Under the Education (Northern Ireland) Order 1996 as amended by the Special Educational Needs and Disability (Northern Ireland) Order 2005, the statutory responsibility for securing provision for pupils with special educational needs remains with the Education and Library Boards and Boards of Governors of mainstream schools.
Special Educational Needs provision is matched to the individual needs of the child. It may be made in special schools, special units attached to mainstream schools or in mainstream classes themselves.
In Northern Ireland, there are 44 special schools (including two hospital schools), and 170 special units attached to 88 mainstream schools which provide a wide range of special educational needs.
The five Education and Library Boards also operate specialist ‘outreach’ support services for children with literacy problems and behaviour difficulties.
Children at school - guidance for parents
What can I do if I think my child has a learning difficulty at school?
You should talk to your child’s teacher or Principal. The school can also put you in touch with the teacher who has a special responsibility for children with special educational needs, called a SENCO.
As a parent you are an active partner with your child’s school. The school will inform you of your child’s progress or difficulties, listen to your concerns and work with you to make sure that your child gets an appropriate education. When your child starts school, or moves to a new school, you should let the teacher know about all the special help and action plans that have previously been provided.
Many problems can be sorted out easily, especially if they are dealt with quickly. However, in some cases the school may call in outside specialists to help.
What is the Code of Practice?
The Code of Practice is a guide for schools and Education and Library Boards (Board) in Northern Ireland about the practical help they can give to children with special educational needs. It places a duty on schools to identify children’s needs and take action to meet those needs as early as possible. Schools should always work closely with parents.
The Code of Practice states that schools should deal with children's needs step by step, matching the help to the needs of the child. The school will decide, in consultation with you, what should be done to help your child progress. The important point is that the special help should be right for your child.
What are the stages set out in the Code of Practice?
There are 5 stages set out in the Code of Practice. The first 3 stages are school based, calling on external specialists at stage 3 as necessary. At stages 4 and 5 the education and Library Boards share responsibility with schools.
Stages 1-3 are set out in the Code of Practice as:
Stage 1
The teacher should record any concerns about your child’s learning difficulty and should discuss these with you. The information you can provide about your child will be valuable to the process of getting the correct support for your child. The school may ask you:
- about your child’s health and development
- how your child behaves at home
- how you think your child is getting on at school
- the possible causes of your child’s difficulties and anything you feel would help.
If a child is having difficulties, the school should ask the child about what help he or she would like. Children can be very worried if they are having problems at school. Your child will need your support and encouragement so that you and your child can work closely with the school.
Full discussion of your child’s needs at this early stage and careful attention to any learning difficulties, will often help your child make good progress without further help. Sometimes more help and advice will be needed.
Stage 2
The teacher responsible for special educational needs (SENCO) should talk to you, and to the other teachers, and draw up an education plan. That plan will set targets to be achieved and a date for review to check progress. The school may ask you to work with your child and help at home.
The school may also ask if they can talk to your doctor or the school doctor about your child.
All the work done at this stage will often help your child make good progress. Some children may need further help.
Stage 3
The school will probably look for some outside specialist help. They might call in an educational psychologist or a specialist teacher. Your school will be able to explain how different professionals can help your child. It may also have information about local support services.
The SENCO will consider the information collected on your child’s special needs and will decide what help is needed. Your child’s teachers and the outside specialist will then draw up a new education plan. The school will check how your child is doing and will record progress. You will be kept informed and invited to attend review meetings.
If your child does not seem to be making as much progress as expected, the Principal will decide whether to ask the Board to make a statutory assessment, known as a Statement.
For further information and guidance on stages 4 and 5 of the Statementing process, go to http://www.deni.gov.uk/index/7-special_educational_needs_pg/7-special_needs-a_guide_for_parents_pg.htm or contact the
Special Education Branch,
Department of education,
Rathgael House,
43 Balloo Road,
Bangor,
BT19 7PR. (Tel: 028 9127 9279).
If you need more information
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