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A Guide to the Leadership of Special Education in Mainstream Primary Schools Tacaíocht, Spreagadh, Misneach Supporting School Leadership

Table of Contents Introduction...................................................................................................................................... 3 Section 1 – Culture & Environment............................................................................................ 6 n

Shared Vision & Common Mission........................................................................................ 7

Leadership of Special Education – A Shared Responsibility....................................... 8

Fostering a Sense of Belonging.......................................................................................... 10

School Culture Temperature Check.....................................................................................11

Environment...............................................................................................................................12

Physical Environment.........................................................................................................12

Sensory Environment and Sensory Spaces................................................................ 14

Understanding Behaviour as Communication.................................................................15

Section 2 – Curriculum (Teaching & Learning)....................................................................16 n

Pupil Voice & Participation....................................................................................................16

Individual and Collaborative Practice................................................................................18

Mainstream Class Teachers – Role & Responsibilities..............................................18

Special Education Teachers – Role & Responsibilities.............................................19

Special Needs Assistants – Role & Responsibilities..................................................19

Pedagogy....................................................................................................................................21 l

Universal Design for Learning (UDL).............................................................................21

Team Teaching..........................................................................................................................23

Evidence-Informed Practice.................................................................................................24

Knowledge of Student......................................................................................................24

Programme Implementation...........................................................................................25

Assessment................................................................................................................................28

Section 3 – Relationships & Partnerships............................................................................ 30 n

Ensuring Practice is Relationship-Centred..................................................................... 30

Collaborating for Impact........................................................................................................31

Deployment of Staffing Resources....................................................................................32 l

Allocating Teachers to Roles...........................................................................................32

Deployment of SET Resources.......................................................................................33

Deployment of SNAs.........................................................................................................34

Deployment of School Transport Escorts...................................................................35

Partnership with Parents.......................................................................................................36

Engagement with External Agencies................................................................................37

Section 4 – Policy & Planning...................................................................................................38 n

School Policies that Support Inclusion.............................................................................38 l

Admission Policy.................................................................................................................38

Attendance Policy & Statement of Strategy..............................................................39

Code of Behaviour............................................................................................................. 40

Bí Cineálta Policy................................................................................................................42

Wellbeing..............................................................................................................................42

SEN Policy.............................................................................................................................42

Assistive Technology.........................................................................................................43

Organisational Routines....................................................................................................... 44 l

Record-Keeping................................................................................................................. 44

Support for Transitions.................................................................................................... 46

Special Class Provision......................................................................................................... 48 l

Bridging the Gap – A Possible Alternative Model of Provision........................... 49

The Role of a Special Educational Needs Co-ordinator (SENCO).......................... 50

Indicators of Effective Practice...........................................................................................52

Appendix 1 – School Culture Temperature Check.............................................................53 Appendix 2 – One-Page Profile (OPP) Template...............................................................55 Appendix 3 – Programme/Intervention Implementation Template............................56 Appendix 4 – Links to Publications referenced in the Guide........................................57

Introduction ‘Inclusive education is based on the principle that all children should learn together, whenever possible, regardless of any difficulties or differences they may have.’ (Council of Europe, 2026) Inclusion and inclusive education are broad concepts that emphasise the need to identify and remove barriers to education for all children regardless of their gender, ethnic or social origin, identity, language, religion, nationality, economic condition or ability. For the purposes of this guide, the focus on inclusive education is specifically in the context of meeting special educational needs. The

Council

Europe’s

description

effective individualised support

inclusive education manages to capture, in one

measures are provided in environments

sentence, the spirit of the provisions of Article

that maximise academic and social

24 of the United Nations Convention on the

development.

Rights of Persons with Disabilities (UNCRPD) in relation to education. Such provisions include

From IPPN’s daily engagement with school

the responsibility of the State to ensure that:

leaders, the commitment of schools to the

children with additional needs can access

provision of a high-quality, inclusive education

an inclusive, quality, and free primary

experience to all children, is wholly evident.

education and secondary education on an

That commitment needs to be matched by

equal basis with others in the communities

an education and therapeutic support system

in which they live

that ensures that the conditions for effective

reasonable accommodation of the

inclusion exist.

individual child’s requirements is provided n

children with additional needs receive the support required, within the general education system, to facilitate their effective education A Guide to the Leadership of Special Education in Mainstream Primary Schools

Page 3

THE CONDUCIVE CONDITIONS FOR

expertise to support all of the pupils who

EFFECTIVE INCLUSION

attend their school

It is IPPN’s view that the conducive conditions

special education provision in the school

for effective inclusion will exist when: n

inclusive education is understood in its

have discrete leadership time to do so

widest sense with the goal of enabling

and specific professional learning in the

participation,

leadership of special education

raising

achievement,

supporting wellbeing and creating a sense

those who are leading and co-ordinating

all stakeholders work from the premise

of belonging for all children, including those

of everyone’s positive intent. Respectful

most vulnerable to exclusion

relationships, trust in the decision-making

equitable access to a high-quality and

process, and acknowledgement of

inclusive education for all children, in a

respective roles and boundaries are key

setting appropriate to their needs, is a

components of effective inclusion.

system priority n

such inclusion is planned for, supported

Our survey of school leaders in January

and adequately resourced by all relevant

2026 highlighted the extent to which these

services

conducive conditions do not currently exist:

the

budgetary

allocation

for

special

78.44% said the school’s allocation of SET

education is based on accurate, up-to-date

hours was not sufficient to meet the needs

data in relation to the level of additional

of the children who present with additional

needs presenting in schools

learning needs

allocations of Special Education Teachers

61.58% said the school’s allocation of SNA

(SETs) and Special Needs Assistants (SNAs)

posts was not sufficient to meet the needs

to schools are aligned with the level of need

of the children who present with identified

that exists in the school

care needs

allocations and resourcing are responsive

11.90% agreed that the budgetary

to emerging need

allocation is based on accurate, up-to-date

the complexity and breadth of special

data in relation to the level of additional

educational needs that present in special

needs presenting in schools

schools is reflected in the provision of

10.32% agreed that school staff have

additional supports above and beyond

access to the requisite training, supports

those provided in mainstream education

and resources to equip them to work

any transition from one setting to another

effectively in a special class setting

(early years to primary, primary to post-

In 67.04% of schools, the person leading

primary, primary to special school, junior

and co-ordinating inclusion has absolutely

primary to senior primary or from one school

no allocation of leadership time.

to another) is recognised as particularly

Page 4

important and is supported by advance

IPPN recognises the reality in which schools

planning, open communication and timely

are operating and the deficits in allocations,

sharing of information

resourcing

and

leadership

capacity

that

adequate

compromise special education provision, but

professional development and have the

we also recognise the ambition of schools and

school

staff

have

received

A Guide to the Leadership of Special Education in Mainstream Primary Schools

school leaders to provide the highest standard

In each section of the guide, context is

of education and, in doing so, to meet the

provided and account is taken of the relevant,

needs of all children.

current policy documents. In addition, areas for consideration by all who have responsibility

As the professional network of primary school

for leadership and management in the school

leaders in Ireland, IPPN is committed to

are offered.

empowering school leaders to lead confidently and with impact because this changes what is

To be clear, this Guide is not offered as a ‘To-

possible for children, schools and communities.

do List’, nor do we claim it to be definitive.

Impact:

We merely hope that schools will use it as a

Strategic Plan 2026-2030, the identification,

support to reflect upon and to inform the

development and promotion of tools that

practice of leadership of special education in

enhance leadership practice is detailed as a

their particular context.

Pillar

our

Leading

for

strategic action. It is in this context that we have developed this Guide to the Leadership of Special Education in Mainstream Primary Schools,

complement

our

previously

published Guide to the Leadership of Teaching and Learning.

78.44% said the school’s allocation of SET hours was not sufficient to meet the needs of the children who present with additional learning needs.

A Guide to the Leadership of Special Education in Mainstream Primary Schools

Page 5

Section 1

Culture & Environment ‘An inclusive approach to education means that each individual’s needs are taken into account and that all children participate and achieve together. It acknowledges that all children can learn and that every child has unique characteristics, interests, abilities and learning needs.’ (UNESCO) A key element in the development of an inclusive approach to education, in terms of meeting special educational needs, is the creation of inclusive cultures in our schools. The Guidelines for Primary Schools - Supporting

LEADERSHIP CONSIDERATIONS

Children with Special Educational Needs in

A key determinant of the school’s culture,

Mainstream Classes identify inclusion as ‘the

and the extent to which it is inclusive, will be

responsibility of the whole school community

the quality of relationships that exist within

with a shared understanding of the need for all to experience belonging and connectedness,

the school community n

The greater the degree to which those

and a sense of being valued members of that

relationships are characterised by mutual

community. An inclusive school culture ensures

trust and respect, the greater the likelihood

that, to the greatest extent possible, children can

of that culture and environment being

be present, participate, achieve and be supported in mainstream education settings.’

created and sustained n

It is the area that is both most demanding and most deserving of the time and energy

The reference here to inclusion being the responsibility of the whole school community

of those with leadership roles in the school n

The creation and maintenance of this school

highlights the need for inclusive attitudes and

inclusive culture require consistent cultivation

values to be shared and modelled by all of the

by everyone within the school who has

stakeholders in the learning community – school leaders, teachers, SNAs, ancillary staff, the Board

responsibility for leadership n

It requires school leaders to be fully present

of Management, children and parents – in service

in their interactions with others and to ensure

of that inclusive school culture.

that consultation and collaboration are meaningful

It is important, therefore, to consider what

Professional conversations are encouraged,

contributes to the creation and maintenance of

disagreements are communicated

that inclusive school culture.

respectfully, with due regard for everyone’s role, and boundaries are put in place to ensure dignity at work. A Guide to the Leadership of Special Education in Mainstream Primary Schools

Page 7

Shared Vision & Common Mission Every school has a mission statement which, ideally, is a succinct articulation of its core purpose, its values, and its educational philosophy. It is a statement of why we do what we do, which informs how we do what we do. If embraced by all members of the school community, it provides unity of purpose, a sense of common mission, and it guides our behaviours and our decision-making. Reasonable questions to consider might be: n

To what extent do members of the

Are the school’s policies and procedures aligned to its statement of mission?

community embrace the school’s statement of mission?

In the context of busy schools and expanding

How familiar are staff members with it?

workloads, it is entirely understandable to

Is it possible that the school’s mission

prioritise getting things done over a process

statement was written a number of years

of stepping back and reflecting on why we are

ago and hasn’t been revisited since?

doing it. But, as Simon Sinek says, ‘When we

What assumptions are we making about

are clear on our ‘why,’ we are better able to

what the mission statement says about the

focus on what matters most.’ By revisiting our

school and are those assumptions valid?

mission statement, and ensuring its alignment

Has the school’s context evolved since the

with the school’s ethos, we can reconnect staff

mission statement was last considered?

members with the impact their work has, which

How many new members of staff have

is a powerful dynamic.

been appointed since the mission statement was last considered?

