Inclusive Education Framework - National Council for Special ...

Framework Structure
3
V I G N E T T E
Mark, a third class pupil, is good at maths
and geography and usually completes his
homework well in these subjects, doing
very good diagrams, drawings and maps.
He is struggling however with his writing,
reading and has difficulty concentrating
in English, Irish and history. Although
his written work across the curriculum is
not developing as hoped, the school has
consistently fostered his strengths through
meaningful recognition of his skills. He
was asked to paint a picture for the cover
of the school’s 50th anniversary book,
and his work is displayed prominently
within his class and the school corridor.
Ms Clarke, the learning support teacher,
Mr Barry, the third class teacher, and the
principal are meeting Mark’s parents
today as they all feel that Mark needs
additional support to help him achieve his
full potential.
This is the third time they have all met.
Before Christmas, his parents met his class
teacher and learning support teacher
twice. Together with Mark they identified
and agreed clear learning goals, targets
and strategies which helped him and his
parents to understand what he should be
achieving. The learning targets agreed
related to reading and written expression,
spelling and grammar.
Since then his progress has been
regularly assessed and it is now clear
that after almost five months, Mark is
not progressing as he should be. His class
teacher has advised his parents that Mark
may have a specific learning disability. His
parents have asked for a bit of time to talk
to Mark about this at home and consider
what they would like to do next. This
meeting today is to outline what actions
have been taken, discuss what Mark and
his parents want to do and agree future
steps together.
There are a few possibilities – maybe they
will decide that Mark should spend more
time working towards his goals within
the mainstream class with support at
home, or even begin some withdrawal
learning support with a couple of other
pupils from his class. The principal will
recommend that Mark should be referred
to an educational psychologist for an
assessment of his learning needs. These
are some of the options available to Mark
and together his teachers and his parents
will consider the best option.
NCSE Inclusive Education Framework A guide for schools on the inclusion of pupils with special educational needs 35