INCA Education around the world
Northern Ireland : Internal school organisation
4.5 Special publicly-funded provision within or outside mainstream education
4.5.1 Organisation of teaching groups
4.5.2 Student progression through special provision
4.5.3 Class size
4.5.4 Teacher specialisation
4.5 Special publicly-funded provision within or outside mainstream education [see 3.2.5]
4.5.1 Organisation of teaching groups
Mainstream education
In mainstream primary and secondary schools, students are normally placed in classes according to their age. See sections 4.1.1, 4.2.1, 4.3.1 and 4.4.1 of the mainstream archive for more information. 8
Special school
The age range in special schools is usually nursery age (2/3+) to 16+. In the case of schools for students with emotional and behavioural difficulties (EBD), primary and secondary age students are increasingly catered for separately. 8
Some special schools choose to group students with profound special educational needs with similar aged children who have less profound difficulties. Some schools, because of their size, have little option but to include children from different years or key stages in the same groups. This means that effective differentiation (teaching that takes account of individual needs, interest and previous achievements) is important in developing a curriculum in which the diversity of needs is met. The way children are grouped for activities can influence their access to the curriculum. Placing a child with profound learning difficulties alongside a student whose difficulties are less profound can, for example, provide opportunities for interaction, language development and a worthwhile shared experience that benefits both participants. 8
4.5.2 Student progression through special provision
Mainstream education
In mainstream primary and secondary schools, students are normally placed in classes according to their age and, at the end of each school year, normally progress to the next class. Exceptionally, the parents and the school may decide that a child would benefit educationally from an extra year in a particular class. See sections 4.1.2, 4.2.2, 4.3.2 and 4.4.2 of the mainstream archive for further information. 8
Special schools
In all-age special schools (see 4.5.1), children do not necessarily progress to a different class each year. Students change classes and groups at different times, dependent on what teachers and their parents determine is the best progression route for the individual concerned. 8
Transition plans
The first annual review after a student's 14th birthday should include a transition plan which draws together information to plan for his or her transition to adult life. The review should involve all the agencies that may play a role in the young person's life during the post-school years. 7
Further education is available for young people over the age of 16. If a child has a statement of special educational needs, further education is usually considered when a transition plan is drawn up at age 14. Many students with learning difficulties or disabilities attend ordinary courses at colleges with the help of special equipment or support. 20
Statements of special educational needs do not have any force once a student has entered the further education sector, although institutions may take them into consideration when assessing the needs of students. 7
In some instances, a student approaching the age of 16 may have special educational needs which do not call for a statement, but which are nevertheless likely to require some support if he or she goes on to further education or training. ELBs and schools are required to provide appropriate help and guidance, such as the provision of school/college link courses or work placements. In some cases, schools may wish to prepare their own transition plans for non-statemented students with special educational needs. 7
Universities and colleges offer education at a level beyond GCE 'A' level for students from about the age of 18. Such opportunities are available to all young people who have the ability to benefit from them. 20
For information about class size in mainstream schools (which the majority of students with special educational needs attend), see sections 4.1.3, 4.2.3, 4.3.3 and 4.4.3 of the mainstream archive.
Student:teacher ratios for grant-aided (publicly-funded) special schools in Northern Ireland for the 2006/07 and 2007/08 school years are provided in the table which follows:
Student:teacher ratios 2006/07 and 2007/08 21
| School sector | 2006/07 | 2007/08 |
| Nursery | 25.9 | 25.1 |
| Primary | 20.8 | 20.7 |
| All secondary | 14.7 | 14.6 |
| Special schools | 5.9 | 6.0 |
| All grant-aided schools | 16.9 | 16.8 |
All provisions for initial teacher training follow the Northern Ireland Teacher Education Committee (NITEC) competence framework, which encompasses competence to teach children with special educational needs. In addition, initial teacher training courses offer, as an option, a short module in special education. 22 30
Teachers in special schools must be qualified to teach in primary or secondary schools. For further information about initial teacher training for special needs teachers in both mainstream and special provision, see section 7.5 and its subsections. 31
In addition, the Department of Education provides grants to Education and Library Boards to assist them in implementing the Code of Practice for Special Educational Needs (see section 1.2.1) and in the training of teachers or headteachers. 30
