Additional Needs Support

Additional Educational Needs Provision

The Model of AEN provision is focused on the individual needs of the student. It is based on the following principles:

• The support of students with special needs in the school is a whole-school responsibility.
• The Special Needs Coordinator oversees a support team (of teachers and SNAs) who assist the class teacher to meet the needs of students with special needs.
• Parents/guardians are involved in the process of supporting their children through their partnership with the class teacher/s, the support team of AEN personnel, Year Head and school management.
• The Principal/Management provides a structure and environment that supports and monitors the learning of all students and is particularly sensitive to the learning needs of students with special needs.
• The provision for special needs students is carried out in a number of ways including; additional support in English and Maths by a Learning Support Teacher by means of In-Class Support (team-teaching) or withdrawal; Learning support classes for student exempt from Irish, withdrawal of students for extra support on a 1-1 or small group basis; EAL classes.
• Each academic school year, Literacy and Numeracy testing is conducted with First, Second and Fifth year students in Athboy Community School.
• Where possible, learning support time is provided to a student whose scores in literacy and numeracy are under the 15th percentile. Resource time is allocated to those students
  with and without psychological assessments. Some students have modified programmes and timetables appropriate to their individual needs.
• A significant number of resource students have Irish language exemptions. The AEN Department have a system in place to assess students for such and exemption based on a programme to improve literacy and numeracy before applying such an exemption.

Continuum of Support

• The model of assessment and intervention, as practiced in Athboy Community School, is underpinned by recognition that special educational needs occur along a continuum from mild to severe and from transient to long term. Our response to the needs of students is organised according to NEPS’s Continuum of Support.

Student Support Plans and Individual Education Plans

• A Student Support Plan is devised for students with Special Education needs. All students involved in AEN support will have a tailored learning plan. Staff are briefed and informed about the IEPs by the Additiontal Needs Coordinator and the relevant information is made available to staff on VS Ware/One Drive.
• Once developed, Individual Education Plans for students concerned set clear learning/behavioural/social targets.
• The I.E.P process involves:
  • Gathering Information: Personal/ Background details.
  • Educational details (primary school details/assessment and learning support details)
  • Categorisation of need (assessment reports/ information attained from parents)
  • General profile based on formal/informal assessment.
  • AEN provision
  • Priority Need
  • Setting targets for each priority learning need:
  • Identifying the strategies and resources required: