Examples of Practice from the Equality of Challenge Schools

A System for Identifying and Assessing Students with Exceptional Ability and Dual Exceptionality in Post-primary School

A system and procedures for identifying and assessing students with exceptional ability and dual exceptionality is necessary if suitable provision is to be made for their unique needs. A template emerged from the early activities of the Equality of Challenge schools which is based on the system developed in Schull Community School in Co. Cork, along with input from other schools in the initiative who are also examining their methods.

'Jacob' – a Case Study of a Student with Dual Exceptionality

[School Name Withheld to Protect Anonymity]

Some students are ‘dual exceptional’ in that, while they may have a disability which negatively effects some aspects of their learning, they may also have an exceptional ability in other aspects. Such students are often un-recognised as their disability may mask their ability.
As illustrated in this case study of a student with ‘dual exceptionality’ in one of the Equality of Challenge schools, an effective assessment and communication system in school may make identification and appropriate intervention much more efficient.

How Assessment Outcomes can be Conveyed to Staff

[by Helen Ryan, Castletroy College, Limerick]

Schools develop different systems for conveying the outcomes of assessment procedures to staff. Helen Ryan, from Castletroy College in Limerick, outlines ways in which this process takes place in Castletroy College and also describes the review process.

Click here to download [PDF, 59 KB]

Interpreting Testing Scores

[by Jean Johnston, Schull Community School, Co. Cork]

Mainstream teachers may have difficulty in understanding test scores carried out by specialist teachers and in interpreting their relevance. As part of the assessment system in Schull Community School, Jean Johnston provides advice to mainstream teachers on the interpreting of test scores – for example, through a presentation at a staff meeting and through a document such as this. This process helps teachers to better understand test results which are available as part of the schools’ assessment system.

Differentiated Extension Activities in Maths for Exceptionally Able Students

[by Helen Ryan, Castletroy College, Limerick]

One of the more effective ways of making inclusive provision for exceptionally able students is through extension tasks in mainstream classes. This example of subject planning for exceptionally able students through extension activities is in the area of maths.

Students Learning about Metacognition through Research

[by Stephanie O’Regan, Lucy Hunt and Katie O’Donoghue – students in Schull Community School, Co. Cork]

Arising from development in the area of Metacognition – ‘learning how to learn’ – a number of students in the school engaged in a study of their peers’ learning processes and styles. While this was an extension and enrichment activity in the fields of mathematics and the sciences, the task also encompassed skills and strategies common to many areas such as the application of higher order cognitive skills, the use of the scientific approach and self-directed learning.

School-Based CPD for Developing Exceptional Ability

[by Pauline Burke, Mercy Mounthawk Secondary School, Tralee, Co. Kerry]

In looking at the continuing professional development (CPD) of staff in order to address the needs of exceptionally able students, Mercy Mounthawk school initially developed a small ‘Community of Practice’ which piloted differientiated approaches in the school.

Teachers Doing Metacognition: Individualised Support for Students through Metacognitive Strategies

[by Pauline Burke, Mercy Mounthawk Secondary School, Tralee, Co. Kerry]

In spite of introducing differentiated methodologies which worked well for most students with exceptional abilities, teachers found that some students were still not realising their potential and engaging fully with learning and teaching in the school. The introduction of Metacognitive strategies proved to be a useful response to this dilemma.

Developing the Use of Differentiation as a Strategy

[by Norma O’Brien, Coláiste Mhuire, Askeaton, Co. Limerick]

By examining their assessment and identification approaches, teachers in Coláiste Mhuire realized that the identification of exceptionality in students required a number of approaches. They also discovered that, by adopting particular inclusive differentiation strategies, they could create learning spaces where students could exercise courage and creativity without being inhibited by a fear of failure. The use of these approaches benefited all the students and enthused the teachers in their work.

Subject Planning for the Exceptionally Able

[Science Department, Castletroy College, Limerick]

The Equality of Challenge schools found that one the best ways of developing teaching practices for students with exceptional ability and dual exceptionality is to work through subject departments and subject planning.
This example, from the Science Department in Castletroy College in Limerick, provides an overview of the Science teachers’ approach to subject planning in this regard. This approach is described in the schools’ plan as follows: “In most cases, the needs of exceptionally able students are best delivered as part of the normal differentiated classroom provision. There are a number of ways that work can be differentiated and this is included in the individual subject department plans.”