All seminars due to take place on Monday 16th, Tuesday 17th and Wednesday 18th October 2017 have been cancelled due to the Red Status weather warning.
This affects all the seminars listed below that were scheduled for Wednesday 18th as well as the seminars mentioned in our previous notice below. We will contact people with details of re-scheduled events in due course.
All seminars will run Thursday and Friday as planned. The Pathways to Prevention 3 day seminar will commence on Thursday 19th and run also on Friday 19th. Participants will be notified of arrangements for the completion of the third day of the seminar.
- Assessment & Planning for Students with SEN, Primary at Wexford Education Centre
- An Introduction to Autism, Post Primary at Blackrock Education Centre
- Leading the Inclusive School Seminar for Principals, Post Primary at Carrick on Shannon Education Centre
- Assessment & Planning for Students with SEN, Primary at Galway Education Centre
- An Introduction to Inclusive Physical Education, Primary at Woodlands Hotel, Waterford
- An Introduction to Teaching Students with Down Syndrome, Primary at Navan Education Centre
- Assessment & Planning for Students with SEN, Primary at Donegal Education Centre
- Autism & Co-Occurring Additional Needs, Primary & Post Primary at Louis Fitzgerald Hotel, Dublin
- Pathways to Prevention, 3 day seminar, Primary & Post Primary at Vienna Woods Hotel, Cork
Due to the Red Status weather warning, the seminars below which were due to take place on Monday 16th and Tuesday 17th October 2017 have been cancelled.
Anyone due to attend these seminars will be contacted in due course with details of the re-scheduled event.
- Developing Language & Communication for Students with SEN, Vienna Woods Hotel, Cork, 16th & 17th October 2017
- Challenging Behaviour & Social Skills for Students with SEN, Louis Fitzgerald Hotel, Dublin, 16th & 17th October 2017
- Using Tablet Technology to Support Teaching & Learning for Students with Dyslexia, Waterford Teacher Centre, 16th October 2017
- Leading the Inclusive School Seminar for Principals (Post Primary), Wexford Education Centre, 16th October 2017; Limerick Education Centre, 17th October 2017
- Leading the Inclusive School Seminar for Principals (Primary), Laois Education Centre, 17th October 2017
- Literacy, Numeracy & Autism (Primary), Athlone Eduation Centre, 16th October 2017
- Assessment & Planning for Students with SEN (Primary), Kildare Education Centre, 16th October 2017
- LAMH, Tralee Education Centre, Wexford Education Centre, Mayo Education Centre, 17th October 2017
- Day 2 of Contemporary Applied Behaviour Analysis (C-ABA) 5 Days, Vienna Woods Hotel, 17th October 2017
Applications for the Visiting Teacher Service
The National Council for Special Education (NCSE) seeks applications from suitably qualified teachers to work as a visiting teacher for children who are Deaf/Hard of Hearing or as a visiting teacher for children who are Blind / Visually impaired. The appointments are on a fixed-term (temporary) basis, for one year.
Full details can be found here.
Review of Special Education Teacher supports where there are Exceptional Circumstances or Needs arising in a school
NCSE Guidelines 04/2017 sets out the procedures for schools in seeking a review of their Special Education Teacher allocation and the utilisation of their allocation, on the grounds that very exceptional circumstances have arisen in the school.
More information can be found here.
Toolkit to Support the New Special Education Teacher Allocation Model
The NCSE Support Service has prepared a downloadable toolkit (in word format) to support the implementation of the new model:
Guidelines for Schools - Supporting Children with Special Educational Needs in Mainstream Schools
The following documents are to provide guidance to schools on the use, organisation and deployment of additional teaching resources for pupils with special educational needs. This guidance is provided in the context of a revised model for allocating special education teaching resources which is being introduced by the Department of Education and Skills (the Department) in September 2017.
- Guidelines for Primary Schools - Supporting Students with Special Educational Needs
- Guidelines for Post-Primary Schools - Supporting Students with Special Educational Needs
Special Education Teaching Allocation Circulars - Primary and Post-Primary
Circular 0013/2017 and 0014/2017 have been distributed to mainstream Primary and Post-Primary schools to advise schools of the revised allocation process for Special Education Teachers from the 2017/18 school year. The circulars are available at the following links:
New Model for Allocating Special Education Teaching Resources to Schools
January 18th, 2017 - The Minister for Education and Skills, Mr. Richard Bruton T.D., announced that a new model for allocating special education teaching resources to mainstream primary and post primary schools will be introduced from September 2017.
- The Minister's press release is available here
- The review of the pilot project for the new model for allocating teaching resources to mainstream schools to support pupils with special educational needs is available here
- The NCSE press release is available here
SESS Primary Language Curriculum CPD
Special Education Support Service (SESS) is continuing its professional development programme for the Primary Language Curriculum/Curaclam Teanga na Bunscoile.
Whole-school professional development for The Primary Language Curriculum will be provided to special schools by the SESS during the school year 2016-2017.
For further information click here
NCSE - Teacher CPD Database for Inclusion and Special Educational Needs
This database is an online reference tool designed to provide practical support to teachers looking for continuous professional development opportunities in the area of inclusion and special educational needs. It brings together in one place an extensive range of information relating to CPD options, delivered by a variety of different providers.
To this end, the database does not seek to replace information from individual providers, but rather acts as an initial source of general information and a ‘signposting’ mechanism for further information.