Special Education Needs

Classroom Support

(A) Difficulties are identified by the Class Teacher through observation, classroom screening and/or assessment.


(B)  Checklist of learning environment used

  • Samples of pupils work
  • Observations of pupils learning behaviour
  • Results of tests
  • Information from parents/other sources
  • Checklist of Classroom Support may be used


(C) Planning & Intervention

  • Classroom/Yard management strategies
  • Individualised teaching methodologies
  • Focus on individual needs of the pupil within whole class interventions e.g. Circle Time or small group activities
  • Inform parents and Principal of concerns about a pupil
  • Develop an individual approach to learning and/or behaviour which may include
  • Adapting the learning environment and/or further differentiating the curriculum
  • Monitor the pupils’ response over time, involving the pupil and the parents in this.
  • Keep a simple written record of what has been done. E.g. Classroom Support Plan (see attached page 17).


(D) The Review Process.  Focus on:

  • The pupils’ response to learning/behavioural interventions
  • Progress made by the pupil
  •  The effectiveness of the actions taken.



Suggested Next Steps

  1. If the pupil is making progress, continue with the same plan.
  2. If not, then review targets and adjust strategies.  A new Classroom Support Plan is drawn up and reviewed at a later date.
  3. If progress remains satisfactory after a number of reviews, no further classroom Support Plans may be necessary.
  4. If after reviews and adjustments to the Classroom Support Plan the pupil is not making adequate progress, it may be decided that the School Support process is initiated.


School Support

School Support level involves all the components from the Classroom Support Level plus additional support and/or focussed teaching time (e.g. from the learning support/resource teacher).

Depending on the nature of the needs and on the School context, the additional teaching might be within a small group or individual or a combination of both either in class or on a withdrawal basis.

The learning support/resource teacher will draw up an Individual Pupil Learning Profile (IPLP) for the child.  After the plan is drawn up, it should become a working document through the careful monitoring of the pupil’s response to the actions taken.


School Support Plus

If the pupil is not making adequate progress after the School Support has been in place, then the School Support Plus will be initiated.

The teacher may, with parental consent, request the involvement of appropriate external professionals (e.g. Education Psychologists, Clinical Psychologists, Psychiatrists, Occupational Therapists or Speech and Language Therapists).

An Individual Education Plan (IEP) will be adapted or adjusted to meet the child’s needs.  If the pupil’s progress continues to be satisfactory, the pupil may no longer need the intensive level of support being provided and would be able to cope with just the School Support Plan.