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A Guide to the Leadership of Special Education in Mainstream Primary Schools

Leadership of Special Education – A Shared Responsibility The leadership of special education is not the responsibility of one individual. Rather, it is a collective endeavour that requires the expertise, commitment and collaboration of the entire school leadership team. A distributed approach to leadership is now

widely recognised as the most effective means

leading school development, including curriculum development

of leading and managing schools, while also

pupil support and wellbeing

building leadership capacity, strengthening

school improvement

organisational

leadership and development of individuals

resilience

and

supporting

leadership succession. When leadership is

and staff teams

shared effectively, responsibility is distributed,

special education and inclusion

expertise is recognised and schools are better

supporting teachers during the induction

positioned to respond to increasingly complex

phase of their careers.

educational needs. This shared responsibility for the leadership This principle is articulated in the Department

and management of the school is also evident

of Education’s Circular 0070/2018 - Leadership

in the Quality Framework for Leadership

and Management in Primary Schools which

and Management in the revised Looking at

provides

distributed

Our Schools document, published in 2022.

leadership. Circular 0044/2019 - Recruitment/

Throughout the domains and standards of

Promotion and Leadership for Registered

the framework, responsibility for achieving

Teachers

effective

the

rationale

Recognised

for

Primary

Schools

and

highly

effective

practice

further emphasises that Assistant Principals

recognised as being shared by the principal,

occupy positions of strategic importance in the

deputy principal, other school leaders and,

leadership, management and administration

where relevant, the Board of Management.

of the school. Working collaboratively with the principal and deputy principal, they share

This is particularly relevant to the leadership of

responsibility for key aspects of school life,

special education and provides an important

including:

reminder

learning and teaching

that

school

leaders

cannot

expected to possess specialist expertise in

A Guide to the Leadership of Special Education in Mainstream Primary Schools

Page 9

relation to every aspect of special educational

On a strategic level, the leadership of special

provision.

education involves:

Within

every

school

there

are

staff members whose professional learning,

the setting of an inclusive culture

experience and interests have enabled them

the development of that sense of shared

to develop significant expertise in special education.

Effective

leadership,

therefore,

responsibility for inclusive practice n

recognises this expertise, creates opportunities for it to be exercised and ensures that responsibility for special education provision is

the development of whole-school approaches

monitoring the impact and outcomes of the school’s practices and policies.

distributed across the leadership team rather than resting with one individual.

At an operational level, the responsibilities associated with leading special education are

With specific reference to the leadership

extensive and continue to grow in breadth and

of special education, the original Inclusive

complexity. It is not realistic for one individual

Education

alone to coordinate supports, engage with

Framework,

developed

the

National Council for Special Education (NCSE)

parents

and

in 2011, recognised the critical importance of

resources, lead staff, oversee planning and

leadership as a ‘motivating force for change

ensure compliance with legislative and policy

towards models of good practice in educating

requirements. A collaborative approach is

pupils with special educational needs.’ The

essential if schools are to develop and sustain

framework also identified that this leadership

high-quality, inclusive practice.

is shared across all members of the school community.

Page 10

A Guide to the Leadership of Special Education in Mainstream Primary Schools

external

agencies,

manage

Fostering a Sense of Belonging The Cineáltas: Action Plan on Bullying emphasises that creating ‘a positive and inclusive school culture and environment provides a space where children, young people and staff experience a sense of belonging and feel safe, connected and supported.’ Through its influence on relationships, partnerships, policy, planning and curriculum, an inclusive school culture can foster a greater sense of belonging, which has a fundamental impact on children’s experience of school and on their educational outcomes. According to the OECD study What School Life

It is also worth noting that the trusted adult can

Means for Students’ Lives, children who report a

change depending on the circumstances that

strong sense of belonging in school:

present and the evolving needs of the child.

have better attendance

attain better reading scores

The importance of Social Connection

are more likely to complete second-level

Friendships are central to belonging. Schools

education

can foster this through the promotion of positive,

are more likely to progress to third-level

inclusive social interactions. An example would

education

be to ensure that all children, including those

display higher academic motivation, self-

with special educational needs (SEN), have

esteem and achievement

opportunities to participate in extracurricular

are less likely to engage in risky or antisocial

activities, as these create strong bonds.

behaviours n

are less likely to be unsatisfied with their

The importance of Pupil Agency and Pupil

lives.

Voice The concept of pupil agency is central to the

CONSIDERATIONS FOR FOSTERING THAT

Primary Curriculum Framework describing it as

SENSE OF BELONGING

‘the capacity to act independently and to make

The importance of One Trusted Adult

choices about and in their learning.’ Similarly,

The benefits of strong and healthy relationships

the Guidelines for Primary Schools - Supporting

between children and staff members are clear

Children with Special Educational Needs in

but the importance of every child having at least

Mainstream Classes stress the importance of the

one trusted adult on whom they can depend

views of children being ‘central to all matters

cannot be overstated. While ideally this would be

that affect them’ and, in particular, that ‘children

the child’s class teacher, it can also equally be a

with special educational needs experience a

Special Education Teacher (SET), a Special Needs

sense of belonging, meaningful engagement and

Assistant (SNA), a Bus Escort or a school leader.

active participation in all aspects of school life.’

This trusted adult is someone who is interested,

This will be explored further in the Pupil Voice &

who cares and who is an advocate for the child.

Participation section of this guide.

A Guide to the Leadership of Special Education in Mainstream Primary Schools

Page 11

School Culture Temperature Check A framework for reflecting on the school’s culture and for identifying priority areas for action has been developed and is included in Appendix 1. Relevant elements of the reflection checklists from the Indicators of Effective Practice in Primary Schools - Supporting Children with Special Educational Needs in Mainstream Classes document have been incorporated into the School Culture Temperature Check.

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A Guide to the Leadership of Special Education in Mainstream Primary Schools

Environment Physical Environment

However, at the very least it would be important

The physical environment in which teaching

that all bulbs are working properly and are

and learning take place is a significant impact

replaced promptly when they are not. It is

on the quality of that teaching and learning. It

particularly important to replace bulbs that are

stands to reason that if the optimal conditions

flickering or that are making a humming noise

are created within the physical environment,

to avoid the negative impact this could have on

then learning experiences are likely to be more

children with sensory challenges. LED lighting

effective, and outcomes for children are likely

is deemed preferable to fluorescent lighting.

to be better. Room Size and Allocation exists

In schools where there are significant variances

between the age, architecture, etc., of primary

in the size of classrooms (mainstream and

school buildings around the country, for the

special education settings), it’s important to

purposes of these guidelines, we will confine

ensure that some thought has been given to

our focus to classrooms – mainstream and

what rooms are allocated to what classes or

special education rooms.

groups. There is a range of factors that merit

Given

the

significant

variance

that

consideration including: This is an area where responsibility for reflecting

the number of children in the class or group

on the set-up and identifying needs or issues

the physical size of the children

within their own rooms could and should be

the nature of the activities taking place in

shared with mainstream and special education

the room (playful and engaging learning

teachers, to ensure that the most inclusive

experiences, etc.) n

possible environment is provided.

the need for universal access facilities in cases of mobility issues

LEADERSHIP CONSIDERATIONS

proximity to a lift (where relevant)

Light

the

accommodate

specialist

proximity to exits in cases of children who are a flight risk

of natural light in the classroom is important. Too much natural light can make it challenging

furniture within the room

A balance between having sufficient natural light and being able to control the amount

need

the value in having certain class groups

for children to be able to see whiteboards or

beside

each

other

interactive panels clearly and may also impact

collaborative approaches.

better

facilitate

on their ability to concentrate. Too little natural light is known to impact on mood and motivation

Allocating rooms to teachers and to particular

levels. This is equally a factor for teachers.

classes or groups before the end of the school year

allows

for

timely

consideration

and

Having sufficient artificial light is also important,

acquisition of what furniture and/or specialist

particularly during winter months.

resources might be needed prior to the start of

The gold

standard would be to have dimmable lighting

the school year.

so that it could be adjusted to avoid glare.

A Guide to the Leadership of Special Education in Mainstream Primary Schools

Page 13

Furniture

engagement is another. Considerations for the

The importance of having furniture that is

teacher include:

suited to the size and stage of development

of the children in the class or group is obvious. However, account must also be taken of the

whiteboard/display panel n

needs of individual children. The standard size of chair and table may not be suited to

link

https://www.gov.ie/en/

the need for a basic level of personal space and comfort (for the children and the

such furniture/equipment are available via following

the facility to accommodate active learning methodologies

to access funding from the DEY to acquire the

the children’s ability to engage, interact and learn from one another in groups

individual children. Specialist furniture and/or equipment may be required. Details on how

the children’s ability to see the

teacher) n

the need to safely move around the

service/bdb908-special-education-furniture-

classroom (for the children and the

equipment/.

teacher).

Horseshoe tables merit consideration in both

NCSE Guidance on Classrooms may be helpful

mainstream and special education settings as

for school staff in terms of addressing these

they promote greater engagement with the

considerations.

teacher in small group activities. Heating and Ventilation

Page 14

Classroom Arrangement

There is a need for balance to ensure that

Having the right furniture is one thing but

rooms are both sufficiently warm during the

arranging it in such a way as to promote

colder months and also sufficiently ventilated.

A Guide to the Leadership of Special Education in Mainstream Primary Schools

Effective ventilation can improve children’s

teachers to look at their classroom space

concentration

through a sensory lens and to identify:

and

attainment.

Classrooms

that are too hot or lack air circulation pose

what is working well

potential health risks to children and staff.

what practical steps can be taken to help create a more comfortable classroom for

To achieve the requisite balance, at the very

all children from a sensory perspective.

least, heating systems and radiators need to be fully operational (can be turned on and off

The NCSE - Sensory Spaces in Schools booklet

as required) and it must be possible to open

offers practical guidance on how to set up and

classroom windows safely. The CO2 monitors

effectively use sensory spaces in the school. It

that were distributed to schools during the

is an excellent resource to assist schools in:

Covid-19 pandemic can provide an effective

means for staff to monitor the quality of air in

looking at the sensory environments within the school

the classrooms.

Outdoor Spaces

embedding the use of sensory spaces and sensory strategies and

Teaching and learning are not just confined

creating sensory spaces in collaboration with children.

to indoor settings. Outdoor settings provide a range of educational opportunities that

Leadership considerations

complement and enhance those that are

provided indoors.

