It operates on three levels:

1. Support for All

At the foundational level, support for all students is integrated into everyday classroom practices. The subject teacher applies Universal Design for Learning (UDL) strategies and differentiates the class material to meet the diverse needs of all students in the class. This approach includes modifying teaching methods, using various educational materials, and creating an inclusive learning environment.

Identification of students who may need additional support at this level can be informed by various methods, including:

• Intake screening.

• Information from primary schools, including the Student Passport.

• Teacher observations and assessments.

• Learning Environment Checklist.

• AEN Team involvement.

• Standardised tests of literacy/numeracy.

• Consultations with students and parents.

• Assessment of English Language Proficiency.

2. Support for Some

When students continue to face significant challenges despite whole-school interventions, we move to the second level, School Support for Some. This level involves more targeted interventions, where students may receive small group instruction or individual support outside the regular classroom setting.

At this stage, a Support Plan is created based on comprehensive assessments, including:

• Teacher observation records.

• Teacher-designed measures and assessments.

• Parent and student interviews.

• Learning Environment Checklist.

• Standardised assessments in literacy and numeracy attainment.

• Assessment of English language proficiency.

Support at this level might include team-teaching, small group tuition, and the use of Universal Design for Learning Strategies to facilitate inclusion of all students. The Support Plan is implemented for an agreed period and regularly reviewed to monitor progress and make necessary adjustments.

3. Support for a Few

Approximately 2-5% of students with the highest levels of need, will require individualised support. At this level, a detailed and systematic approach is adopted, involving collaboration between subject teachers, parents, the Special Education Teachers (SET), and outside agencies as needed.

A comprehensive assessment is conducted using a variety of tools, including:

• Parental consultation.

• Consultation of clinical / psychological reports.

• Student questionnaires.

• Teacher observations.

• Cognitive ability measures.

• Standardised assessment in cognitive ability, Literacy and Numeracy attainment.

• Assessment of English language proficiency.

The data from these assessments guide the creation of an individualised Student Support File, tailored to the student’s specific needs. This plan includes long-term goals and continuous consultation with all stakeholders to ensure the interventions are effective.

Implementation and Review

The AEN department monitors the progress of students receiving additional support in consultation with teachers, students and their parents. Reviews of the Support Plans and Student Support Files, ensure that the interventions remain effective and are adapted as necessary to meet evolving needs. Our goal is to create an environment where every student can thrive, regardless of their individual needs.

Roles and Responsibilities: (per DE circular 0014 / 2017).

The Role of the Classroom Teacher: The classroom teacher is responsible for educating all students in his / her class, including any student with a special educational need. The class teacher has primary responsibility for the progress and care of all students in his / her classroom, including students with special educational needs. 

It is the responsibility of the classroom teacher to ensure that each student is taught in a stimulating and supportive classroom environment where all students feel they are equal and valued. 

The classroom teacher also has a central role in identifying and responding to students with additional needs, including differentiating the curriculum as appropriate, in collaboration with the student, parents / guardians, Special Education Teachers (SETs).

The classroom teacher will also make specific accommodations for students within the class as a result of concerns about a student’s progress, application, communication, behaviour or interaction with peers and the development of differentiated instruction for that student.

The role of the Special Education Teacher (SET): (per DE circular 0014 / 2017).

Students who are on the ‘Support for Some’ level of the Continuum may require additional teaching support in school. In such circumstances, the classroom teacher will be supported by the Special Education Teacher (SET), who has completed additional training in the area of Additional Educational Needs, and who will work closely with the class teacher to provide additional teaching support for children with Additional Educational Needs. 

The classroom teacher, in consultation with the SET as required, will consider ways in which the curriculum can be differentiated or adapted to suit the needs of individual students. This may also involve identifying the most appropriate teaching strategies and programmes to meet the student’s needs, and whether additional teaching supports are required. 

The role of the ANA (Per DE circular 30/14):

Additional Needs Assistants are support staff who provide care at school for children with Additional Educational Needs who have significant care needs. 

Examples of significant care needs at school may include:

• Assistance with feeding.

• Administration of medicine (where a child requires adult assistance to administer medicine).

• Assistance with toileting and general hygiene.

• Assistance with mobility and orientation.

• Assisting teachers to provide supervision in the class, playground and school grounds.

• Non-nursing care needs associated with specific medical conditions.

• Assistance with moving and lifting of children, operation of hoists and equipment.

• Assistance with severe communication difficulties.