This policy should be read in conjunction with The Admissions Policy and The Code of Behaviour.
Draft Working Document only
For approval

SCHOOL DESCRIPTION:
Árdscoil na Tríonóide is a Catholic Voluntary Secondary School resulting from the amalgamation of Scoil Eoin, Christian Brothers Secondary School and Scoil Mhuire Mercy Secondary School. Árdscoil na Tríonóide is under the trusteeship of the Sisters of Mercy, South Central Province and, from May 2007, will be under the trusteeship of CEIST (Catholic
Education – an Irish Schools Trust). This school is inspired by the educational vision of the Venerable Catherine McAuley and Blessed Edmund Ignatius Rice. The central purpose of the school community is the religious, moral, intellectual, physical and social education of the student and we seek to create an atmosphere of Christian care and concern in which the student can grow to maturity and strive towards excellence in all respects. The school fully subscribes to the principles of partnership, accountability, transparency, inclusion, respect for diversity, parental choice and equality. This school community advocates and will develop a strong sense of social justice. It is intended that the experience of education in this school will be happy and creative with every participant fulfilling their own potential in a safe and caring environment. The trustees of Árdscoil na Tríonóide are committed to the successful implementation of the Education Legislation, in particular the Education Act (1998), the Education (Welfare) Act 2000, the Equal Status Act 2000 and the Education for Persons with Special Education Needs Act 2004.
Árdscoil na Tríonóide is grant aided by the Department of Education and Science. In addition, it receives extra funds from various fundraising activities and from a voluntary contribution.

RATIONALE FOR POLICY:
Árdscoil na Tríonóide is a new school and it is necessary that a new policy would be drawn up to establish a coherent framework for all personnel to work within and to comply with current legislation.

COMMITMENT TO SUPPORTING STUDENTS WITH SPECIAL
EDUCATIONAL NEEDS:
Árdscoil na Tríonoide is committed to providing Support to the needs of students. The programme involves on-going consultation and co-operation between teachers, parents and other relevant agencies. The Board of Management are conscious of the need toembrace the widest possible definition of special educational needs.

ACCESS TO SUPPORT FOR SPECIAL EDUCATIONAL NEEDS:
Access to supports depends largely on Department of Education and Science funding and approval. Students from the following groups may be selected for support:

• Students with psychological assessments that recommend Learning Support/Resource Teaching.
• Students with a specific learning disability or general learning difficulty.
• Students identified as having special educational needs at pre-entry assessment.
• In particular circumstances, with the permission of the Principal and parents /guardians, a student may be offered extra assistance in particular areas within available resources.

Parents are requested to inform the school on the enrolment form of any special needs which their child may have . (See Admissions Policy)

ACCESS TO PSYCHOLOGICAL REPORTS/INDIVIDUAL
EDUCATIONAL REPORTS:
The following personnel have access to reports:

• The School Principal.
• The Deputy Principal.
• The Learning Support/Resource Teachers.
• Special Needs Assistants.
• Parents/Guardians of individual students.
•  Individual students over the age of eighteen.
• The Guidance Counsellor.

ORGANISATION:
Learning Support Model:
Árdscoil na Tríonóide has a withdrawal model of Learning Support in operation. This means that students may be withdrawn from languages from which they have exemptions. Students can also be withdrawn where they are following a reduced timetable. Groups are formed normally on age group or ability.

ASSESSMENT:

• Pre-Entry Assessment –all applicants will be required to complete an assessment test in order to help the school to assess the needs of the student.
• Psychological Assessments – parents/guardians are requested to provide all relevant reports to the school.
• Primary school reports.

PERSONNEL:

• Board of Management: They ensure the policies and practices in the school are inclusive of all students and in compliance with Educational Legislation.
• Principal: He/she applies for additional resources. He/she allocates hours to teachers. He/she ensures the school is fully accessible to all students and applies for grants/equipment required by individual students. Applications may also be made to National Educational Psychological Service (NEPS) and / or National
  Council for Special Education (NCSE).
• Parents/Guardians: Parental consent is required for access to educational support and before any referral for assessment can take place. Meetings are sought with parents/guardians to discuss Individual Educational Plans (IEP’s) formation and progress.
• Learning Support Teacher: He/she facilitates learning support within the school. This teacher teaches learning support and writes Individual Educational Plans (IEP’s).
• Guidance Counsellor: He/she oversees and organises assessments for registered students.
• Class Teachers: Identify students that may be experiencing difficulties.
• Special Needs Assistants: Special Needs Assistants (SNA’s) are recruited specifi cally to assist the Class Teacher in providing the necessary non-teaching services to pupils with assessed educational needs. Their duties are assigned by the Principal acting on behalf of the Board of Management.
• Outside Agencies: Other professionals, such as Educational Psychologist, Special Educational Needs Organiser, Speech and Language Therapists and other relevant agencies are accessed depending on student needs and availability.

EVALUATION OF SPECIAL NEEDS POLICY:
It is envisaged that the Board of Management will review the policy, in consultation with key personnel, on an annual basis.
Approved by Board ______________
Signed ( Chairperson) ______________
Review Date: ______________
Approved by Trustees ___________
Approved by Trustees ( date) ___________