Are sensory needs considered when planning classrooms and learning spaces?

It is important to note the significant variance that exists between schools in terms of the

Are there agreed approaches to supporting regulation?

Are staff aware of how environmental

outdoor spaces that are available to them.

factors can influence behaviour and

No matter how limited that outdoor space

engagement?

may be, consideration should be given as to how it can be maximised to provide learning opportunities. The use of shade cloth in outdoor

spaces/classrooms

especially

important during warm weather.

Sensory Environment and Sensory Spaces Children

experience

and

process

sensory

information differently. Factors such as noise, light, movement, visual clutter, and classroom organisation can influence their ability to regulate, engage and learn. Schools should consider how environments can be adapted to reduce unnecessary sensory barriers while maintaining inclusive participation. The NCSE - Classroom Sensory Screening Tool enables

A Guide to the Leadership of Special Education in Mainstream Primary Schools

Page 15

Understanding Behaviour as Communication Schools operate on the guiding principle that all behaviour is communication and seek to interpret behaviours of concern as a child’s attempt to express an unmet need - such as sensory overload, frustration, or a desire for connection - rather than misbehaviour. Such a neuro-affirmative and trauma-informed approach shifts the focus from reactive interventions to proactive, supportive strategies.

Self-regulation and Dysregulation NCSE’s

Relate

regulation

resource a

That state of regulation can be influenced and impacted by such factors as: describes

higher-level

self-

executive

functioning skill and defines it as ‘the ability to manage your energy levels, emotions,

internal factors (physical feelings and emotions)

external factors (physical environment, nature of activities etc.).

attention, and behaviour.’ These factors are potential stressors.

Page 16

Children who are regulated can:

Dysregulation occurs when the child can no

focus on the task at hand

longer manage the level of stress they are

be at the appropriate energy level for the

experiencing. Their behaviour is a response

environment and the task

to the stress that they are experiencing and,

manage emotions

by reframing it as such, schools can work

maintain a sense of calm

towards putting proactive solutions in place

wait for their turn.

as opposed to reactive interventions.

A Guide to the Leadership of Special Education in Mainstream Primary Schools

Section 2

Curriculum (Teaching & Learning) Pupil Voice & Participation

takes on an added dimension in the context

Empowering pupil voice and participation

of children with special educational needs.

in matters relating to their learning has twin

Learning experiences that provide them with

benefits. Firstly, it leads to greater levels

opportunities for decision making, creativity,

of engagement. The Primary Curriculum

and collaboration will better equip them

Framework describes the dynamic: ‘Providing

to demonstrate agency and enhance their

children with regular time to talk about their

‘capacity to act independently and to make

learning and to identify and reflect on their

choices about and in their learning.’

next steps contributes to their self-identity as learners, while peer assessment and other

Looking at Our School (2022), when

collaborative learning enable children to

identifying the importance of pupil voice and

support and extend each other’s learning.’

participation, makes reference to the Lundy model of child participation, which includes

The second benefit derives from the fact that children experience the classroom in

four aspects: n

Space: children must be given safe,

a fundamentally different way to teachers.

inclusive opportunities to form and express

Therefore, the differing perspectives captured

their view

thorough the ‘learner lens’ can contribute

Voice: children must be facilitated to express their view

to teachers’ reflection on practice and the nature of the learning experiences planned

Audience: the view must be liståened to

and delivered. So, by ensuring the pupil voice

Influence: the view must be acted on as

is captured, both teaching and learning are

appropriate.

enhanced. Further detail on the Lundy model is This is not without challenge in the primary

provided in Student Participation in the DE

school setting as children need to be

Implementation Plan 2024-2026.

scaffolded and empowered to be able to form and articulate their perspectives. This

A Guide to the Leadership of Special Education in Mainstream Primary Schools

Page 17

In her doctoral thesis on The Opportunities

For the voice of the child with AEN to be

and Challenges of Inclusive Education:

heard, there needs to be the time and

Centring Student Voice in Irish Primary

space for trusting relationships to be built

Schools published in 2025, Rosemarie

and unhurried, meaningful dialogue to take

Stynes, a primary school principal, offers the following observations: n

place n

‘While policies increasingly advocate

of children’s voice from children with

for inclusive education and student

additional needs may not just be verbal but

participation, there remains significant scope to improve how this is practically

It is imperative to recognise that the input

may be expressed in non-verbal ways also n

When schools commit to genuinely

implemented for children with additional

listening to students, especially those with

educational needs (AEN)

AEN, the result is not only more inclusive

Embedding Lundy’s (2007) Model of

policy and practice, but also increased

Participation into school structures and

student engagement, confidence, and

policies could ensure that children’s voices

wellbeing.’

are not only heard but also acted upon, particularly in areas such as school policy review, curriculum planning, and individual support plans

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A Guide to the Leadership of Special Education in Mainstream Primary Schools

Individual and Collaborative Practice Effective special education provision requires collaboration between all members of the school community. While individual teachers have specific roles and responsibilities, inclusion is strongest when responsibility for the learning, participation and wellbeing of children with special educational needs is shared. The roles of mainstream class teachers, Special Education

Teachers,

school

leaders,

Special

collaborating with the principal, other relevant teachers, parents/guardians and

Needs Assistants and other members of the

external professionals, as required, to support

school community are interconnected. Effective

children with special educational needs

provision is not achieved through additional

to participate and engage in meaningful

support being provided alongside mainstream teaching. Rather, it is achieved when teachers

learning n

identifying children’s strengths, interests,

work together to create learning environments

and priority learning needs, to inform the

where all children can participate, progress and

planning, implementation, assessment and

belong.

regular review of intervention at each level of

Mainstream Class Teachers – Role & Responsibilities

the Continuum of Support n

children with emerging needs who require

The mainstream class teacher has a central role in ensuring that every child in the classroom

additional classroom-based support n

experiences meaningful participation, challenge

recording all actions and keeping copies of the Classroom Support Plan/s in the Student

and success. Responsibility for children with special educational needs remains with the class

developing Classroom Support Plans for

Support File n

teacher, in collaboration with other professionals.

supporting the development of Student Support Plans in collaboration with special education teachers, parents/guardians,

The DEY’s Guidelines for Primary Schools -

children, external professionals as required, in

Supporting Children with Special Educational

order to plan assessments, interventions, and

Needs in Mainstream Classes identify the duties

to track children’s progress at the levels of

of mainstream class teachers as:

‘School Support - Some’ and ‘School Support

‘availing of relevant teacher professional learning (TPL), to develop capacity,

Plus – Few’ n

ensuring that lessons are accessible through

knowledge and understanding of special

the use of a variety of approaches, including

educational needs

active learning, small-group tuition, individual

using a variety of appropriate methodologies, activities, experiences and materials to cater

teaching, and scaffolded instruction n

identifying and responding to the learning

for children’s individual needs and to create

difficulties and learning preferences of

a stimulating and supportive classroom

children with special educational needs.’

environment A Guide to the Leadership of Special Education in Mainstream Primary Schools

Page 19

Special Education Teachers – Role & Responsibilities Special Education Teachers play a pivotal role

Continuum of Support problem-solving process n

liaising closely with the principal on

in strengthening inclusive practice across the

the development, implementation and

school. Their role extends beyond providing

monitoring of whole-school approaches

individual or small-group interventions; they

to the education of children with special

contribute

educational needs

developing

whole-school

building

teacher

capacity,

approaches

and

leading, in collaboration with the class

ensuring that supports are targeted, evidence-

teachers, on the development of Student

informed and responsive to pupil need.

Support Files and Student Support Plans for children with special educational needs who

The DEY’s Guidelines for Primary Schools -

are identified in the School Provision Plan

Supporting Children with Special Educational

for Children with Special Educational Needs

Needs in Mainstream Classes identify the duties

with parents/guardians, the child, other

of Special Education Teachers as: n

‘contributing to the development of an

relevant teachers and staff, the school

inclusive school culture, demonstrated

principal and relevant others, as part of the

through ethos, values and inclusive school

problem-solving process

policies and practices n

preventative and proactive teaching and

as appropriate and necessary n

planning support transitions for children with special educational needs

developing inclusive school structures and n

using evidence-informed teaching and

children with special educational needs

learning approaches to support the

leading in the identification and provision of

special educational needs of children, and

support for children with special educational

monitoring response to intervention

needs in the school context, using the

Page 20

engaging and collaborating with external agencies and services outside of the school

systems in the organisation of provision for

promoting inclusive whole-school learning approaches

collaborating, liaising and communicating

sharing relevant information with class

A Guide to the Leadership of Special Education in Mainstream Primary Schools

teachers regarding the special educational

These broader responsibilities can be

needs of children, to support their

summarised as follows:

meaningful engagement and participation in n

Feeding

Toileting and general hygiene

Caring for a student with a catheter

the knowledge, competencies and skills

Mobility

required for high-quality provision of

Medical care needs (non-nursing)

Support for students who are blind/vision/ sensory impaired (BVSI) or deaf/hard of hearing (DHH)

Regulation and behaviour

Communication

Assist with supervision

Support for learning

Therapy supports

Transitions

Other student support duties

Dignity of the child

lessons n

advising and supporting class teachers

Support for Core Care Needs

when requested n

engaging in TPL to upskill and develop

support for children with special educational needs n

reflecting on individual professional practice, including teaching and learning approaches, to enhance provision

preparing and planning on a weekly basis in order to address each child’s specific needs as reflected in support plan targets.’

Special Needs Assistants – Role & Responsibilities

Student Support Duties

In its SNA Workforce Development Plan, the DEY recognises and articulates the vital role Special Needs Assistants (SNAs) play in supporting children with special educational needs and their role in whole-school communities. The plan’s vision is for ‘A dynamic, diverse and professional workforce of Special Needs Assistants that is supported and respected within an inclusive school community and who provide high quality, appropriate care to children and young people with significant care needs, to facilitate their attendance, participation and inclusion in school to achieve their full potential.’

Circular 0032/2026 - The Role of Special Needs Assistants provides details of appropriate duties for SNAs within each of the above categories. To ensure that all staff have a clear understanding of the revised role and responsibilities of SNAs, it would be important that the circular would be brought to the attention of all members of staff, the Board of Management and the wider school community. It would also be advisable for the whole school staff to have an opportunity to discuss the provisions of the circular and its

In tandem with the publication of the SNA Workforce Development Plan, the DEY also

implications for practice and for how support is offered to children.

published Circular 0032/2026 - The Role of Special Needs Assistants. The circular details a much broader understanding of the role and responsibilities of SNAs that is aligned to a much greater degree to effective practice already in place in schools.

