Post-primary
Teaching Exceptionally Able Students: an Introduction for Post-Primary Schools
The seminar:
- Examines and explains the concepts of exceptional ability and dual exceptionality
- Outlines how these students and their particular needs can be identified
- Describes teaching approaches and methods that will enhance the learning of exceptionally able and dual exceptional students
- Introduces the concept of metacognition and metacognitive strategies
- Suggests whole-school approaches to enhancing provision for exceptionally able and dual exceptional students.
The seminar is designed to assist post-primary schools in developing the learning and teaching of Exceptionally Able and Dual Exceptional students. The approaches outlined in the seminar are guided by inclusionary principles.
The seminar takes approximately three hours, including a break, and can include a subject-planning workshop.
The seminar should be requested through the Supports Scheme (In-School Supports) and the particular needs of individual schools briefly outlined on the application form.
The inclusion of Students with Special Educational Needs in Mainstream Post-primary Schools: A Whole- school Approach
This is a three-and-a-half hour seminar for whole-staff (three hours contact). It examines the context, rationale, policy and legislation pertaining to the inclusion of students with special educational needs (SEN) and the implications for schools. Differentiation in the classroom as a methodology to enhance and facilitate inclusion and a step-by-step approach to differentiating a lesson is provided. The seminar concludes with a practical workshop in planning for differentiation in subject areas.
The key aims of the seminar are:
- To introduce participants to important changes in terms of special and /inclusive education provision in Ireland
- To outline the salient points of relevant legislation and how these developments help shape good practice
- To raise awareness of the rationale and value of fully including students with SEN within mainstream post-primary schools as a necessary part of school culture and ethos
- To introduce participants to the categories of SEN and possible implications for teaching and learninglearning and teaching.
- To introduce participants to differentiation as an instructional technique to cater for diversity
- To enable participants to engage in the practice of planning for inclusion in a particular subject area.
- To provide participants with information on further reading, resources and materials to assist them in developing inclusion in post-primary schools.
The seminar normally takes place in school over a three-and-a-half hour period, including a break. It consists of three parts.
Part one (approx. 50 mins) sets the context in terms of special and inclusive education provision in Ireland and outlines the main points of policy and key legislation. The categories of SEN are introducted and some implications for learning and teaching outlined. The value of inclusion as part of the culture and ethos of the school and policy implications regarding further planning are considered. A break is normally taken after this part.
Part two (1 hr. and 45 min. Approx.) introduces participants to the concept of differentiation and what the methodology means in practice. The presenter outlines the differentiated process using an exemplar lesson.
In part three (25 min. approx.) staff is invited to work in subject departments and collaboratively plan to differentiate a syllabus topic utilising the principles, skills and instructional techniques outlined in the presentation. The presenter facilitates engagement in this planning session, clarifying any questions and issues that may arise within the groups.
To avail of this seminar: Request the seminar through the SESS Supports Scheme (In-school Support).
Understanding Dyslexia: A Whole-staff Seminar for Post-primary Teachers
The overall aim of this seminar is to enable teachers to develop their understanding of the concept of dyslexia, to examine the impact of dyslexia on learning and teaching in the school, and to provide appropriate teaching strategies. The seminar also offers the school an opportunity to consider a range of structures and supports for students with dyslexia at whole-school level.
The key aims of the seminar are:
- To explain the concept of dyslexia
- To recognise the signs of dyslexia
- To help teachers identify dyslexia in the classroom
- To provide practical examples of appropriate classroom strategies
- To illustrate the importance of school-level supports
- To enable teachers to explore and discuss appropriate teaching interventions.
- To provide participants with information on further reading, resources and materials to assist them in meeting the needs of students with dyslexia in post-primary schools.
This seminar normally takes place in school over a two hour period, without a break. The seminar includes a practical workshop session which focuses on how best to provide for students with dyslexia in the classroom.
To avail of this seminar: Request the seminar through the SESS Supports Scheme (In-school Support).
