Understanding Special Educational Needs (NCSE, 2014)

Understanding special educational needs

Children with special educational needs are children first and have much in common with other children of the same age. There are many aspects to a child’s development that make up the whole child, including – personality, the ability to communicate (verbal and non-verbal), resilience and strength, the ability to appreciate and enjoy life and the desire to learn. Each child has individual strengths, personality and experiences so particular disabilities will impact differently on individual children. A child’s special educational need should not define the whole child.

The Education for Persons with Special Educational Needs (EPSEN) Act was passed into law in July 2004. Special educational needs are defined in this act as:

“... a restriction in the capacity of the person to participate in and benefit from education on account of an enduring physical, sensory, mental health or learning disability, or any other condition which results in a person learning differently from a person without that condition”.

The EPSEN Act recognises that special educational needs may arise from four different areas of disability:

• physical
• sensory
• mental health
• learning disability or from any other condition that results in the child learning differently from a child without that condition. It is also important to understand that a child can have a disability but not have any special educational needs arising from that disability which require additional supports in school.

Types of education provision

The DES provides for three main types of education provision which are available to primary and post-primary pupils with special educational needs. These are:

• A mainstream class in a mainstream primary or post-primary school where the class or subject teacher has primary responsibility for the progress of all pupils in the class, including pupils with special educational needs. Additional teaching support from a learning support or resource teacher may be provided, where appropriate.
• A special class in a mainstream primary or post-primary school with a lower pupil-teacher ratio specified according to category of disability. This means that classes have small numbers of pupils, for example, a special class for children with autistic spectrum disorder has one teacher for every six pupils.
• A special school with a lower pupil-teacher ratio specified according to category of disability. This means that classes have small numbers of pupils, for example a special school for children with moderate general learning disability has one teacher for every eight pupils.