5.1.1, 5.1.2, 5.1.3, 5.1.4, 5.1.5, 5.1.6 (pre-school education)
5.2.1, 5.2.2, 5.2.3, 5.2.4, 5.2.5, 5.2.6 (primary-level education)
5.3.1, 5.3.2, 5.3.3, 5.3.4, 5.3.5, 5.3.6 (compulsory secondary-level education)
5.4.1, 5.4.2, 5.4.3, 5.4.4, 5.4.5, 5.4.6 (post-compulsory upper secondary education)
of the mainstream Ireland Archive.
Click on the headings below for information on curriculum provision for students with special educational needs.
PUBLICLY-FUNDED PROVISION FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS. THAT IS, PROVISION FOR STUDENTS WITH PARTICULAR NEEDS SUCH AS THOSE WITH DISABILITIES, LEARNING DIFFICULTIES, HIGH ABILITY, BEHAVIOURAL DIFFICULTIES, OR THOSE FROM PARTICULAR ETHNIC GROUPS OR TRAVELLER COMMUNITIES.
Curriculum for students with special educational needs
In Ireland, in line with the recommendations of the SERC Report (1993) and the White Paper on Education (1995) (see section 1.2.1 for further information), and in accordance with the provisions of the Education Act 1998 and the 2002 Education for Persons with Disabilities Bill, 30 students with special needs should be educated in an integrated (mainstream) setting, wherever practicable, and are all entitled to access a curriculum which should enable them to achieve in accordance with their potential.1.2 This may involve providing access to the standard, mainstream national curriculum (see sections 5.1.1, 5.2.1, 5.3.1 and 5.4.1 of the mainstream Ireland Archive) and adapting this to an individual's specific needs, or providing a special curriculum.
Development of new curriculum guidelines - see 5.5.6 in addition
The National Council for Curriculum and Assessment (NCCA) is developing curriculum guidelines within a national framework to cater for students with special educational needs. The initial focus of the guidelines is on students with general learning disabilities in whatever setting they are being educated. Numerically, these students constitute the largest group of students with special needs and are catered for in the broadest range of settings. 13
The development, by the NCCA, in collaboration with parents, teachers and a wide range of specialists in the field, of curriculum guidelines for students with general learning disabilities is part of a strategy in which curricula for students with special educational needs generally will be addressed. This strategy will:
Draft guidelines for teachers of students with general learning disabilities have been produced for consultation. The three books:
are available online at http://www.ncca.ie/index.asp?locID=257&docID=101. They are intended to support the planning and implementation of the curriculum for students with general learning disabilities and can be used in mainstream and special primary and post-primary schools and all other settings in which students receive their education. It is recommended that they are used in conjunction with the mainstream curriculum where possible and as a resource for schools in developing and revising their school plan. The url above provides further information.
Previously
After the introduction of the 1971 primary curriculum, most special schools and special classes provided a modified curriculum for their students. In the 1970s, the Department of Education and Science (DES) developed Curriculum Guidelines for Schools for the Moderately Handicapped. A short set of guidelines for post-primary schools designated as 'centres making special provision for mildly mentally handicapped students' was also issued to schools in the early 1980s.16
Responsible agencies for the curriculum for students with special educational needs
National Council for Curriculum and Assessment (NCCA)
The NCCA was established by the Minister for Education and Science in November 1987. Its function is to advise the Minister on matters related to curriculum and assessment for early childhood, primary and post-primary education. The Education Act 199817 established the NCCA as a statutory body and expanded its functions. The Act states that the object of the NCCA shall be to advise the Minister on matters relating to:
The Act further states that is shall be a function of the NCCA to:
The term "students with a disability or other special educational needs" encompasses a wide range of disability and educational needs. In fulfilling its functions in this area, the NCCA is concentrating initially on developing curriculum guidelines for students with mild, moderate, and severe and profound general learning disabilities (see above and 5.5.6). Other areas of special educational need will de dealt with subsequently.10
In this context, NCCA is involved in:
The Minister for Education and Science appoints the Members of the Council for a three-year term of office. Currently, there are 22 members in all, coming from the various bodies that represent teachers, school managers, parents, employers and trade unions. Other members include Department of Education and Science (DES) representatives and nominees of the Minister. In addition, the NCCA has a small, full-time executive, professional and administrative staff, who are assisted by a number of part-time Education Officers. The latter are mainly subject specialists, usually appointed on a secondment basis to the NCCA. The NCCA works in close cooperation with officials of the DES.12
The work of the NCCA is carried out by a number of specialist committees with the guidance of the Executive. The committees comprise teachers, inspectors, representatives of teacher unions and school managerial bodies, parent and subject associations and higher education interests including universities and other colleges. These committees draw up the syllabus or course for each subject, curriculum area or programme.13
In its work to develop curriculum guidelines for students with general learning disabilities (see above and 5.5.6), the NCCA established the following structures:
In addition, structures were established to ensure wide consultation with other relevant and interested parties.15
See sections 5.1.2, 5.2.2, 5.3.2 and 5.4.2 of the mainstream Ireland Archive, in addition.
