Special Education & Peripatetic Services

Statement of Purpose:

" To provide a range of support services for children with special educational needs, thus ensuring that the best possible opportunities are provided for them to learn and develop."

Structure
The Board has a responsibility to ensure that children within its area who may have special educational needs have those needs identified and assessed. The Board also has a responsibility to make appropriate provision for any child for whom it maintains a statement of special educational needs.

The Board also undertakes, within its resources, to:

• assist schools to identify and assess children with special educational needs
• work in partnership with schools to develop effective ways of meeting the special educational needs of pupils in accordance with the Code of Practice
• support schools in developing a special needs policy
• provide high quality advice and support to schools in meeting the range of special educational needs of pupils particularly in relation to language, literacy and numeracy
• provide appropriate in service training for staff and Boards of Governors
• develop integrated services for behaviour support to schools involving the Curriculum Advisory Support Service, Educational Psychology Service, Education Welfare Service, Outreach Service, the Behaviour Support Team, and the Youth Service
• improve the quality of the environment for pupils with special educational needs
• provide appropriate specialist transport services where necessary
  work in partnership with other statutory agencies

CONTACTS

The Special Education Administrative Section is responsible for the management, organisation and implementation of the statutory requirements in relation to children who have been identified and assessed as having special educational needs. Should you have any concerns regarding your child's special needs you may contact the Special Needs Administrative Officer for your area.

PRACTICES & PROCEDURES

In identifying, assessing, and making provision for children with special educational needs, the Board has established a range of practices and procedures to meet the requirements of the Education (NI) Order 1996 and the Code of Practice 1998.

In addressing its statutory responsibilities, key principles and commitments, the following practices and procedures have been adopted:

• the Board will adhere to a coherent and co-ordinated five-stage process of assessment to enable schools and the Board to identify, assess, and make provision for children with special educational needs
• the Board will provide a range of advice and support to schools and Governors to enable them to meet their statutory responsibilities in relation to children with special educational needs
• the Board will assist schools and Governors to fulfil their statutory responsibility to formulate and review their special education policies
  to provide key Board services involved in supporting schools and Governors
• the Board will actively promote inclusive approaches to meeting pupils needs where this is in accordance with parental wishes and where appropriate support can be provided
• the Board has established a Special Educational Needs Panel to ensure that decisions in relation to statutory assessment and statementing of pupils with special educational needs are equitable, consistent, and agreed within a multi-disciplinary context. The Panel meets on a regular basis and includes representation from:
  • Primary Schools
  • Post Primary Schools
  • Special Schools
  • Educational Psychology Service
  • Community Paediatric Service
  • Special Education Service
• the Board will endeavour to complete statutory assessments within the prescribed time-limits
• in consultation with schools and other agencies, the Board will monitor and regularly review its special education policy and procedures, and the appropriateness of its provision for children with special educational needs