APPLICATION FORM ASD
The Good Shepherd N.S. Early Intervention ASD Class caters for the needs of children with developmental delays in the mild range. The needs of children with significant developmental delay (i.e. moderate, severe and profound intellectual and / or physical / sensory disabilities) are more likely to be met in an alternative setting.
ASD class placement cannot be provided in the school year (1st September – 30th June) in which pupils reach 6 years of age.
In general, pupils do not spend longer than two years in the class.
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- Entry to the ASD Early Intervention Class shall be compliant with DES policy.
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- Child must have a diagnosis of an Autistic Spectrum Disorder as per DSM-1V, DSM-V or ICD-10 criteria.
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- The names and address of those seeking places in the ASD unit will only be accepted from 1st September to 23rd March of the school year prior to which a child is seeking enrolment.
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- Application forms will be issued only to those who have previously submitted names and addresses within the prescribed time frame.
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- Completed application forms should be returned to Good Shepherd N.S. within 7 days of the date of posting on the accompanying letter. Each application must be accompanied, as a minimum, by a diagnostic report and a psychological report with a written recommendation for ASD class placement.
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- Where there is insufficient information provided about a child (e.g. no indication of level of cognitive ability, absence of SLT reports etc.) school staff will not be able to make a decision regarding the appropriateness of an Early Intervention ASD class placement.
M.L.D Class (Mild Learning Difficulty)
The Good Shepherd National School MLD class caters for the needs of children with a mild learning difficulty. It is a requirement that each pupil seeking enrolment has a psychological assessment stating they have a mild learning disability and that he/she had spent at least a full year in a mainstream classroom. This psychological assessment must be within 2 years of the application date.
Should a psychologist’s report recommend the MLD class (score 50 – 70 in mild range) as an appropriate setting for pupils who present with mild general learning difficulties and/or specific learning disabilities, the school will accommodate these individuals subject to Board of Management approval and subject to conditions laid out in circular 38/2010 being met.
- Free transport for a pupil will be determined by the geographical location of his/her residential address relative to GSNS. To allow the school make successful application for other supports such as additional SNA or assistive technology GSNS must be the nearest MLD class to meet that pupils needs. This needs to be supported by a psychologist’s recommendation.
- Parents are welcome to visit, meet the principal and visit the class in the school prior to seeking enrolment.
- A copy of the psychological report and any other relevant reports e.g. school or doctor’s reports will be considered by school management before the child is offered placement.
- No child will be refused admission for reasons of ethnicity, language, gender, asylum seeker or refugee status or religious or political beliefs, family or social circumstances or being a member of the traveller community.
- Parents are reminded that GSNS is a school with a Catholic ethos where we strive to develop a spiritual and good moral foundation.
- While recognising the right of parents to enrol their child with a mild learning disability in GSNS, the Board of Management has a duty of care to the existing school community. This requires balanced judgements, which are guided by the principles of natural justice and acting in the best interest of all children. The BOM reserves the right not to admit a child unless it believes it can meet the needs of a child seeking enrolment.
- As the school is an educational centre, it is not equipped to meet all medical needs. If GSNS cannot meet a child’s medical needs safely, a child cannot be enrolled.
- Behavioural problems – if a child presents for enrolment with a history of violent, out of control behaviours which indicate that the child in question may pose an unacceptable risk to the health and safety of other pupils and/or staff of the school, the BOM reserves the right, having carried out an appropriate risk assessment in the context of its duty of care to the pupils and staff of the school, to refuse to enrol the particular applicant.
- Resources and Staffing – a child may be refused enrolment on the basis that the school is full. Establishing the pupil capacity of the school is done in conjunction with advice from the local SENO.
- Prior to enrolment the Principal will seek a written report from the pupil’s present school.
- Section 29 of the Education Act 1998 gives parents the right to appeal a Board of Management refusal to enrol a child. In the event of a refusal to enrol a pupil, parents will be given clear guidelines as to how to invoke a Section 29 appeal within the timeframe required.
SSLD class is a class in a mainstream primary school, which caters for the educational and speech and language needs of children with specific speech and language disorder. Language classes are jointly run by the Departments of Skills and Department of Health & Children. The classes are staffed by a full-time primary teacher, and the children receive cycles of direct therapy and indirect support (through working with teacher and parents) from a part-time HSE Speech/Language Therapist.
There is a maximum of seven children in a language class in any one year. Language classes follow the regular primary school curriculum with the exception of Irish. Children attending a language class may integrate with their peers from mainstream classes for some subjects, during break times and for school activities such as concerts/ school tours.
What is Specific Speech and Language Impairment (SSLI)?
Specific Speech & Language Disorder occurs when a child experiences severe difficulty developing their communication skills (understanding and/or using spoken language) and does not improve with regular speech and language therapy. It is not caused by:
General learning difficulties
Hearing impairment
Emotional difficulties
Autistic spectrum disorder
Physical disability
Children with SSLD may also experience literacy difficulties i.e. problems learning to read, spell and write.
What are the criteria for consideration for language class?
A child must be 4years of age on/ before 1st September of enrollment year. A diagnosis of SSLD is necessary. To make this diagnosis the following are considered:
severe difficulties with some aspect of the child’s speech and/or language functioning that cause the child to find it challenging to communicate, to learn & to feel confident socially
evidence that the child has attended for therapy with poor progress reported.
Assessment by a Psychologist which states that the child’s non verbal/ performance IQ is within the average range.
Hearing tests, medical assessments and access to reports from all other professionals working with your child may also be necessary.
Your child’s preschool/ class teacher may be contacted to complete a report in relation to the child’s attention, communication and progress at preschool/ school.
How do children get a place in the language class?
Children are referred to Language Class by a Speech/Language Therapist and/or a Psychologist. Once a diagnosis of SSLD is established, your child will be discussed at an annual meeting known as the Language Class Admissions / Management Meeting which usually happens in March/April. Reports on your child will have been circulated to Admissions/Management Committee members. Committee members are as follows:
School Principal
Speech and Language Therapy Manager
Psychologist
Language Class Teacher
Language Class Speech/Language Therapist
Members of the Admissions/Management Committee allocate places available in the language class based on agreed criteria: These are examples of some of the criteria used:
Severity of the SSLD
Age and readiness of your child
The degree to which the disorder impacts on child’s academic performance and social skills
Suitability of language class placement for the child at that time.
How long do children stay in language class?
The typical cycle is 1 – 2 years with some exceptions. Your child’s placement in the Language Class is reviewed annually. Some children may attend the Language Class for one year while other children attend for a longer time. Once attending a language class, your child’s progress will be reassessed near the end of the school year and discussed by relevant professionals or discussed at the Admissions / Management Meeting. It will then be decided if your child should return to mainstream education or continue in the language class for a further year.
Parental Involvement:
Parents are encouraged to be involved with setting learning and speech/ language goals and in carrying out agreed approaches and homework while your child is attending the class. Your support is important to ensure that your child benefits fully from his / her time in the class and so that you feel more empowered to continue to help your child once Language Class placement is over.
Once your child is offered a place in the class we arrange for you to visit the class, both before and during placement. You will be expected to attend meetings during the school year – meetings that are arranged a) between the teacher, therapist and parent; and b) between the parent and speech/language therapist.