Special Education Need

What is ‘Special Educational Needs’?

In educational terms, a child has special educational needs if he or she has a learning difficulty and needs to have special educational provision. It is vitally important that parents submit, with their application, all documentation regarding their child’s needs, including a psychologist and medical reports.

A child may have learning difficulties if he or she:-

  • Finds it harder to learn than most children of the same age;


  • Has a disability which makes it difficult to use the usual educational facilities.

A child may have:

  • A physical disability
  • A problem with sight, hearing or communicating,
  • Learning difficulties
  • Emotional or behavioral problems
  • A medical problem


  • The needs of all pupils who may have special educational needs will be addressed throughout their school careers. AIS recognizes that there is a plan for a continuum of needs and provision.
  • Children with special educational needs will be given the greatest possible access to a broad and balanced education, including Physical Education
  • The children with Special Educational Needs will have their needs identified and as much as possible these will be met by this school.
  • Those responsible for Special Educational Needs provision will take into account the views and wishes of the child.
  • Professionals and parents will work in partnership.
  • Provision and progress will be monitored and reviewed regularly.
  • The partnership with parents will ensure as far as possible, effective assessment and provision.
  • All children with special educational needs will be identified and assessed as early as possible and as quickly as is consistent with thoroughness.
  • Provision for all children with special educational needs will be met by inclusion in the mainstream classroom. However, where necessary a child might receive additional support outside of the classroom from a specialist teacher/therapist.
  • Special educational provision will be most effective when those responsible take into account the views of the child concerned, considered in the light of his or her age maturity and capability.
  • There will be close co-operation between all the agencies concerned and a multidisciplinary approach to the resolution of issues.

All children have a right to a broad and well-balanced education, which will be provided by having access to the whole school curriculum and there will be no discrimination in terms of the type of activity available.

Roles and Responsibilities:

 The Principal:

The Principal has responsibility for the day to day management of all aspects of the school’s work, including provision for children with special educational needs.

The Principal will keep all staff fully informed of all matters relevant to this policy.

  • Establish the appropriate staffing and funding arrangements.
  • Maintain a general oversight of the school’s work.
  • The day-to-day operation of the school’s SEN policy.
  • Liaising with and advising colleagues.
  • Coordinating provision for children with special educational needs.
  • Maintaining the school’s SEN tracking system and overseeing the records of all pupils with special educational needs.
  • Liaising with parents of children with special educational needs.
  • Contributing to the in-service training of staff, liaising with external agencies including an educational psychology service and other support agencies, medical and social services and voluntary bodies


If a parent or class teacher is anxious about a child the school will take action. After discussion with all concerned, a Concern Form (1) will be completed and submitted to the Principal. The Principal will arrange to observe the child in the class and revue specific examples of the child’s work if pertinent to the need. The Principal will meet with the parents to discuss the concern. If necessary the parents will be asked to have a full educational psychologist report carried out.

The Principal, working in conjunction with the parents, staff will put into place an IEP for the child with specific review targets and review dates. The child will be involved in drawing up this plan and parents will receive a copy. The school will keep parents fully involved with everything that is happening.

The child’s plan will include:

  • What the child’s targets are
  • What special help the child will get.
  • Who will give the child that help?
  • How often the child will get help.
  • How and when the child’s progress will be reviewed.

The plan will only say what is additional to, or different from, the teaching plan for all children.

The school may also suggest how parents can help at home.

In some cases, it may be necessary for the child to have additional support in order to mainstream in the classroom. The cost of additional support will be the responsibility of the parent.

In some cases, AIS, working in conjunction with the parents, may feel that AIS cannot provide adequate provision or support for the child. In such cases, the parents will be given adequate notice to find an alternative educational establishment for their child.