A Guide to the Leadership of Special Education in Mainstream Primary Schools

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Pedagogy The DEY’s Preparation for Learning, Teaching and Assessment - Updated Guidance for all Primary and Special Schools, published in 2026, highlights knowledge of pedagogy as one of three key pillars of preparation for teaching and learning. It describes pedagogy as shaping teachers’ ‘actions, words and judgements’, and that it evolves from a process of reflection on practice, conversations with colleagues, and continuous professional development. It is also inextricably linked to teacher agency, which is a cornerstone of the Primary Curriculum Framework. In short, pedagogy is all about the approaches

are accessible and meaningful for the widest

and practices teachers use to offer meaningful

possible range of children from the outset,

and impactful learning experiences that all

rather than adapting them afterwards for

children can access. In that context, it has

individual children. The goal is to reduce

a particular resonance for and relevance to

barriers to learning while maintaining high

effective inclusive practice.

expectations for all children.

Inclusive

pedagogy

premised

the

It can be summarised as providing multiple

understanding that difference is an expected

ways:

and valuable feature of every classroom. Rather

to engage children

than designing separate learning experiences

to present information and

for some learners, inclusive pedagogy seeks

for children to demonstrate understanding.

to create flexible approaches that enable all children to participate, while recognising that

A teacher using UDL might:

some pupils may require additional targeted

provide visual schedules for all children

supports.

use explicit teaching and modelling

give instructions both verbally and visually

offer varied reading materials at different

Leadership considerations How does the school create opportunities for: n

promoting dialogue and reflection about

levels n

teaching and learning across the school community n

collaborative planning

peer observation.

Universal Design for Learning (UDL) Universal Design for Learning (UDL) is a

use collaborative learning and independent tasks

allow children multiple ways to complete assignments

build regular opportunities for reflection and feedback.

Importantly, these supports are available to everyone, not just children with identified special educational needs.

framework for designing teaching, learning environments, and assessments so that they

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A Guide to the Leadership of Special Education in Mainstream Primary Schools

A common question asked is whether UDL is

Leadership considerations

just differentiation by another name. While

Are the principles of UDL modelled and

the two approaches are related, they are not

promoted across the school and, if so,

identical. The following table illustrates how

how?

the two approaches differ.

To what extent is UDL embedded as a practice among staff?

DIFFERENTIATION

UDL

Often involves adapting instruction after identifying learner needs

Focuses on designing flexible instruction from the start

May target individual children or groups

Benefits all children

Can involve individual accommodations

Aims to reduce the need for accommodations where possible

Reactive

Proactive

Are there particular members of staff who have expertise in UDL who could scaffold the practice of others through inputs at team or staff meetings?

What additional professional development opportunities might be identified and provided to build capacity in this area?

Are classroom environments and teaching approaches regularly reviewed through an accessibility lens?

How is effective practice shared across the school?

A Guide to the Leadership of Special Education in Mainstream Primary Schools

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Team Teaching Team Teaching (or co-teaching) is an inclusive educational practice where two or more teachers share the same classroom to plan and deliver learning experiences to a diverse group of children. It frequently pairs a mainstream classroom teacher with a Special Education Teacher (SET) to support students with additional learning needs. There are a number of approaches to Team

The report published by the Inspectorate

Teaching:

in 2024 - Towards High-Quality Learning

Station Teaching: The class is divided

Experiences for All: Provision for children

into smaller groups, and teachers rotate

and young people with special educational

between stations to provide targeted

needs in primary and post-primary schools -

instruction

highlighted scope for improving team teaching,

One Teach, One Assist: One teacher takes

with the main challenge being to ensure that

the lead on instruction while the other

the use of team teaching is carefully planned

circulates the room to assist students

and designed to meet the identified needs of

individually

the children in that classroom.

Parallel Teaching: The class is split in half, with both teachers teaching the exact

Leadership considerations

same lesson simultaneously to smaller

groups, allowing for closer monitoring

why team teaching is being used?

Alternative Teaching: One teacher

what the intended benefits are? and

manages the larger group while the other

how it supports inclusion and

takes a smaller group to pre-teach, reteach, or provide enrichment n

Has clarity been established as to:

participation? n

Team Teaching: Both teachers share the delivery of the lesson equally, actively

used, has their impact been evaluated? n

tagging in and out with each other in front of the whole class.

If team teaching approaches are being Are both teachers actively teaching and contributing?

Do they both understand their roles within the approach being adopted?

The benefits to these approaches include: n

A collaborative approach to supporting children with special educational needs is

Do both teachers have shared ownership of learning outcomes?

Do teachers have sufficient time

embedded

and support to plan and collaborate

Support is provided within the mainstream

effectively?

setting obviating the need for withdrawal of children n

How are pupils’ experiences of team teaching taken into consideration?

All children benefit from a greater level of access to individualised attention and differentiated learning.

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A Guide to the Leadership of Special Education in Mainstream Primary Schools

Evidence-Informed Practice Effective special education provision requires schools to make decisions that are informed, intentional and responsive to the needs of the children. Evidence-informed practice provides a framework through which schools draw upon research, data, professional expertise and the experiences of children and families to guide decision-making and evaluate impact. For school leaders, adopting an evidence-

child. Knowing a child means understanding

informed approach means asking meaningful

not only their areas of need, but also their

questions about what is working, for whom, in

strengths, interests, aspirations, relationships,

what circumstances and how improvements

preferred ways of learning and the factors that

can be achieved. It supports schools in moving

enable them to participate successfully. Such

beyond assumptions and established practices

knowledge ensures that student support plans

towards

are not generic, but are tailored specifically to

approaches

that

are

purposeful,

reflective and responsive.

take account of the strengths and needs of the child.

While

quantitative

information

valuable,

data alone does not explain the full experience

When developed collaboratively and reviewed

of a child. Qualitative information, including

regularly, Student Support Plans provide a

pupil voice, parental insights, and teacher

meaningful framework for ensuring that support

observations and insights, provides essential

is personalised, purposeful and responsive.

context and helps schools understand not

Effective plans should better ensure that:

only what is happening, but why it may be

interventions are tailored

happening. Whether the data is quantitative

learning experiences are differentiated

or qualitative, the challenge for schools is to

engagement and participation are

make sense of it and to use it appropriately to

safeguarded

guard against assumptions and to ensure more

support is evidence-informed

informed action.

independence is fostered.

In summary, an evidence-informed approach

A useful addition/insertion to the student

is more likely to assist the school in raising

support plan is a One-Page Profile (OPP - See

questions and providing answers about inclusive

Appendix 2). OPPs provide a practical way of

practice as well as making the achievement of

ensuring that the child remains at the centre

consensus with regard to approaches, policies

of planning and decision-making. They provide

and procedures more likely.

a concise overview of what matters to the

Knowledge of Student At the heart of effective inclusive practice is

child, how they learn best, their strengths and interests, and the supports that help them to participate successfully.

a deep and holistic understanding of each A Guide to the Leadership of Special Education in Mainstream Primary Schools

Page 25

Schools are using OPPs very effectively as

Are procedures in place for the systematic

a quick reference point that can be updated

passing on of relevant information relating

regularly to take account of evolving needs,

to children?

providing, as it does, an opportunity to ensure

Are procedures in place for the acquisition

that the child’s voice is central to how support

of relevant information in relation to new

is provided to them.

children to the school? n

It is important to note that OPPs should not be viewed as static documents. Regular review

assessment data? n

ensures that they reflect the child’s changing strengths,

needs

and

circumstances

and

Do relevant staff have ease of access to Do relevant staff have ease of access to end-of-year reports

Do relevant staff have ease of access

supports staff in responding proactively rather

to reports from outside agencies/

than reactively.

professionals?

OPPs are particularly effective in supporting

Programme Implementation

self-regulation

The introduction of any intervention or

co-regulation.

Regularly

revisiting and updating OPPs allows for:

programme requires careful consideration.

building rapport

Schools should avoid adopting programmes

greater appreciation of likes and strengths

solely because they are popular, available or

greater awareness of what factors can

recommended by others. Instead, decisions

contribute to dysregulation

should be based on evidence of need,

environmental adjustments to be made

anticipated impact and the capacity of the

greater understanding of what currently

school to implement the approach effectively

works for the child in terms of alleviating

and sustainably.

stress and assisting regulation. When deciding on school-wide interventions

Page 26

In addition to the collation of the profiles, into

and programmes to meet special educational

which the children have input, the following

needs, school staff and school leaders must

leadership considerations arise:

consider a range of factors:

A Guide to the Leadership of Special Education in Mainstream Primary Schools

AREA

ELEMENT

QUESTIONS FOR CONSIDERATION

Evidence & Impact

Research Validation

Does the programme/intervention have proven data from a reliable source showing positive impacts on student outcomes?

Data Tracking

How can the impact of the programme/ intervention be monitored?

Suitability

Is the programme/intervention suitable for the school’s particular context?

Sustainability

Do the benefits to the children endure over time?

Budget limitations

What funding might be required to cover initial purchasing, licensing, and ongoing maintenance costs?

Staffing Levels

Does the school have enough qualified personnel to run the programme/intervention?

Time allocation

Does the implementation of the programme/ intervention align with the school’s organisational routines or do adjustments need to be made?

Physical Space

What rooms or spaces may be required to facilitate the effective implementation of the programme/intervention?

Professional Development

What training might school staff require prior to implementation?

Programme experts/ champions

Would cultivating internal expertise and commitment ensure ongoing staff support and greater troubleshooting capacity?

Staff Workload

To what extent would the introduction and implementation of the programme/intervention contribute to workload and overwhelm?

Integration

Does the programme/intervention enable the integration of children with additional needs with their peers, to the greatest extent possible?

Universal Design for Learning

Are the principles of UDL embedded in the design of the programme/intervention?

Parental Engagement

What can be communicated to parents regarding how the programme/intervention helps their child?

Pupil Voice

To what extent can children have an input into programmes/interventions that impact them?

Resources & Capacity

Staff Training & Support

Inclusivity & Culture

Stakeholder Collaboration

Ultimately, evidence-informed practice requires schools to evaluate the impact of their decisions. The question is not simply whether an intervention or approach has been implemented, but whether it has improved participation, learning, independence, wellbeing or belonging for the children it was intended to support. A template for schools to use when planning the introduction of a new programme or intervention is included as Appendix 3 of this Guide.

