AEN Provision and the Continuum of Support
Templeogue College uses the NEP’s Continuum of Support framework set out by the Department of Education to assist in identifying and responding to students’ needs. This framework recognises that special educational needs occur along a continuum, ranging from mild to severe, and from transient to long term, and that students require different levels of support depending on their identified educational needs. Using this framework helps to ensure that interventions are incremental, moving from class-based interventions to more intensive and individualised support, and that they are informed by careful monitoring of progress.
The Continuum of Support enables schools to identify and respond to needs in a flexible way. This means that needs can be responded to as early as possible. Of course, the principle that pupils with the greatest level of need have access to the greatest levels of support is of primary importance. This approach is also supported by information and engagement with external professionals, as required.
There are three Levels of support:
Level One Support for All
Level Two School Support (for some)
Level Three School Support Plus (for a few)
The level of support offered will increase in intensity and is matched to the need of the student. The AEN Coordinator will hold records of students identified as having needs at each level of support in school. The AEN-Core Team work with the AEN Coordinator to ensure the needs of students at each level of support are being met along the Continuum of Support.
Level One Support for All
Support for All aims to support and promote positive student learning and behaviour.
Key elements of this approach are:
- Creating positive learning environment
- Best practice in teaching, with a diversity of learning opportunities
- Establishing and teaching clear behavioural and learning expectations for students
- Listening to the voice of the student
This approach may include:
- The use of differentiated teaching and learning materials
- Identification of learning outcomes
- Assessment for Learning (AFL) strategies
- Assessment/Screening for Learning Difficulties and Behavioural, Emotional & Social Difficulties (BESD)
- Assessment/Screening for exceptionally able and gifted students
- SNA support
- Assistive technology where appropriate
Level 2 School Support (for Some)
Some students who need additional supports will be assessed in order to:
- Identify concerns and gather information
- Plan Interventions
- Monitor and Review
This approach will include ‘Support for All’ interventions but also include:
- Individual or small group teaching to address specific needs (for example reading, spelling, numeracy, life skills, social skills, behavioural competence)
- Team teaching
- In-class Support
- Support teaching in smaller groups
- Lunchtime Activities
- Mentoring
Level 3 School Support Plus (for a few)
The School Support Plus processes will generally require more intensive and individualised supports and may involve external professionals and support services. School Support Plus applies to students whose needs are enduring and/or severe and complex and whose progress was considered inadequate despite carefully planned and reviewed interventions at the previous levels.
In addition to the supports listed under ‘Support for All’ and ‘School Support for Some’, it may also include:
- Reduced Curriculum
- Social Skills Programmes
- Behavioural Programmes