challenges and opportunities in special education
DESCRIPTION
A presentation concering recent developments in special education in Ireland.TRANSCRIPT
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Most Common SEN Conditions
• Specific Learning Disabilities– Dyslexia
– Dyscalculia
– Dysgraphia
– Dyspraxia
• General Learning Disabilities
• Autistic Spectrum Disorders
• ADHD• Emotional Behaviour
Disorders• Co-morbid Conditions
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Specific Learning Disabilities
Average or above IQSignificant weakness in one or more of:
written languagespellingreadingmathematicshandwritingcoordination of movement (includes oral musculature)
No extraneous factors are causal
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General Learning Disabilities
IQ Range
Borderline Mild General Learning Disability 70-79
Mild General Learning Disability 50-68
Moderate General Learning Disability 35-49
Severe/Profound General Learning Disability <35
All GLD’s should be accompanied byAdaptive skill deficits by definition
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Autistic Spectrum Disorders
Classical Autism (Kanner’s Autism)
Asperger’s Syndrome
Rett’s Disorder
Childhood Disintegrative Disorder
Pervasive Developmental Disorder-NOS*
Classical Autism-usually accompanied by a GLD
Asperger’s Syndrome-high functioning
*medical terminology
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Attention Deficit Hyperactivity Disorder
Gender Ratio
•Primarily Inattentive Subtype female>/=male
•Primarily Hyperactive/Impulsive Subtype male>female
•Combined Subtype male>female
High rate of co-morbidity: SLD, OCD, ODD, CD*
Does not cause antisocial behaviour
*Specific Learning Disability, Obsessive Compulsive Disorder, Oppositional Defiant Disorder, Conduct Disorder
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Emotional Behaviour Disorders
•Oppositional Defiant Disorder
•Conduct Disorder
•Clinical Depression
•Childhood Schizophrenia
•Bi-polar Disorder
•Social Phobia (school refusal)
Other mental health conditions
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Co-Morbid Conditions
Co-morbidity-2 or more conditions existing simultaneously
All conditions must be adequately addressed for successful outcome
High co-morbidity bettween:
SLD-ADHDADHD-ODDADHD-Tourette’sTourettes-SLD
It is becoming uncommon to find a “pure” type
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Impact of Conditions on the Child
Social difficulties range from mild to severe
Reduced self-confidence
Reduced self-esteem
Reduced sense of self-efficacy
Difficult relationships with people in super-ordinate positions
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Impact of Conditions on the Family
Increased marital stressIncreased rate of depression in mothersTypically effective child-rearing practices don’t workSocial exclusionAt times endless complaints from school (EBD)Blame the victim/family mentality in societyBlame the victim mentality in education (EBD)Fathers often distance themselves from the difficultiesSiblings sufferDifficulty accessing resources and supports
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The Education System Response
New guidelinesNew legislation6,000 Special Needs Assistants appointedNearly 8,000 special education teachers appointed*The NEPS service (National Educational Psychological Service)SENO’s (Special Education Needs Organisers)The NCSE (National Council for Special Education)The SESS (Special Education Support Service)
*many with no special ed training
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New Guidelines
Circulars: 24-03 Staged Approach
Circular 32-03 Retention
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Legislation
Education Act 1998
Boards of Management-children with SENenrolmentequality of access
Definition of SEN-a legal definition
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Education of Persons with Special Education Needs ActEPSEN
INCLUSION
ASSESSMENT
EDUCATION PLAN
APPEALS PROCESS
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Special Needs Assistants
Are not teachers
No teaching duties
Under supervision of class teachers
Assigned as needed by application through the school
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Special Education Teachers
Learning Support Teachers
Special Education Resource Teacher
Resource Teachers-visual impairment hearing impairment
travellers
Language Support Teacher
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National Educational Psychological Service-NEPS
Provided to nearly all school
About 130 nation-wide
Free psychological service
Limited number of referrals per school
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Special Education Needs Organisors-SENO’s
One for every school
Coordination of the school’s SEN service provision
Decision making role for resources provided
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National Council for Special Education-NCSE
Overall responsibility for SEN nationwide
Guidelines for writing IEP’s
Appeals procedure
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Special Education Support Service-SESS
Information access for parents and teachers
Excellent website: www.sess.ie
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Significant High Court Cases
O’Donoghue-right to educate children with severe/profound GLDSinott-age of termination of educationO’Carolan-appropriate programme/placementO’Cuanachain-methodology of autism education and delays
Secondary school cases
right to enrolappropriate programmeservicessupportsresources
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Where Do We Go From Here?
Coordinate serviceBring educational therapists into the DESTrain special education teachersClose special schools for Mild GLD in 5 yearsClose special schools for Moderate GLD’s in 10 yearsTeachers in those schools to become peripatetic consultantsRequire all special education teachers to have post-grad credentialsLimit the role of the school principal in decision makingTraining for NEWB officers Recognition of the pernicious effect of early school leaving (EBD)
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David J. Carey, Psy.D.
Author of: The Essential Guide to Special Education in Ireland Autism in the Mainstream School: A Practical Guide*
For additional information visit:
www.davidjcarey.com
Email: [email protected]