A Guide to the Leadership of Special Education in Mainstream Primary Schools

Page 27

Assessment The Primary Curriculum Framework highlights Assessment and Progression as one of the eight principles of learning, teaching and assessment. It states that ‘Meaningful assessment is collaborative and integral to high-quality learning and teaching. Involving children, teachers, parents, and others, it provides information which enhances teaching and informs and supports progression in children’s learning across the curriculum.’ Assessment is an integral part of learning and

In relation to special education, this information

teaching. It provides children with information

is used to advise the school’s Continuum of

about their progression as well as about how

Support, ranging from Support for All to Support

they learn, while also providing teachers and

for Some and Support for Few. Significantly, it

other stakeholders with information about the

supports the school in prioritising the needs that

effectiveness of their teaching or the success

exist across the pupil population. Assessment

of a programme of intervention. Assessment

provides baseline information, which can be

exists along a continuum from ‘intuitive’ to

used to compare against assessment data

‘planned interactions’ to ‘assessment events’

from the end of a given intervention to identify

(PCF, 2023, p.22). These assessment types

progress. It is important to note that assessment

are complementary and flexible and provide

should be purposeful and targeted to support

information about a child’s strengths and

a specific need to ensure that excessive or

needs. Assessment can be used to celebrate

unnecessary assessment does not take place.

a child’s learning and ensure that there are

Careful consideration should be given to the

high expectations of all learners that can be

assessment tool that is used to ensure that each

realistically achieved.

child has the opportunity to demonstrate their learning.

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A Guide to the Leadership of Special Education in Mainstream Primary Schools

It is also important to note that standardised

Leadership considerations

assessment is only one tool that can be

used.

The

DEY’s

Guidelines

for

Primary

staff about the role of assessment in our

Schools - Supporting Children with Special Educational Needs in Mainstream Classes

Is there a shared understanding across the school?

Does the school have a whole-school

state that ‘While standardised assessments

approach to assessment and screening

play a role in summative assessment, results

to identify pupils’ strengths, needs and

of any one standardised test should not be used in isolation, nor used as baseline data for

interests? n

predicting a child’s future achievements, nor for solely informing decisions regarding the

Has the school agreed what information is needed to monitor progress successfully?

Has the school ensured that whole-school

provision of interventions or targets in Student

procedures are established to facilitate

Support Plans.’ All types of assessment –

the meaningful and effective involvement

intuitive, planned interactions, and assessment

of children, parents/guardians, and

events – provide schools with data that can be

external professionals/agencies within the

used to support Evidence-Informed Practice.

assessment process, where relevant? n

NEPS provides schools with support and information regarding screening, diagnostic and

psychological

assessments.

Further

information can be found in the NEPS -

Does the school provide multiple ways for pupils to demonstrate their learning?

Does the school use assessment flexibly or is there more value placed on one particular type?

Guidelines, Tips and Handouts for Parents and Teachers. The NCSE - Relate resource provides schools with information about regulation, including self-assessment tools, questionnaires, checklists and solution-focused goal setting.

A Guide to the Leadership of Special Education in Mainstream Primary Schools

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Section 3

Relationships & Partnerships Ensuring Practice is Relationship-Centred

methodologies, ensuring how children learn is as valued as what they learn

Relationship-centred

practice

schools

prioritises

building

strong,

trust-based

connections

between

students,

staff

approach which helps to build, maintain and sustain positive relationships and to

and

prevent escalation of conflict

families as the foundation for learning and wellbeing.

grounded

attachment

for students experiencing stress or trauma

for understanding the emotional bonds and n

ensuring inclusion

unique, viewing behaviour as communication, restorative school culture that improves both

Neurodiversity-Affirming – Acknowledging diverse ways of thinking and learning,

centred approach treats every student as and aims to create a safe, inclusive, and

Trauma-Informed Practice – Understanding behaviour as communication, particularly

theory which is a psychological framework relationships between people. A relationship-

Restorative Practice – A structured

Unconditional Positive Regard – The practice of showing complete acceptance

student outcomes and student wellbeing.

and support for a child without judging

Relationship-centred practice is an

important clarification is provided in the

underpinning principle of NCSE Relate, which is an invaluable resource to schools in reframing behaviour and supporting student engagement and participation. There are a number of elements that are key to a relationship-centred approach, including: n

Relational Pedagogy – Integrating

their behaviours, emotions, or choices. An NCSE Relate document when it says – ‘While it does not mean that all of their actions are approved of, viewing the person with unconditional positive regard fosters the development of safe, trusting and honest relationships, crucial for change.’

relationship-building into teaching

A Guide to the Leadership of Special Education in Mainstream Primary Schools

Page 31

Collaborating for Impact Inclusive school cultures and, by extension, effective inclusive provision, are always collaborative. Mainstream class teachers, Special Education Teachers, special class teachers and Special Needs Assistants all have key roles to play. When this is done in partnership, through shared planning, co-teaching, and regular communication, provision is enhanced and children’s needs are met more consistently. Inclusion is also strengthened when schools cultivate collaboration beyond staff teams, by actively involving families, external agencies / services and the children themselves, in conversations about support and progress.

Deployment of Staffing Resources The effective deployment of staffing resources is one of the most significant functions of leadership in a school. Decisions regarding the allocation of teachers, Special Education Teachers (SETs) and Special Needs Assistants (SNAs) have a direct impact on the quality of special education provision and on outcomes for children. Effective deployment is not simply about filling roles, it is about ensuring that the right people, with the appropriate skills, experience and supports, are positioned where they can have the greatest impact. It is also worth remembering that mainstream class teachers, SETs and SNAs do not work in isolation or independently of each other. They form a support team and the extent to which those teams are functioning effectively also needs to be considered.

Allocating Teachers to Roles

The provisions of the policy should take account

The ultimate responsibility for making decisions

of the need for a certain level of teaching

on the allocation of teachers to specific roles

experience

lies with the principal. However, it is strongly

expertise when decisions are being made about

recommended that the school have a policy in

allocating teachers to SET or special class roles.

place, to which teachers have contributed, that

While every registered teacher is professionally

will inform the decision-making process.

qualified to teach in any setting within the

and,

where

possible,

specialist

school, effective deployment requires careful

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A Guide to the Leadership of Special Education in Mainstream Primary Schools

consideration of the particular knowledge,

experience and competencies required to meet the needs of the children in those settings.

multidisciplinary teams n

Decisions should seek to balance fairness,

arrangements n

needs of children. It is not unusual for schools to stipulate a minimum number of years of classroom experience before someone can be allocated to a SET or special class role.

ability to collaborate with other teachers and to work effectively in co-teaching

continuity of provision and the opportunity for professional development, all in service of the

experience collaborating with

knowledge of literacy and numeracy interventions.

Deployment of SET Resources The

Guidelines

for

Primary

Schools

–

While having a policy in place will not prevent

Supporting Children with Special Educational

teachers from being disappointed with the

Needs in Mainstream Classes provide a guide

decisions made, if such decisions are made

to the allocation of special education teaching

in accordance with a policy to which the

resources in the context of the principles

teaching staff has subscribed, the potential for

underpinning the special education teaching

conflict is minimised. It should also be noted

model.

that teachers have a responsibility to behave in a professional manner with regard to class

The key actions in the provision of special

allocations and the decisions of the principal.

education teaching support are identified as follows: 1. Identify all children with special

Leadership considerations n

Do you have a policy in place?

Were the members of the teaching staff

educational needs. 2. Initiate a collaborative problem-solving process to clarify concerns.

consulted in the development of the

3. Record at which level of the Continuum

policy? n

If you have a policy in place, is it operating

of Support special education teaching

as intended?

supports are allocated.

If the school has opened, or is about to

4. Organise and deploy special education teaching resources.

open, a special class, does the policy need to be amended to take account of it?

5. Develop Classroom Support/ Student Support Plans.

When allocating teachers to SET roles,

6. Identify appropriate evidence-informed interventions.

consideration should be given to: n

qualifications in special or inclusive

7. Undertake a collaborative review of the child’s response to intervention.

education n

experience with specific disabilities or learning needs

Two key messages in the Guidelines regarding

assessment and diagnostic expertise

the deployment of SET resources are:

knowledge of evidence-based

‘It is critical that all schools deploy the

interventions

additional special education teaching

ability to develop and monitor support

resources effectively to meet the needs

plans

of those identified in the School Provision

A Guide to the Leadership of Special Education in Mainstream Primary Schools

Page 33

Plan for Children with Special Educational

teachers to specific roles, some schools have

Needs’

also developed policies to inform the process of

‘The inappropriate deployment of the

how SNAs are allocated to meet the core care

special education teaching hours allocated

needs of children. That allocation should always

to a school for purposes other than

be guided by pupils’ assessed care needs,

intended deprives children with special

recognising the school’s responsibility to ensure

educational needs of direct access to these

that SNA resources are deployed strategically,

resources’.

fairly and flexibly, and that SNAs are allocated to schools rather than to individual pupils.

The School Provision Plan for Children with Special Educational Needs is available as

The policies that schools have developed

Appendix 1 in the guidelines and provides a

typically seek to:

means for schools to record all children with

clarify the role and responsibilities of SNAs

special educational needs who are supported

ensure SNA support is deployed fairly,

at the levels of Classroom Support – All; School Support – Some, and School Support Plus –

transparently and flexibly n

Few of the Continuum of Support Framework.

care needs n

The

Schedule

Deployment

Special

Education Teachers to Support Children with

promote the development of pupil independence, dignity and wellbeing

Special Educational Needs provides a record of the school’s special education teaching

prioritise children with the most significant

ensure consistency in practice across the school

allocation and is available as Appendix 2 of the

outline how areas for professional development are identified and supported.

guidelines. The NCSE’s SNA Toolkit (2024) can be used Leadership considerations n

to inform the process of SNA deployment in

Are effective systems in place to ensure

a school. Key principles to guide deployment

the identification of all children with

include:

special educational needs?

Are mainstream class teachers adapting

individual children

their teaching, learning and assessment

SNA support is provided only where

approaches for children with special

significant care needs cannot be met

educational needs, in keeping with the

through:

Classroom Support – All stage of the

whole-school approaches

continuum of support?

classroom strategies

Are children with the greatest level of need

teaching and SET supports

receiving the greatest level of support

in terms of access to special education

Children with the greatest level of need receive the greatest level of support

teaching?

Deployment is flexible and responsive to changing needs.

Deployment of SNAs

Page 34

SNAs are allocated to the school, not to

In the same way that some schools have

The School Self-Reflective Prompt sheets in

developed

the toolkit can be used to scaffold reflection

policies

for

the

allocation

A Guide to the Leadership of Special Education in Mainstream Primary Schools

on how the school deploys resources to meet the care needs of children. Leadership considerations n

When making decisions about the deployment of SNAs, has consideration been given to the following factors: l

Experience with autism, physical disabilities, sensory impairments, or complex medical conditions?

Manual handling training?

Experience of medication-related procedures?

Experience of communication supports such as visual systems or augmentative communication?

Previous involvement in behaviour support approaches?

