Research has consistently shown that the quality of teaching is the most critical factor in enhancing pupils’ learning and educational experiences. The revised allocation model provides more stability in staffing levels (and less part-time clustering). It is envisaged that schools will establish and maintain skilled special education support teams to guide provision. Since all teachers have responsibility for teaching pupils with special educational needs, it is important that all staff members engage in appropriate CPD to develop the capacity of schools to meet the educational needs of all pupils. Schools should regularly review their ongoing professional development needs, with reference to the provision of quality teaching and learning in both the mainstream classroom and special education settings. Educational leaders should consider their own training needs in order to develop an inclusive whole-school approach to special educational needs provision. Schools can use the self-reflective questionnaire (Appendix 7) and other audit instruments (see CPD audit tool below) to review their professional development needs and to plan suitable training initiatives.
It is also beneficial for teachers to become involved in local professional networks (within the school itself and with other schools) where good special educational needs practice and disability awareness can be shared and promoted.
The links below can be used to access supports
Support from NEPS is progressed through the regular school planning process with the assigned NEPS psychologist.