Curriculum guidelines for students with general learning disabilities
The proposed curriculum guidelines for primary and secondary level students with general learning disabilities, currently being developed by the National Council for Curriculum and Assessment (NCCA) (see 5.5.1 and 5.5.6), encompass the following subject areas:
The above will be known as the key learning areas. Religious and moral education will be included in addition.17
The guidelines will also include the development of key skills, including the enabling skills of:
and the life skills:
It is intended that the detail of the content of the key learning areas and key skills will be developed at school level, as appropriate to particular students.19
At post-primary level, many students with special educational needs find it difficult to find traditional post-primary programmes and courses appropriate to their needs. For these students, an alternative model is included in the draft curriculum guidelines for students with mild, moderate, and severe and profound general learning disabilities developed by the NCCA. The model includes transitional programmes that have a strong vocational element and a special emphasis on personal development and relationships, that will enable students to transfer learning and reinforce it in social settings where possible. The main emphasis is on the use of age-appropriate and ability-appropriate materials and methodologies and on preparing the student for life beyond the classroom.10
Pre-school curriculum
It is vitally important that the curriculum/programme, and the teaching approaches and methods, are appropriate to the needs of children with special needs.11
As children with special needs are a very varied group, their needs and abilities are quite different. For some young children the acquisition of certain personal skills may assume greater significance at a particular stage. For a young child, being able to manage his/her own needs in regard to personal hygiene, feeding and behaviour is a great boost to feelings of competence and self-esteem. For a deaf child, it is critical to make decisions at an early stage about an approach to language development and the option of sign language. A special focus on language development may be the most significant reason for the provision of early special education to young children who have been diagnosed with serious delays or disorders in that area. The development of communication, social and cognitive skills and the elimination of certain behaviours may all be very important in the case of young children with autistic spectrum disorders.12
All children can benefit from a broad curriculum, but for young children with special needs some areas of the curriculum may be more important at particular times and may need greater focus. They, like all children, need to follow a programme that caters for the acquisition and use of sensor and motor skills, pre-school cognitive skills and processes, play and social skills, self-help, communication and motor skills. The approaches used need to be flexible enough to cater for the range and specificity of the special needs at any particular time. They will include imitation, play that is structured and unstructured, direct teaching and at times behavioural approaches.13
Primary curriculum
According to the Primary School Curriculum (1999) (see section 5.2 of the mainstream Ireland Archive), the range of content and learning experiences in the curriculum is designed to facilitate the development of frameworks adapted to serve the diversity of children's needs. It is important that a range of educational provision is available that is flexible enough to cater for the special needs of individual children at the various stages of their development.14
The Primary School Curriculum gives a detailed statement of content for each subject area. It also incorporates a variety of approaches to teaching and learning which aim to cater for the differing needs of individual children. In this way it aims to provide children with an extensive and varied learning experience. As a result, many children with general learning disabilities can access some elements of the Primary School Curriculum in the context of their own particular needs and abilities, and the revised Primary School Curriculum is considered to be accessible to children with disabilities.15
The White Paper on Early Childhood Education recommends that, for young children with special needs who are in pre-school education in primary schools in Ireland (age 4+), and may consequently be accessing the Primary School Curriculum, appropriate curriculum guidelines should be made available to meet the individual needs of such children. The revised primary curriculum is considered appropriate for children with disabilities who do not have an intellectual impairment and general learning difficulty. Adaptations to the curriculum and access to it through the use of assistive technology are required by some children with disabilities. This is the case, in particular, for some children with physical disabilities and with visual impairments. For others, there needs to be an increased emphasis on the development of language and communication.16
Secondary curriculum - junior cycle level (students aged 12-15)
In mainstream junior cycle education there is a range of approved subjects which includes a small number of subjects which constitute the required course for all students - see section 5.3.2 of the mainstream Ireland Archive. This required course of study does not apply, however, to students with special needs and/or to students who are educationally disadvantaged, as such students may require greater flexibility in the curriculum offered to them.17
See sections 5.1.3, 5.2.3, 5.3.3 and 5.4.3 of the mainstream Ireland Archive and section 5.5.2 above, in addition.
At their parents' request, children may opt not to study religious education (RE).
See sections 5.1.4, 5.2.4, 5.3.4 and 5.4.4 of the mainstream Ireland Archive and section 5.5.2 above, in addition.
The curriculum guidelines currently being developed by the National Council for Curriculum and Assessment (NCCA), for students with mild, moderate, and severe and profound general learning disabilities (see above and 5.5.6) include:
Curriculum guidelines for students with general learning disabilities
In developing the proposed curriculum guidelines for students with general learning disabilities (see above and 5.5.6 in addition) the National Council for Curriculum and Assessment (NCCA) has identified the following key skills areas:
the enabling skills:
and the life skills:
See sections 5.1.5, 5.2.5, 5.3.5 and 5.4.5 of the mainstream Ireland Archive, in addition.
Teaching resources
The availability of age-appropriate, Irish-context teaching resources and learning materials for use in the education of students with special educational needs has recently been identified as an area of concern. Some special schools have developed materials and resources for themselves or have successfully adapted commercial programmes for use with their students.11
See sections 5.1.6, 5.2.6, 5.3.6 and 5.4.6 of the mainstream Ireland Archive and section 5.5.2 above, in addition.
Draft curriculum guidelines for teachers of students with general learning disabilities
In December 2002, the National Council for the Curriculum and Assessment (NCCA) published draft guidelines for teachers of students with general learning disabilities. These guidelines aim to address the learning needs of all students with general learning disabilities at primary and post-primary junior cycle level (ages 4/5 to 12 and 12 to 15 respectively), by providing support to teachers in the planning and implementation of the curriculum for students with profound, moderate and mild general learning difficulties. They are available as three separate booklets (for students with profound, moderate and mild general learning difficulties respectively) and are suitable for use in a range of settings, including both special and mainstream schools. The draft guidelines, which will remain under consultation at least until the summer of 2003, can be accessed in full at http://www.ncca.ie/index.asp?locID=257&docID=101.
Information and communications technology (ICT)
The European Agency for Development in Special Needs Education produces a database providing overviews of the use of ICT in the field of special needs education. A country overview for Ireland is available at http://www.european-agency.org/ict_sen_db/index.html.