Curriculum Differentiation for Pupils with Special Educational Needs: Post-Primary
This seminar explores differentiation in the classroom as a methodology to enhance and facilitate inclusion for pupils with special educational needs.
The key aims of the seminar are:
- To introduce participants to the categories of special educational needs and possible implications for teaching and learning
- To introduce participants to differentiation as an instructional technique to cater for diversity
- To explore differentiation in terms of adapting content, process and product in relation to classroom planning
- To highlight practical strategies that may assist in differentiation
- To provide participants with information on further reading, resources and materials to assist in applying differentiation methodologies in the classroom.
This seminar normally takes place in school over a two hour period. It runs without a break and includes a workshop where teachers work collaboratively in identifying differentiation strategies that relate to various categories of special educational need.
To avail of this seminar: Request the seminar through the SESS Supports Scheme (In-school Support).
Co-operative Teaching
This three-hour seminar for whole-staff examines how teachers of students with special educational needs can work co-operatively with mainstream teachers to meet a wide range of students’ learning needs, and in particular the needs of students with special educational needs (SEN). It focuses on co-teaching as an effective instructional and organisational arrangement for inclusive education classrooms. It explores the common challenges involved in co-teaching, along with its rationale and benefits for students, teachers and the school.
The key aims of the seminar are:
- To introduce participants to co-operative teaching as an instructional technique and organisational arrangement to help cater for diversity·
- To outline the rationale for co-teaching·
- To explore the models of co-teaching with a particular focus on team teaching·
- To outline the learning benefits for students and the professional benefits for co-teachers·
- To enable participants to engage in the practice of planning for co-teaching work.
- To provide participants with information on further reading, resources and materials to assist them in implementing co-teaching in post-primary schools.
This seminar is available as a whole-staff continuing professional development activity, delivered in the school. It normally takes place over a three-hour period, including a break, and is divided into two parts which includes participants’ involvement in workshops.
- Part one explores the rationale and models of co-teaching.
- Part two explores team teaching in detail: its benefits, challenges and practical considerations for implementation.
To avail of this seminar: Request the seminar through the SESS Supports Scheme (In-school Support).
Challenging Behaviour and Students with Special Educational Needs: A Whole-school Post-Primary Seminar
This three-and-a-half hour whole-school seminar explores what is meant by challenging behaviour and how teachers can best manage incidents of challenging behaviour in mainstream post-primary classrooms in relation to students with special educational needs (SEN). It examines the importance of a whole-school approach in trying to minimise behaviours that challenge and explores classroom strategies that promote positive behaviour and minimise and/or prevent incidents of challenging behaviour.
The key aims of the seminar are:
- To examine our thinking and our approaches to challenging behaviour and students with SEN
- To raise awareness of how students’ profiles, strengths, difficulties, learning styles, personalities, traits and skills influence behaviour
- To help understand how the emotional reaction of both students and teachers affects behaviour
- To increase awareness that predictability and consistency are the most effective strategies for minimising and eliminating challenging behaviour
- To provide strategies for creating a learning environment which is predictable and consistent in order to help eliminate or minimise repeated instances of challenging behaviour
- To outline how Rules and Routines need to be set up, taught and implemented
- To explain how a whole-school consistency of approach is needed as a basis for an effective system of behaviour management.
- To provide participants with information on further reading, resources and materials to assist them in the effective management of students’ behaviour in post-primary schools.
This seminar normally takes place in school over three-and-a-half hours, including a 15 minute break. It consists of two parts.
Part one (approx. one-and-a-half hours) examines definitions of challenging behaviour and looks at what challenging behaviour means to teachers. It explores some of the behaviours associated with special educational needs and offers some reasons for the behaviours. It considers the impact of the behaviour on the student, teachers, other students and the wider community. The seminar then moves on to communicate the importance of a whole-school approach in the effective management of challenging behaviour.