Deployment of School Transport Escorts School Transport Escorts (also referred to as Bus or Taxi Escorts) play a vital role in ensuring the safety and wellbeing of vulnerable children with additional needs, as they travel to and from the school setting. They are valuable members of the school staff who should have clarity around their specific role, and how it contributes to the support of the child. Effective deployment of School Transport Escorts can greatly enhance the independence, safety, and self-esteem of the child. Leadership considerations n

In terms of flexibility of deployment, have

Transport Escorts with regard to their role

you considered the following approaches? l

Shared support across several children

Team-based approaches

Support during specific parts of the day where care needs are greatest

l n

Has clarity been provided to School and responsibilities?

Are agreed protocols in place for handover procedures at morning drop-off and afternoon collection times?

Rotating deployments when appropriate.

Does the school have a policy in place in relation the rotation of SNAs?

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Partnership with Parents Under the Irish Constitution (Article 42) and the Education Act (1998), parents are recognised as the primary educators of their children. While teachers may be experts in pedagogy, parents are experts in their children and can contribute greatly to their child’s experience of school. Accordingly, a partnership approach between home and school recognises the shared responsibility for meeting the child’s needs while also better ensuring a consistent and supportive environment for the child’s development. Meaningful collaboration with parents bridges

reduce the likelihood of conflict.

the gap between home and school, ensuring a

holistic

approach

special

education

provision. The partnership can be leveraged to

Leadership considerations n

What strategies are in place to promote

create consistent routines, align intervention

meaningful partnership and collaboration

strategies, and gain critical insights into the

with parents?

child’s unique learning styles and emotional

needs.

In what ways could the school enhance how it communicates with parents?

How does the school gather information

While collaboration with parents will ultimately

from parents to inform the support plans

be of benefit to the educational outcomes

for their children?

and school experience of all children, in

the particular context of meeting special educational needs, such collaboration can:

Are parents involved in the review of those support plans?

Are staff members and parents aware of

ensure consistency of messaging

their respective responsibility in terms

provide reassurance and minimise anxiety

of ensuring respectful engagement and

inform the development of student support

interaction?

plans n

Does the school have a Dignity and

ensure alignment on strategies to promote

Respect at Work charter that details

regulation

expectations in this regard?

assist with the management of transitions

facilitate access to external professionals who may be working with the child and family

A Guide to the Leadership of Special Education in Mainstream Primary Schools

Page 37

Engagement with External Agencies A fundamental aspect of special education provision is the cultivation of effective partnerships with all external agencies, services and professionals who have a role in either directly supporting or informing/resourcing the support provided to children with additional needs. Such agencies include, but are not limited to:

Tusla Education Support Service (TESS)

The Department of Education and Youth

Tusla

(DEY)

Health Service Executive (HSE)

The Department of Children, Disability and

Education Therapy Services (ETS)

Equality

The Inspectorate.

(NCSE)

school’s

The National Educational Psychological

agencies, services and professionals may be

Service (NEPS)

constrained by the availability and capacity of

The Visiting Teacher Service

those agencies, services and professionals.

Page 38

The National Council for Special Education facility

A Guide to the Leadership of Special Education in Mainstream Primary Schools

engage

with

such

Section 4

Policy & Planning School Policies that Support Inclusion The policies of a school constitute one of the principal ways in which its commitment to inclusion is translated into practice. They articulate the values of the school, establish consistent approaches and provide clarity for staff, parents and pupils. While policies are important, it is their consistent implementation

The school’s commitment to the provision of an inclusive education experience where every child, regardless of ability, can participate fully in the life of their school and community, should be evident in all of it policies. There are a number of key policies that are particularly relevant and important in this regard. Those with responsibility for leadership within the school must ensure that:

that ultimately shapes the experience of n

inclusion within the school community.

consultation with staff, parents, pupils (where appropriate) and the Board of

A school’s mission statement, informed by its

Management

ethos and values, provides the rationale that underpins the school’s policies. It is imperative

best practice

school aspires to, how that is manifested within school policy, and the reality experienced by

and

prioritisation

provide

barriers to the realisation of these aspirations.

agreed procedures are implemented consistently across the school

elements. However, it must be acknowledged resourcing

staff understand the purpose and practical application of each policy

the children and their families. Ideally, there should be no disconnect between these three

policies reflect current legislation, Department of Education guidance and

that there is alignment between what the

that

policies are developed through meaningful

policies are reviewed regularly to ensure they remain effective and responsive to changing needs.

A Guide to the Leadership of Special Education in Mainstream Primary Schools

Page 39

Admission Policy The Education (Admission to Schools) Act

Attendance Policy & Statement of Strategy

2018 requires schools to prepare and publish

We know from the research that:

an admission policy that includes a statement

that the school will not discriminate in its

have significantly higher absence levels

admission of a student to the school on specified grounds. In this regard: n

than other students n

schools should ensure that their admission policies adhere to legal requirements,

children with emotional behavioural difficulties are more likely to miss school

to guidelines developed by the National Council for Special Education (NCSE) and

children with special educational needs

poor attendance impacts educational outcomes and

poor attendance has an impact on wider

to circulars issued by the Department of

aspects of a student’s life, such as weak

Education on provision for children and

peer relationships, risks of engagement

young people with special educational

in anti-social activity, and poor family

needs

relationships.

all places in special classes should be filled in accordance with the admissions policy

A school’s attendance policy should set out

of the school, subject to that policy being

clearly, for students, parents and staff, the

compliant with the relevant legislation.

values, goals and objectives of the school in relation to attendance. The policy should also

To better ensure that this is the case, it is

set out the strategies the school uses to:

important that schools:

promote good attendance in the school

use the template policy document

prevent poor attendance

provided by their Patron

intervene where attendance difficulties

submit the policy to the Patron’s Office for approval and

emerge n

amend that policy when directed to do so

provide support to students whose attendance is a cause for concern.

by the Patron’s Office. The school’s statement of strategy for school Leadership consideration

attendance is merely a statement of the

In the context of inclusion, does the school’s

actions adopted by the Board of Management

admission policy contain soft barriers or

to support attendance and deployment.

exclusionary statements, such as: n

references to a prospective pupil’s

Developing the Statement of Strategy for

potential behaviour?

Attendance - Guidelines for Schools published

additional requests for reports and

by Tusla Education Support Service (TESS) is

documentation over and above a

a good resource when reviewing strategies to

diagnosis, and professional reports

promote attendance and responses to poor

confirming eligibility for the special class?

attendance.

and/or n

reference to admission to the special class

Leadership considerations

being contingent on resources?

What individualised and targeted supports could be provided to children with

Page 40

A Guide to the Leadership of Special Education in Mainstream Primary Schools

additional needs who are experiencing

In this context, the school’s code of behaviour

difficulties with attendance?

can detail:

Are supports and strategies included in the

child’s personal pupil plan?

child with additional needs to understand

Is the school meeting its attendance

particular aspects of the code, and how it

reporting obligations? n

what assistance may be needed to help a

applies to them

When might it be appropriate to make a

what additional supports and interventions

referral to the Education Welfare Service or

may be required to support regulation of

to seek the support of an Education Welfare

behaviour.

Officer (EWO)? Understanding Behaviours of Concern and

Code of Behaviour

Responding to Crisis Situations

The overarching aim of a school’s Code of

In the DEY’s Understanding Behaviours of

Behaviour is to ensure a safe, caring and

Concern and Responding to Crisis Situations:

supportive

every

Guidelines for Schools in Supporting Students,

child can thrive. All members of the school

behaviours of concern are defined as ‘behaviours

community have responsibility for the successful

that indicate a risk to the safety or wellbeing of

implementation of the code – children, parents,

the people who exhibit them or to others.’ In

school staff, school leadership, and the Board of

schools where an inclusive culture and inclusive

Management. It is a shared commitment in the

practice are embedded, children are more likely

service of a common good.

to feel a sense of belonging, to feel a sense of

environment

which

being listened to and to be actively engaged Effective codes of behaviour strike a balance

in their own learning, and less likely to present

between ensuring that positive behaviour is

with behaviours of concern. The premise is that

promoted, expected, supported and recognised,

positive behaviours are more likely to occur

while also ensuring that appropriate responses

when a child’s needs are being met.

are in place when behaviour falls short of what is expected.

The DEY’s guidelines were developed to address uncertainty for members of school staff on how

The NCSE Relate document encourages schools

to respond when facing a crisis situation where

to reframe behaviours as a response to stress

there are concerns with regard to physical

rather

safety.

than

just

misbehaviour.

‘Reframing

There is a specific emphasis on the

students’ behaviours as a stress-response or as

importance of prevention through the use of

a sign of dysregulation, can support you to shift

de-escalation strategies. Crisis situations are

your expectations of the student. Instead of

defined as ‘times when behaviours of concern

focusing on stopping their behaviour and using

present serious risk of imminent physical harm

reactive interventions, adopting this lens helps

to the student concerned and/or others within

shift our focus to the learning environment and

the school environment.’

our role in supporting the student. You can then consider the proactive measures to put in place

For de-escalation strategies to be effective,

there instead.’

knowledge

the

child

key,

therefore

familiarity with their student support plan is

A Guide to the Leadership of Special Education in Mainstream Primary Schools

Page 41

crucial. This will ensure that the de-escalation

strategies used will be:

Is there consensus and consistency of approach in this regard?

mindful of the child’s triggers

specific to their needs

responding to crisis situations and the use

developmentally sensitive and

of restraint?

informed by an understanding of what

the child is communicating through their

Who, if anyone, has been trained in

Would further training for other staff members be warranted?

behaviour.

Are systems in place to ensure that incidents involving the use of restraint are

The Use of Physical Restraint In

exceptional

circumstances,

documented, reported and reviewed? the

use

physical restraint may be an appropriate

Please Note

response to a crisis situation, but only if:

At the time of going to print with this

there is an imminent risk of injury to the

guide, guidelines for the review of

child or others

school codes of behaviour are due to be

it is used as a measure of last resort

published. When they are available, the

it is used for the shortest time possible

digital version of this guide will be updated

the least amount of force is used

to include a hyperlink to the guidelines.

it is carried out by an appropriately trained

person, where possible.

Bí Cineálta Policy Children with additional needs are one of the

In all cases, where it was deemed necessary

groups who are at increased risk of being

to use physical restraint in response to a crisis

subjected to bullying behaviour. They are

situation, the incident must be:

particularly vulnerable as they may struggle

reported to the principal

to report the incidents, defend themselves, or

reported to the parents of the child

recognise that they are being mistreated.

documented

reported to the BOM

Leadership considerations

reported to the NCSE

When reviewing school practice and policy

thoroughly reviewed.

with staff, specific consideration might be given to:

Where child protection concerns arise, the

matter should be referred to Tusla.

raising awareness of the particular vulnerability of children with additional needs as targets of bullying behaviour

Leadership considerations

ensuring familiarity with physical,

To what extent are staff members familiar

emotional and behavioural indicators such

with the NCSE’s Relate document?

as:

How can greater familiarity be promoted?

