Provisions for Students with Special Educational Needs
All students in CBC are encouraged to pursue academic excellence. Our aim to see students with diagnosed disabilities realise their learning potential is realised in partnership with the student, his parent/guardian, class tutor, specialist teachers, subject teachers, representatives of the NCSE and other agencies where appropriate.
We rely on the support of parents of incoming students, in the first instance, to supply current information (specialist reports etc.) in respect of their son’s diagnosed special educational need/s. Relevant parties will meet to assess possible provision, given the resources available, for the student’s participation in programmes of study in preparation for his Junior and Leaving Certificate exams.
Decisions regarding the level and duration of support work are made by the Coordinator of the SEN Support Team in consultation with the Principal according to both the diagnosed specific educational need and the availability of resources. The school is not allocated Learning Support Personnel by the DES. However, the school management authorities continue to allocate funding to the school to provide learning support tuition for students who would qualify for such support in non fee-paying schools.
IEPs in respect of students with special educational needs in receipt of ATS are drawn up as a result of collaboration with the student, his parents and subject teachers. The plan is reviewed at least once during the year. The production of such plans is currently being extended to include students who participate in short term/long term learning support programmes. Short term programmes of support are put in place when deemed necessary following an in-house assessment when a student has been referred to the department by a teacher or the student/parent.
The Special Educational Needs Support Team includes specialist and subject teachers. Records of classes attended and work covered are kept by all members of the team.
Students are supported with a view to enabling them to develop and improve their learning ability, to improve self-management skills and to learn strategies and skills to help them learn and apply knowledge. Scheduled support classes are student-centred not subject based; they aim to complement not substitute a student’s scheduled class. All support teachers liaise with the student’s subject teachers so that the student’s skills can be practised and tested in real settings. Such sharing of information is essential so that subject teachers can differentiate coursework accordingly.
Timetable modifications and examination accommodations may be necessary to enable the student to realise their potential. Applications will be submitted to the SEC for reasonable accommodations for students with such needs. When granted, the accommodations are replicated when taking exams in the school.
Students with special educational needs in CBC continue to be afforded opportunities to succeed and to pursue further courses of study at third level colleges. It is gratifying for all involved in this area of work in the college to see the achievements of our students who, having accepted assistance, worked hard and displayed a commitment to their studies, achieve their academic goals.
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