Figure 1.1). These stages involve: (i) classroom support, (ii) school support, and (iii) intensive pupil assessment by a professional, such as, an educational psychologist or speech and language therapist. Within the first stage a school plan is put in place for a pupil and reviewed after a designated period of time. Practices such as meeting parents, teacher observations, teacher designed tasks, checklists, screening tests, and pupil consultation are recommended within this stage (see DES, 2017d for further details). If this level of intervention is unsuccessful, a school support plan is undertaken in the second stage. This plan lists measures for assessment (e.g. diagnostic assessment and functional screening measures) and it may also include a list of the suitable teaching methods that will be undertaken with the pupil. After this, if the pupil is still experiencing difficulties, the final stage, school support plus, is implemented. This stage entails more detailed planning that may be for a longer period of time. This plan includes information from assessments undertaken by outside professionals. Within the continuum, teaching should
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incorporate the use of evidence-based practices to build on the strengths of the pupil whilst addressing their areas of need. All educational support plans should include achievable targets, a list of resources, the teaching strategies to be implemented within the plan, and a review date (see DES, 2017d, p. 12)
Figure 1. 1 The continuum of support for identifying and responding to SEN in Irish primary schools (www. https://www.sess.ie/special-education-teacher-allocation/primary/continuum- support-primary) (Retrieved on 7/9/2019).
It is recommended that class teachers and special education teachers adapt a supportive role when educating pupils with SEN. Guidelines by the Department of Education (DES, 2017d, p. 12/13) state that a range of teaching methods, such as, co-operative teaching, collaborative problem-solving, heterogeneous group work, differentiation, active learning, small-group tuition, individual teaching, scaffolded instruction, and Information and Communications Technology (ICT) should be adopted by teachers to foster inclusion. Team-teaching allows for the
collaboration of ideas, impacts positively on pupil behaviour, and allows for differentiation, while it is also suggested that it provides greater support and inclusion to pupils (PDST, 2019b).
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It is important that the special education teacher is familiar with these teaching methods. They may provide support to pupils through in-class team teaching or small group/individual withdrawal.
Research suggests that the use of ICT for pupils with SEN fosters a more inclusive learning environment. It is suggested that ICT can help overcome the dilemmas pupils and schools face in relation to SEN identification, curriculum access, and location (Norwich, 2008). Florian & Hegarty (2004) propose that the use of this resource can foster greater inclusion for pupils in mainstream classrooms and in society in general. In the context of the mainstream classroom, ICT promotes differentiated instruction and a creative learning environment, whilst it also supports teachers (Starcic, 2010; Starcic, Cotic, & Zajc, 2013). For children with ASD, interventions using ICT have been found to be more suitable due to them being less socially threatening than face to face interactions (Goodwin, 2008; Rajendran, Mitchell, & Rickards, 2005). They have also been found to be more consistent with the autistic style of learning (Rajendran & Mitchell, 2007; Kagohara et al., 2013 Konstantinidis et al., 2009).
1.5.5 Exemption from Studying Irish (RoI). Pupils in English-medium primary and
post-primary schools in the RoI may access an exemption from studying the subject of Irish due to their SEN (DES, 2019, Circular 0052/2019). Within Circular 0052/2019 (DES, 2019), it is suggested that exemptions should only be granted to pupils in exceptional circumstances. An exemption from studying Irish as a subject is granted by the school’s principal teacher following consultation with the pupil, parents, and teachers (DES, 2019, p.3). The criteria for allocating exemptions is based on the country in which the child received their education up to 12 years of age, their SEN, and whether their parent is a foreign diplomat living/working in Ireland (DES, 2019, p.3):
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(i) pupils whose education up to 12 years of age (or up to and including the final year of their primary education) was received outside the State and where they did not have opportunity to engage in the study of Irish
Or
(ii) pupils who were previously enrolled as recognised pupils in primary schools who are being re-enrolled after a period spent abroad, provided that at least three consecutive years have elapsed since the previous enrolment in the state and are at least 12 years of age on re-enrolment
Or
(iii) pupils who: (i). have at least reached second class and (ii). present with significant learning difficulties that are persistent despite having had access to a differentiated approach to language and literacy learning in both Irish and English over time. (iii). at the time of the application for exemption present with a standardised score on a discrete test in either Word Reading, Reading Comprehension or Spelling at/below the 10th percentile. Or
(iv) children of foreigners who are diplomatic or consular representatives in Ireland.
Before the implementation of Circular 0052/2019, exemptions from studying Irish were granted in primary schools under Circular 12/96 (DES, 1996) and in post-primary school under Circular M10/94 (DES, 1994). Under Circular 12/96, for the academic school year 2016/2017, there were 5,385 pupils enrolled in primary schools with an Irish exemption. The most common reason cited for this exemption being granted was a learning difficulty (N=4,167 or 77.8% of all exemptions) (see DES, 2017e; DES, 2018b, for further details). Pupils who obtained an exemption prior to the implementation of Circular 0052/2019 will be entitled to continue with their exemption until the end of their post-primary schooling.
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1.5.6 Educational Disadvantage (RoI). Schools that have been identified as being in