A Manual Of Good Practice In Special Educational Needs

Needs relating to

Level I Needs

Level II Needs

Level III Needs

Level IV Needs

The physical environment

The ordinary nursery/class/school is appropriate

The child/pupil's needs are such that some special features are required in the nursery, class or school accommodation. For example, access to a resource base may be required for the delivery of structured programmes etc for some of the time.

The child may require ramps andother aids.

A specialist facility may be required, e.g. a resource base/unit within a mainstream setting, for a substantial portion of the child/pupil's time in nursery, primary or secondary school.

A highly specialised environment e.g. a special unit/school or nursery, is required for all the time the child/pupil is in the setting dealing with a combination of profound sensory loss, physical disability and/or disruptive behaviour.

The curriculum and how it is delivered

Ordinary curriculum with minor features of differentiation in relation to '5-14' guidelines, such as specific objectives for reading, listening, etc.

Alternative methods of presentation within the group.

Significant differentiation is needed in one or some areas of the '5-14' curriculum requiring structured and clearly targeted programmes in learning and/or behaviour which are subject to termly review.

very substantial and specialised differentiation is needed in a wide area of the '5-14' curriculum such as requires weekly review and consultation with agent(s) external to the school on an individualised teaching plan.

The curriculum which the child follows is radically different from that provided in the mainstream in that it requires daily review and consultation with agent(s) external to the school in order to establish the pre-requisites for learning, e.g. cognitive, sensory development.

The level of child/pupil support required

Levels of child/pupil support/contact in individual/group settings which are normally available, with short periods with the classroom aide in small groups.

Direct individual support by Learning support staff in small group. Use of scribe/reader. Short-term behaviour support to avoid causing stress to self/others.

Enhanced level of individual child/pupil/aide contact required for some of the time. e.g. primary care needs (soiling, catheterisation etc); behaviour support.

Child/pupil requires enhanced level of teacher and/or aide contact continuously. Extended primary care needs; continuous behaviour support; longer term life plan of total care needs.

The level of specialised resources, facilities and technologies required

Ordinarily available resources, facilities and/or technology shared with groups of children/pupils on a time-limited basis, e.g. word processor/personal computers.

Ordinarily available resources, facilities and/or technology required by the child/ pupil individually on a time-limited basis, e.g. word processors/ personal computers.

Highly specialised resources, facilities or technology not normally available and deployed/designed for the child/pupil's specific use on a time-limited basis.

Highly specialised resources, facilities or technology not normally available and deployed/designed for the child/ pupil's specific use on a continuous basis.

The level of specialised support agent(s) involvement

Needs identified and monitored by class teacher and within-school support staff, e.g. Learning Support in mainstream setting. Advice only from other external agent(s), e.g. Regional Authority Psychological Service speech and language therapy, behaviour support, service for the sensorily impaired etc.

Agreed and monitored support and advice from agent(s) cited in Level I, with clear objectives delivered by teacher and support staff deployed to support/teach child/pupil.

Agreed, monitored and delivered support on a regular basis to small groups of children/ pupils by specialist agent(s), over and above learning support, and engaging one or all of external agent(s) cited in Level I.

Agreed, monitored and delivered support on an intensive basis on an individualised basis in a specialised setting, e.g. special unit, base or school, by specialist agent(s) as cited in Level I.

Mode of communication

Ordinary oral/aural and written with appropriate support from relevant aids

Highly specialised methods are required by the child/pupil, e.g. sign language, Braille etc.