Primary Teacher Planner for Special Education Classes

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Sometimes real superheroes live in the hearts of small children fighting big battles. Anonymous

SEN Supports

A teacher affects eternity. They can never tell where their influence stops.

Henry Adams

Name of student

Date of birth

School

Date file opened

Date file closed

A Continuum of Support

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ACADEMIC SUCCESS SOCIAL, EMOTIONAL & BEHAVIOURAL COMPETENCE

School Support Plus for a Few

School Support Plus for Some

Developing a student support plan is the outcome of a problem-solving process, involving school staff, parent(s)/ guardian(s) and the student. We start by identifying concerns, we gather information, we put together a plan and we review it.

Whole-school & Classroom Support for All

13.

Student Support File, Log of Actions

15. Advice given by learning support/ resource teacher or other school staff?

16. Other interventions put in place in school?

Action needed

Helpful references: SEN: A Continuum of Support: Resource Pack for Teachers, pp. 13-16, 18 to 20; BESD: A Continuum of Support, p. 7; A Continuum of Support for Post-Primary Schools, Resource Pack for Teachers, pp. 32-36; Student Support Teams in Post-Primary Schools, p. 20

Looking at Our Schools

Rate your school’s performance in each of these areas.

Rating scale:

Discuss with a partner – where have you agreed, where have you disagreed?

1. Does your school’s mission statement reflect an inclusive ethos?

2. Do management and teachers support adopting a wholeschool approach to the education of students with special educational needs?

3. Does the school plan include references to realistic and practical provision for students with special educational needs?

4. Does your school’s admissions policy accommodate the admission and participation of students with special educational needs?

5. Is your school’s discipline policy/code of behaviour suitably flexible to take account of individual difference?

1. Do your students have access to broad, balanced, relevant curricular experiences?

2. Are curriculum documents and materials related to provision for students with special educational needs readily available to staff?

3. Are co-curricular activities that support and enhance learning and extra-curricular activities open and accessible to all students?

4. Are the needs and interests of all students taken into account when determining the range of subjects, levels and programmes offered?

1. Is there a direct link between the school plan and the learning and teaching programmes provided for students?

2. Are all teachers aware of a variety of teaching strategies and methodologies that take account of the range of student abilities, needs and interests, e.g., activity learning, mind mapping, use of ICT?

3. Do teachers effectively use and vary their teaching strategies and methodologies to meet the needs of all students?

4. Are all students challenged and motivated by teaching and learning activities that are appropriate in level and pace?

5. Does your school offer an appropriate, safe and stimulating environment for all students, e.g., sense of belonging and security, work displayed on walls, appropriate physical arrangements?

6. Is there an agreed whole-school approach to assessment, recording and reporting that includes reasonable accommodations for certificate examinations?

7. Is the learning and teaching process – including the use of Education Plans – monitored in a regular and meaningful way?

NOTES: Please record here any observations/reflections on any aspect of the above.

DAILY SCHEDULE

Pupil Information

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So often you find that the students you’re trying to inspire are the ones that end up inspiring you. Anonymous

Class Details

Name of the class:

Class teacher:

Special needs assistants: Parent/Guardians

Monthly Planner SAMPLE

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Weekly Planner SAMPLE

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Do Not Forget Ideas

Observations SAMPLE

In learning you will teach, and in teaching you will learn.

Phil Collins

Behaviour Frequency Tracker

Pupil:

Behaviour being tracked:

Week of:

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Meetings

Nine-tenths of education is encouragement.

Anatole France

Record of Communication

Pupil Name:

School Year: Class Teacher:

Class visit from S & L therapist

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Observation carried out in class and S&L therapist spoke to class teacher regarding X’s progress, specifically in relation to receptive language.

X responded well and greeted therapist warmly with a smile and wave, displaying recognition.