• Questions and Answers session after presentation and individual appointments can be made to discuss your own personal circumstances •  Joe Murray QFA. SIA, Post Grad Financial Planning Wednesday 22nd April -7pm to 8pm

To Book ,Text or Email your name to 087-9811466 or This email address is being protected from spambots. You need JavaScript enabled to view it.; This is an online presentation and details of where to view it will be sent to you on the day of the presentation. It will be run using ZOOM so it would be advisable to download this prior to the presentation. 

9.30-11.00 - The Continuum of Support

This workshop is a practical look at Special Education Teaching and the continuum of
support. It will cover the role of the Special Education Teacher: looking at whole school
policy: the staged approach to Special Educational Needs: collaboration with various parties
and how to implement the staged approach fully to ensure the inclusion of children with
Special Educational Needs in the school.

11.00-11.20 Break

11.20-1.00- An overview of different Special Educational Needs and how to support these children using the continuum of support

An overview of Special Educational Needs in order to help identify children at risk of
dyslexia, dyspraxia, autism, ADHD, ASD etc. This workshop will explore the signs and
symptoms of the most commonly occurring general and specific learning difficulties.
Suggestions for how to proceed when concerns arise and strategies to support the pupils
using the continuum of support will be outlined.

1.00-2.00 Lunch (Hot lunch provided as part of the fee)

2.00-3.30 The Student Support File and Planning in Special Education Teaching

Planning tips for children with Special Educational Needs. We will use the continuum of support to set targets for the Student Support File and will look at effective planning templates for team teaching, individual teaching and group work so that each stage of the continuum is planned in detail and recorded.

About the Presenter: 

Click Gaeilge to book your place on this course.

 Evidence-based strategies for promoting independence in children with special educational needs

Overview of two-part workshop (2^nd & 9^th March, 5 – 7pm)

This two-part workshop will seek to explore a range of evidence-based strategies for promoting independence in children with special educational needs. The workshop will focus on a collaborative approach to pupil development, with material relevant both for teachers and Special Needs Assistants. Strategies will span a range of pupil needs including organisation skills, social/emotional skills and learning to learn skills. Focus will be placed on practical whole-school and individual strategies for pupil development, with reference to individualised pupil planning.

Biography

Claire Griffin is an Educational Psychologist and lecturer in Educational and Developmental Psychology at Mary Immaculate College (MIC), Limerick. Claire originally worked within primary and special education settings and in residential care centres for persons with intellectual disabilities. Claire completed her PhD in 2018 through University College London. This research explored the preparedness and deployment of Special Needs Assistance when supporting the behavioural care needs and independence development of children in primary schools. Claire’s research interests include inclusive education, psychological and educational assessment, positive behaviour support and the voice of the child in education.

An information evening will take place on Thursday the 5th of March here in the Education Centre for Teaching Principals. The purpose of this information evening is to explore the idea of setting up clusters in Kerry where Teaching Principals would cluster together to create a post where someone would cover their relaese days throughout the year. This would allieviate the headache of having to find substitute teachers throughout the year. Linda Dennehy who is a Teaching Principal in Mallow will share her expertise on how she set up a successful cluster in Mallow. She was previously also part of a successful cluster in the Killarney area.

Registration: 8.45 AM
Seminar beings : 9.15 AM
Seminar concludes : 3.15 PM

Course Description

This course is aimed at mainstream primary classroom teachers and Special Education Teachers who work with pupils with identified or unidentified specific literacy difficulties. It is designed to support teachers with appropriate and practical strategies to implement with their pupils across the school context. It will also give an understanding of the background and theory of dyslexia/specific literacy difficulties                                                

Anticipated Outcomes

• To develop an understanding of the background and theory of dyslexia/ specific literacy difficulties
• To gain confidence in identifying students with specific literacy difficulties and using appropriate screening and diagnostic tools
• To gain an understanding of the principles of teaching students with dyslexia and reading difficulties
• To provide strategies to implement in their own teaching

Course Outline and Content

• Introduction to dyslexia and reading difficulties, theories and research, identification, screening and assessment
• Principles of teaching students with specific literacy difficulties, specific teaching methods for reading and spelling, put theory into practice (from phoneme awareness to word attack), strategies to develop sight words, fluency and comprehension
• Effective classroom strategies and support (writing, reading and numeracy), differentiation, metacognition, technology.

Information for Applicants

The course is open to

• Mainstream primary classroom teachers, Special Education Teachers who work with pupils with identified or unidentified specific literacy difficulties
• Participants will require permission from the Board of Management to attend. Typically, substitution for this seminar will only be allowed to classroom teachers with primary responsibility for students with a special educational need and if it is deemed absolutely essential by the Principal
• Typically substitution will only be allocated to non - substitute teachers
• Payment is not available to teachers in a substitute capacity

Refreshments and lunch will be provided.

Please click on Dyslexia to register for this course. This course is not booked through the Education Centre. It is booked through the NCSE website.