Opening a Special Class Part 2 – Another 3Ps

CAROLINE QUINN IPPN LEADERSHIP SUPPORT TEAM

Following on from an earlier article in December about opening a special class and attending to the 3Ps; people, policy and planning and physical environment, there are many other areas to consider as you move on in your journey of new learning and regular reflection. They involve purpose, process and proof; all part of Sinek’s Golden Circle of WHAT and HOW, but starting with the WHY.

The Purpose

The main aim or purpose is to create a positive learning environment with positive learning experiences for all pupils within an inclusive school culture. Sergiovanni reminds us that ‘the heart and soul of a school culture is what the people believe, the assumptions they make about how the school works.’ The Inclusion Illusion challenges all of us to question whether we are an inclusive school and whether our SEN pupils are just turning up to school, or are involved and participating in success-oriented learning with meaningful learning tasks appropriate to the age and ability of the pupils. Authentic learning activities should not observe a medical model but rather, a social model, giving the pupils’ challenges equal attention as is given to their strengths.

Diversity awareness in the whole school community should be an ongoing practice in order that everyone comes to understand divergent thinking and divergent ways of learning. The NCSE Inclusive Framework reminds us ‘to remove barriers from within and from education through the accommodation and provision of appropriate structures and arrangements to enable each learner to achieve the maximum benefit’ of their time at school.

The Process

Sinek reminds us that the process is built on specific actions taken to realise the why. In the case of relationship building, within the school, with outside agencies as well as with local support groups and networks, these are key to successful provision and reflection on best practice. TEAM is key, and when working together everyone achieves more, teachers, SNAs, pupils, parents and outside agencies.

Both internal and external training programmes are crucial for upskilling of all staff working in special classes. The National Council for Special Education (NCSE) has a comprehensive programme of Teacher Professional Learning with a published calendar, allowing schools to plan for the year which staff will attend and which programmes will add to their skill base. These training programmes are available around the country as well as in the form of virtual seminars.

Areas such as Promoting Positive Behaviour, Student Behaviour Planning, Supporting Transition and many others, are available at www.ncse.ie/tpl. In-school supports, as well as Post Graduate Certificates and Diploma courses are also available and are specifically tailored to those working with pupils with ASD – See St. Angela’s College, Sligo.

Some specific courses can be taken as a part of the Teach 5-day programme, providing a theoretical foundation, as well as hands-on opportunities, to assess and teach individuals on the ASD spectrum in a demonstration setting, Pecs – Picture Exchange Communication System, ABA –Applied Behavioural Analysis, Social Stories, Floor-time, Lámh, the Hanen programme, Social Skills Programme and Intensive Interaction.

The National Educational Psychological Service (NEPS) provides resources and publications, from literacy to wellbeing, the continuum of support, to behavioural, emotional and social difficulties training. A calendar of events is published as well as many valuable online resources.

Midletown Centre for Autism caters for parents and professionals providing training in Sensory Processing, Anxiety Management, Life-Skills, Emotional Regulation and Sensory Activity Schedules, to name but a few. These courses are open to teachers, SNAs, parents, and all other professionals working in this space.

Learning programmes within the school merit serious consideration in terms of literacy and numeracy. Numicon and See and Learn are in use in our school, as well as the Guided Reading Programme Flying Start.

The Proof

The result of our actions for pupils in our special classes, is the proof that the process has been successful.. When our school activities promote social and emotional competencies in all our learners, when policy and planning take into account both integration and inclusion of all pupils, when wellbeing of both staff and pupils is central to our actions, we start from where we are, we use what we have, to do what we can. This work is a journey, not an event. It is the job of everyone outside of the ASD classroom to support the work of everyone within.

Dr. Brad Johnson tells us that sometimes, our purpose is found in our strengths and also in our struggles or challenges. As the school leader, there will always be challenges and we may never get everything right, but the key is to reflect on and learn from our mistakes, and also, to have the courage to go forward and inspire courage in others. Our proof is demonstrated when a way of thinking and working that is adopted by all in the school, makes it the best possible place for all to learn, work and play. The Primary Curriculum Framework highlights that all children should flourish and realise their full potential, as unique, competent and caring individuals. The children in our special classes deserve no less.

Finally, a note to self as school leader, when things get overwhelming, remember that success is made of one thought at a time, one task at a time, one day at a time, to ensure purpose and process meets proof.

If you would like to get in contact with Caroline in relation to this article, you can email her at caroline.quinn@ippn.ie

PRINCIPAL OR DEPUTY PRINCIPAL LEAVING YOUR SCHOOL?

Please notify IPPN by emailing jackie.oreilly@ippn.ie so we can ensure details of the outgoing and incoming school leader are correct. Our very best wishes to anyone leaving school leadership!