Has there been an opportunity for the

whole staff to discuss the concept of

damaged clothing/belongings l

behaviour as communication, as a guiding principle?

Page 42

unexplained bruises, scratches, or sudden increases in anxiety, social withdrawal, or school refusal

new self-soothing/repetitive behaviours.

A Guide to the Leadership of Special Education in Mainstream Primary Schools

Wellbeing

Have agreed approaches/strategies/

In the DEY’s Wellbeing Policy Statement and

programmes been evaluated to ensure that

Framework for Practice, risk and protective

they are having the intended impact?

factors relating to wellbeing promotion that are specific to the school setting are identified.

Assistive Technology

Two relevant risk factors to wellbeing are:

Many schools have developed Assistive

low achievement/learning difficulties/

Technology policies to provide clarity on

special educational needs including social,

practical considerations such as:

emotional and behavioural needs and

what constitutes assistive technology

lack of opportunity to develop social and

who owns it

emotional learning, including problem

who has access to it

solving and coping skills.

how it is used

where it is stored

whether it can be taken home by the child

what happens when the child transfers to

Leadership considerations n

What are the factors that promote

another school and

wellbeing in our school? n

What can be done to promote the factors

damaged and in need of repair.

that protect wellbeing? n

what happens if the assistive technology is

What can be done to reduce the risk An additional consideration that could be

factors to wellbeing?

addressed within the policy is the extent to

SEN Policy

which the child is consulted with regard to

A school’s SEN policy will detail how Special

their access to and use of the technology and

Educational Needs will be met. In broad terms

its impact on their learning. In Reflections on

it will:

Inclusion from the DEY Inspectorate Report

guide practice regarding provision for

(2024), inspection findings highlighted the

children with special educational needs

effective practice of ‘some teachers who

detail the roles and responsibilities of all

sought the views of children regularly on their

relevant personnel and members of the

experiences of using technology and amended

school community with regard to that

their teaching based on the feedback. This

provision

practice led to very effective inclusive teaching

align with all relevant legislation, guidelines

and learning approaches.’

and circulars. Leadership considerations n

Leadership considerations n

Are all relevant staff members aware

considerations relating to the acquisition

of their responsibilities with regard

and use of assistive technology?

to provision for children with special

Is there clarity around the practical

To what extent are children consulted with

educational needs?

regard to their experience of using the

Are all relevant personnel acting in

assistive technology and how it impacts

accordance with those responsibilities?

their learning and their experience of school?

A Guide to the Leadership of Special Education in Mainstream Primary Schools

Page 43

Organisational Routines Special education provision practice is enhanced when schools have clear, consistent and well-understood organisational routines. While flexibility is essential in responding to individual pupil needs, agreed systems provide the structure that enables staff to collaborate effectively, reduces uncertainty and ensures that support is delivered consistently. Organisational routines are not intended to

Assessment and support routines

create unnecessary bureaucracy. Rather, they

Assessment approaches

provide the foundations that allow schools to

Maintenance of Student Support Files

respond efficiently and equitably to the needs

Review of interventions

of all children.

Reporting and communication systems.

The following are examples of organisational

the

routines used by schools that support special

Educational Needs Planning and Preparation

education provision:

Guidelines – Mainstream developed by NIPT

appendices

the

draft

Special

(now part of Oide), there are several useful Leadership and staffing routines

resources and templates including:

Allocation of classes and teaching roles

Sample weekly timetables for SETs and

Deployment of SET and SNA resources

Sample short-term planning templates for

Coordination of SET caseloads

Individual teacher timetables.

SETs. In this section, the focus is on two specific

Collaborative routines

Page 44

areas that require agreed systems and

SET team meetings

approaches:

SNA team meetings

Record-keeping

Mainstream/SET collaboration

Support for transitions.

Staff planning and review meetings. A Guide to the Leadership of Special Education in Mainstream Primary Schools

Record-Keeping

school settings, including Mo Scéal

Effective record-keeping is not simply an administrative requirement; it is an essential

Copies of relevant information from pre

Records of relevant communications with parents/guardians and the child.

element of high-quality inclusive practice. Accurate, accessible and meaningful records enable schools to build a comprehensive

Such files are maintained in accordance with

understanding of a child’s strengths, interests,

the school’s data protection policy and the

needs and progress over time. They support

retention schedule specified within the policy.

collaborative planning, inform decision-making

GDPR requirements mean that student records

and ensure continuity of provision.

are retained until they reach the age of 25.

The creation and maintenance of a Student

The

Support File for every child who presents with

Support Files publication contains excellent

special educational needs is the primary means

reflective questions for school leaders and

of recording and collating all information in

teachers. Engagement with those reflective

relation to the child and tracking their pathway

questions will enhance the quality, use and

through the Continuum of Support. The file,

impact of Student Support Files.

Inspectorate’s

Strengthening

Student

and the information contained therein, is used to plan interventions, which take account of the identified strengths, interests and needs of

Leadership considerations n

Who is responsible for the creation and maintenance of Student Support Files?

the child, and to record the impact of those n

How/where are they stored?

Who has access to them?

Primary

How is that access provided?

Schools – Supporting Children with Special

Who is responsible for the deletion

interventions. According

the

Guidelines

for

of Student Support Files, when it’s

Educational Needs in Mainstream Classes,

appropriate to do so?

a Student Support File should include the n

following:

Is there a process of review in place to

Log of actions

ensure that the interventions detailed in

Relevant information gathered to develop

Student Support Files are aligned with the Continuum of Support framework?

understanding of strengths, interests and n

needs n

Are files maintained and data retained in

Student Support Plans are developed and

accordance with data protection and GDPR

monitored over time

requirements?

Information on attendance

Interventions, accommodations and other

Support for Transitions

supports

Transitions

Records of consultations

opportunity and vulnerability for children with

Details of reviews and response to

additional needs. Effective transition planning

intervention

recognises that successful transitions are not

Copies of professional reports and/or

events but processes that require preparation,

correspondence relevant to supporting the

communication and collaboration.

represent

periods

both

child at school.

A Guide to the Leadership of Special Education in Mainstream Primary Schools

Page 45

Transitions include but are not limited to: n

moving from an early-years setting to

using social stories to promote familiarity

primary school

accompanied visits to the post-primary

progressing from one class to another

moving from a mainstream class into a

preferred sensory regulation tools

setting.

special educational setting or vice versa

Leadership considerations

moving from one primary school to

Has the school established relationships

another

with early-years or pre-school settings

moving to a post-primary setting.

locally? n

What systems are in place to gather

For some children, transitioning from one

information to support the transition of

activity

mainstream

all children and in particular those with

class or a special education setting can be a

special educational needs, prior to them

challenge. In managing the transition, the aim

starting in the school, for example, through

is to minimise stress and to promote familiarity

the use of Mo Scéal?

another

within

and predictability.

What strategies are used to promote familiarity with the school and classroom

Practical ways of supporting children with transitions include: n

Page 46

importance of support for transitions? n

Are appropriate strategies used in mainstream class and special educational

familiarisation visits to a new classroom or

settings to support transition between

special education setting prior to moving

activities for children who require such

into it

support?

visits from staff from the new school to

Has the school established relationships

meet the children in the familiar setting

with local post-primary schools so that

(this is particularly relevant to children in

familiarisation visits can be arranged and

special class settings)

accommodated?

ensuring all relevant information about the

Has the school developed a means to

child is shared with school staff who will

communicate essential information to the

be working with the child who are new to

post-primary school, for examples through

them

the use of the NCCA Passport and the

using visual timetables and schedules to

NEPS transition document? n

providing multi-sensory transition warnings prior to activities changing, such as a

Do all staff members recognise the

school

support transitions between activities n

familiarisation visits to the school and classroom prior to the child starting in the

settings?

In what ways is the child’s voice considered when planning significant transitions?

What information does the child need

visual timer, a countdown clock, or simply

in order to feel prepared, confident, and

a first/then prompt

included?

ensuring the child has access to their

A Guide to the Leadership of Special Education in Mainstream Primary Schools

Special Class Provision Many schools have opened, or are in the process of opening, special classes for Autism in their schools. According to statistics published by the DEY for the 2025-26 school year, 59% of mainstream primary schools have at least one special class. If there is a shared commitment to the principle

Other Leadership considerations

of ensuring effective, equitable access to

In a series of articles in Leadership+ on

quality, inclusive education for all children

opening a special class, Caroline Quinn

then, with specific reference to the opening of

identified the Leadership considerations for

special classes, all schools have a responsibility

leadership as follows:

in this regard.

People – No new development will work in a school environment without effective

In the context of special class provision, if inclusion is planned for, supported and

consultation with all the people involved n

Policy & Planning – All relevant policies

adequately resourced by all relevant services

need to be reviewed and adapted, where

in accordance with the actual level of need

necessary, to ensure that the needs of all

that presents within the system, there is no reason why any child who meets the criteria

children can be met. n

Physical Environment – Ensure all rooms

for placement in a special class cannot attend

that are designated for use as special

the same national school as their brother or

classes can be upgraded to ensure they are

sister.

in keeping with the technical guidance and specifications for such accommodation.

For practical information and guidance on the

Purpose – The primary purpose is to

setting up of a special class, refer to the NCSE’s

create a positive learning environment

Guidelines for Setting Up and Organising

and positive learning experiences for all

Special Classes for Boards of Management and

children within an inclusive school culture.

Principals of Primary and Post-Primary Schools

How can this best be achieved? n

Process – What specific actions need to be taken, as a team, to ensure effective

A Guide to the Leadership of Special Education in Mainstream Primary Schools

Page 47

provision, including the identification of internal and external training programmes, relevant resources? What learning programmes will be used? n

Bridging the Gap – A Possible Alternative Model of Provision More

recently,

alternative

model

Proof – How do we know that provision

provision for children with a diagnosis of

for children in special classes has been

autism

successful? Proof is demonstrated when

practice in schools. At the time of publication

a way of thinking and working that is

of this guide, it is understood that this model

adopted by all in the school makes it the

of provision is being trialled in approximately

best possible place for all children to learn,

20 primary schools.

has

emerged

through

innovative

work and play. n

Participation - Equitable access for all in

The model is founded on the principle that

the learning environment, where children

specialist

feel safe, valued, and respected with

mutually exclusive, and is specifically designed

support for learning means children can

to maximise a pupil’s participation, belonging

contribute and participate regardless of

and learning within the general education

their individual needs. Children in special

setting, through a flexible and individualised

classes flourish with positive relationships

support model.

support

and

inclusion

are

not

and connections with their peers. How can

that integration for participation be best

The

facilitated?

supports

Partnership – The nurturing of a culture

meaningful

of partnership between parents,

in mainstream classes and across the wider

children and the school ensures a school

school

community that emphasises care, support,

remain members of their mainstream class

appreciation and encouragement and

while accessing specialist supports according

better ensures thriving children and adults.

to their identified strengths and needs.

model

combines

with

planned

participation

environment.

specialist

autism

opportunities alongside

Participating

for

peers

children

What actions can help to nurture that

culture of partnership?

