SpecEd

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

CHILD PROTECTION

The Designated Officer has responsibility for co-ordinating board policy and action on child protection in consultation with other statutory agencies. This includes monitoring and following up all child protection referrals, reviewing board guidelines and advice and organising inservice training on child protection issues.

The Designated Officer is responsible for maintaining close links with the agencies involved in child protection and with the CCMS Diocesan Administrators. The officer is available at all times to advise and assist schools on matters of child protection.

The Designated Officer represents the Board on the Western Area Child Protection Committee and on other relevant bodies and meets with parents and other interested groups on matters related to child protection.

The Role of the Advisory Teacher

The Advisory teacher organises and provides training for schools and colleges on child protection procedures and on the provision of personal safety programmes for children and young people; is available to advise and assist schools in child protection matters, maintains close links with other interested groups on matters related to child protection.

Procedure For Reporting An Incident of Child Abuse

• Child makes a disclosure to teacher or teacher has concerns about child either as a result of one observation or many observations over a period of time.
• Teacher should make notes of what was said or observed and must ACT PROMPTLY.Teacher refers matter to designated teacher, discusses with designated teacher, makes full notes.
• Designated teacher meets with principal (in case of principal's absence vice-principal) to plan course of action and ensures that a written record is made.
• Principal/Designated teacher contacts:
  • Social Services
  • WELB designated officer;
  • If Maintained school, CCMS Senior Management Officer;
  • If Voluntary or Integrated school, Chairman of Board of Governors; indicates that it is a Child Protection issue, completes referral forms.

If there is any doubt about whether to take further action, advice is available from:

• WELB Designated Officer;
• CCMS Senior Management Officer;
• Social Services; School Doctor;
• Education Welfare Officer;
• NSPCC.
  
  When seeking such advice you do not have to give any names.

List of Publications Available

Child Protection Guidelines - WELB
Pastoral Care in Schools Child Protection - DENI
Area Child Protection Committee Guidelines

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