Part two (approx. one-and-three-quarter hours) explores effective classroom strategies to minimise and/ or manage challenging behaviour. The presenter facilitates collaborative group work and provides opportunities for teachers to observe effective classroom management through DVD footage and discussion. Opportunities for questions arise throughout the seminar.
To avail of this seminar: Request the seminar through the SESS Supports Scheme (In-school Support).
Challenging Behaviour and Students with Special Educational Needs at Post-Primary Level: Evening Seminar
This seminar is designed to meet some of the initial needs of school teachers in the area of Challenging Behaviour and students with special educational needs (SEN). Its key aim is to enhance participants’ understanding of why some students with SEN display challenging behaviours and to empower teachers with strategies to eliminate or minimise such behaviours.
The key aims of the seminar are:
- To examine our thinking and our approaches to challenging behaviour and students with SEN
- To raise awareness of how students’ profiles, strengths, difficulties, learning styles, personalities, traits and skills influence behaviour·
- To help understand how the emotional reaction of both students and teachers affect behaviour·
- To increase awareness that predictability and consistency are the most effective strategies for minimising and eliminating challenging behaviour·
- To provide strategies for creating a learning environment which is predictable and consistent in order to help eliminate or minimise repeated instances of challenging behaviour·
- To outline how Rules and Routines need to be set up, taught and implemented·
- To explain how a whole-school consistency of approach is needed as a basis for an effective system of behaviour management.
- To provide participants with information on further reading, resources and materials to assist them in the effective management of students’ behaviour in post-primary schools.
This seminar is available to post-primary teachers via the Education Centre Network and runs as a two-hour evening seminar in local Education Centres. It normally runs without a break, however the content is divided into two themes:
- Theme 1: Why do some students with SEN display Challenging Behaviour
- Theme 2: What can I as a teacher do about Challenging Behaviour?
To avail of this seminar: Check for availability through the Education Centre Network.
An Introduction to Autistic Spectrum Disorders (ASDs): A Whole-staff In-school Seminar for Post-primary Schools
This is a full-day seminar for whole-staff. It examines the ‘Triad of Impairments’ that characterises Autistic Spectrum Disorders (ASDs), the challenges this may pose for a student with ASD, and the implications for the school. The impact of adolescence on students with ASD and the implications for learning and teaching are also addressed. The seminar also explores mild general learning disabilities and the problems commonly experienced by such students. Practical strategies and methodologies to aid their inclusion in mainstream classes are outlined.
The key aims of the seminar are:
- To introduce participants to Autistic Spectrum Disorder (ASD) and the possible implications for learning and teaching·
- To raise awareness of the Triad of Impairments and the challenges this may pose for the students·
- To enable participants to begin to interpret students’ behaviour and reactions so that they can be managed appropriately·
- To provide information on general learning disabilities and the possible implications for learning and teaching.
- To raise awareness of the rationale and value of fully including students with ASD within mainstream post-primary schools·
- To introduce participants to methodologies and strategies to facilitate the successful inclusion of the student with ASD in mainstream classes.
- To provide participants with information on further reading, resources and materials to assist them in meeting the needs of students with ASDs in post-primary schools.
The seminar normally takes place in school over a full day, including two breaks. It consists of three parts.Part one (1hr and 30 min. approx) examines the Triad of Impairments that characterises ASD and highlights how social relationships, communication, and motor and sensory difficulties can impinge on the students’ difficulties in school . It explores the value of inclusion as part of the culture and ethos of the school and policy implications regarding further planning. A break is normally taken after this part.Part two (1 hr. and 30 min. approx.) introduces participants to general learning disability and the implications of this for students in the mainstream classroom. Simple adaptations and ideas for differentiation are introduced in order to facilitate the full inclusion of students in the mainstream classroom.In part three (1hr and 30 min. approx.) consideration is given to the implications of ASD for learning and teaching.
To avail of this seminar: Request the seminar through the SESS Supports Scheme (In-school Support).