice, there is a risk that challenging behaviour will continue to be contained but not ameliorated (improved)

Policy Advice No. 3 (SEBD) No. 5 (ASD) ¡ ¡ NCSE recommends that DES issue guidelines regards the appropriate use of restraint or ‘time out’ rooms; Development of clear guidelines to schools on responding to crisis situations; including the provisional of quiet spaces for students with ASD Time out rooms should not be available in schools for students as there is no evidence basis to support for use with this group of students howevery school should have a quiet space for students to meet their sensory needs

Some other recommendations in this report include: ¡ ¡ Teacher continuing professional development plays an important role in the development of teachers’ knowledge or understanding and skills ; newly qualified teachers and initial teacher education programmes content appropriate An existing teacher in every mainstream schools should be trained in the management of challenging behaviour and assigned responsibility for specified students

Contact details NCSE Support Service, c/o Cork Education Support Centre, The Rectory Western Road Cork Web: www. sess. ie NCSE Support Service, Phone: 021 425 4241 c/o Navan Education Support Centre, E-mail: info@sess. ie Athlumney Navan Co. Meath Web: www. nbss. ie Phone: 046 909 3355 E-mail: nbss@ecnavan. ie