The model operates on the understanding

Provision – Provision mapping is a

that educational needs change over time and

transparent method of evidence informing

that support should be responsive, flexible

the range of provision available to all

and regularly reviewed. Participation in the

children in the school. This provision

model does not represent a fixed destination

mapping must take account of how the

but forms part of an ongoing process of

children in the special classes participate in

assessment, support, review and planning.

the mainstream classes and in school life in general.

IPPN, INTO and CPSMA have jointly proposed that this model of provision be rolled out on

Page 48

The full text to the series of Caroline’s articles

a trial basis until it can be researched and

can be accessed via the following links –

evaluated. IPPN and INTO will assist with the

Opening a Special Class - Part 1

formation of communities of practice among

Opening a Special Class - Part 2

participating schools so that learnings can be

Opening a Special Class - Part 3

shared and impact can be assessed.

A Guide to the Leadership of Special Education in Mainstream Primary Schools

The Role of a Special Educational Needs Co-ordinator (SENCO) The effective coordination of special education provision is a critical component of successful inclusive practice. Within Irish primary schools, this responsibility is commonly undertaken by a Special Educational Needs Coordinator (SENCO), although the role is not currently formally recognised, defined or resourced within Irish education policy. As a result, schools have developed different models for organising and assigning responsibility for this important leadership function. Regardless of the model adopted, the role

Key responsibilities identified within the

research include:

SENCO

involves

significant

leadership

responsibility. A SENCO acts as a key link between

school

leaders,

teachers,

pupils,

parents and external professionals, supporting

assessment n

the development, coordination and evaluation of inclusive provision across the school.

identification of children with SEN for fostering in-school collaboration and support

determining resource allocation

providing CPD for staff

Recent research into the role in Ireland

liaising with external agencies

suggests that many SENCOs are members

building and maintaining relationships with

of the senior leadership team, often deputy

the key stakeholders.

principals, assistant principals, or experienced special education teachers.

A Guide to the Leadership of Special Education in Mainstream Primary Schools

Page 49

The research also identifies the significant

Leadership considerations

leadership dimension to the role of SENCO.

Mindful of the current reality in which schools

While responsibilities may vary depending on

and SENCOs are operating, consideration may

school context, effective SENCOs influence

be given to the following:

the quality of inclusive practice by building

In what ways can time and space be

capacity among staff, facilitating collaboration

created for SENCOs to collaborate with

and ensuring that decisions regarding provision

other staff and to co-ordinate and oversee

are informed by evidence of pupil need.

special educational provision in the school?

Significant challenges experienced by

SENCOs include:

What leadership-specific and role-specific professional learning and development

insufficient time

opportunities could be of benefit and be

heavy workloads

made available to SENCOs?

multiple responsibilities

limited external professional supports and

the school to ensure continuity of

ambiguous policy guidance.

co-ordination should the SENCO be

What capacity is being built within

unavailable or if they decide to step away Given the complexity and importance of the role, the research concludes that the role of SENCO should be:

from the role? n

To what extent does the SENCO, or can the SENCO, advise school leadership on the

formalised

allocation of SET resources?

recognised in policy

deployment of SNAs?

allocated ring-fenced leadership (non-

development of inclusive school

contact) time and n

policies?

included in the senior leadership team in

professional learning priorities? and/or

the school.

establishment and operation of special classes?

Page 50

A Guide to the Leadership of Special Education in Mainstream Primary Schools

Indicators of Effective Practice

The DEY published Indicators of Effective Practice in Primary Schools Supporting Children with Special Educational Needs in Mainstream Classes. The purpose of the document is to scaffold reflection on practice at all levels within the school with a view to identifying what is working well and what needs development. In Section 1 of the document, there are

Periodic engagement with these reflection

reflection checklists for each of the 8 principles

checklists

underpinning

Primary

Management, school leaders and the wider

Schools - Supporting Children with Special

school staff would go a long way to ensuring

Educational Needs in Mainstream Classes.

that practice, policy and procedures in the

The prompt questions included in each of the

school are aligned, inclusive and effective.

the

Guidelines

for

members

the

Board

checklists facilitate reflection on the extent to Leadership considerations

which: n

the school’s systems and policies are

As a school leader, how can you promote

inclusive

and facilitate regular engagement with the

the school’s culture is inclusive

reflection checklists and the indicators of

approaches are collaborative

effective practice?

practice promotes belonging,

connectedness and wellbeing n

practice supports purposeful engagement

When areas for development are identified, how are they progressed?

Who is best placed to take responsibility

and participation

for progressing the development of

practice is child-centred and needs-based

specific areas of practice?

practice is evidence-informed and outcomes are evaluated

What systems are in place to track progress?

practice is compliant with legislation and accountability requirements.

A Guide to the Leadership of Special Education in Mainstream Primary Schools

Page 51

Appendix 1

School Culture Temperature Check Going well

Needs attention

VISION n The school has a clearly articulated statement of mission n The mission statement reflects our current ambitions and aspirations for what the children in our school will experience n Staff members are familiar with what the mission statement says n The mission statement is reviewed at regular intervals n All relevant stakeholders, including the children, have an opportunity of feeding into the review of the mission statement n The school’s policies and procedures are aligned to the mission statement BELONGING n The school fosters belonging and connectedness of children with special educational needs to their school community n Wellbeing is promoted through the development of positive relationships between children and their peers, as well as between children and adults n The experience of positive and supportive relationships includes at least one key adult in the school who has knowledge and understanding of the child’s strengths, needs and interests n The school promotes access to extracurricular activities for children with special educational needs where their interests are fostered and developed, and which provide opportunities for social contact with the broader community PRACTICE n Teachers consider the wellbeing needs of children with special educational needs to inform educational planning, provision, teaching, learning and assessment approaches n Relationship-building is integrated into teaching methodologies n A structured approach, such as Restorative Practice, is used to help build, maintain and sustain positive relationships n Approaches take account of the impact of trauma on children n Approaches acknowledge diverse ways of thinking and learning n School staff aspire to the practice of showing complete acceptance and support for a child without judging their behaviours, emotions, or choices

Page 52

A Guide to the Leadership of Special Education in Mainstream Primary Schools

Proposed actions

COLLABORATION n Children are involved in decision-making about their education, and their views are valued n Children with special educational needs are involved in identifying their own strengths and needs, in setting learning targets, and in monitoring their progress and response to intervention n Collaboration with parents/guardians occurs in relation to: l their child’s strengths, needs and interests l the nature of supports and strategies in place to support their child l regular reviews of progress n Class teachers are responsible for the participation and learning of all children in their classes and collaborate with special education teachers to promote meaningful inclusion.

A Guide to the Leadership of Special Education in Mainstream Primary Schools

Page 53

Appendix 2

One-Page Profile (OPP) Template Child’s Name:

I may need support with

Class/Year:

Date Completed:

How you can help me

About Me n

My interests and hobbies:

Things I enjoy:

What makes me happy:

What is important to me:

Things to avoid

When I need help, I usually I am good at

Page 54

I learn best when

Things that overwhelm me

q Instructions are broken into small steps q I have visual supports q I have extra processing time q I can move around q I have hands-on activities q I work with a partner q I work in a quiet space q I use technology q Other:

Things that help me stay calm

A Guide to the Leadership of Special Education in Mainstream Primary Schools

Appendix 3

Programme/Intervention Implementation Template The WHAT

What is the planned intervention?

The WHY

Why are we undertaking this intervention? (potential benefits / impact)

The HOW

How is it to be implemented? (identification of the implementation steps)

The WHO

Who is responsible for what?

Timelines

By what dates will implementation steps be completed?

Possible barriers

How will we overcome these barriers?

A Guide to the Leadership of Special Education in Mainstream Primary Schools

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Appendix 4 Links to Publications referenced in the Guide n

Cineáltas: Action Plan on Bullying

NEPS Transition Document

Circular 0070/2018 - Leadership and

OECD - What School Life Means for Students’ Lives

Management in Primary Schools n

Circular 0044/2019 - Recruitment/Promotion

Assessment - Updated Guidance for all

Recognised Primary Schools

Primary and Special Schools

Circular 0032/2026 - The Role of Special

Primary Curriculum Framework

Needs Assistants

Reflections on Inclusion from the DEY Inspectorate Report (2024)

Developing the Statement of Strategy for Attendance - Guidelines for Schools

SNA Toolkit (2024)

Guide to the Leadership of Teaching and

SNA Workforce Development Plan

Special Education Furniture and Equipment

Guidelines for Primary Schools - Supporting Children with Special Educational Needs in Mainstream Classes

Guidelines for Setting Up and Organising Special Classes for Boards of Management and Principals of Primary and Post-Primary

Grants n

Indicators of Effective Practice in Primary

Special Educational Needs Planning and Preparation Guidelines – Mainstream

Strengthening Student Support Files

Student Participation in the DE Implementation Plan 2024-2026

Schools n

Preparation for Learning, Teaching and

and Leadership for Registered Teachers in

Learning n

Towards High-Quality Learning Experiences

Schools - Supporting Children with Special

for All: Provision for children and young

Educational Needs in Mainstream Classes

people with special educational needs in primary and post-primary schools

Leading for Impact Strategic Plan 20262030

Looking at Our School (2022)

NCCA Passport

NCSE - Classroom Sensory Screening Tool

NCSE - The Physical Classroom Environment

NCSE - Sensory Spaces in Schools

NCSE - Relate

NEPS - Guidelines, Tips and Handouts for

Understanding Behaviours of Concern and Responding to Crisis Situations: Guidelines for Schools in Supporting Students

Wellbeing Policy Statement and Framework for Practice

Parents and Teachers x2

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A Guide to the Leadership of Special Education in Mainstream Primary Schools

CONTACT US We are keen to hear from school leaders and any other stakeholders who share our vision for primary education. You can contact us through one of the media below.

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 @IPPN_Education

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Disclaimer Photographs in this publication are for illustrative purposes only. The children shown represent a general primary school population, and their appearance should not be interpreted as conveying any specific personal characteristics or circumstances.

IPPN Guide to Leadership of Special Education in Mainstream Schools