If you have attended an Information Meeting, you will have heard about our system of supporting children’s learning inside and outside the classroom. Below are further details on how the Continuum of Support – as devised by the Department of Education and Skills – is intended to work.
The Continuum of Support has been designed to identify the needs of children and to develop and evaluate interventions to meet those needs.
The continuum of support encompasses a graduated problem solving model of assessment and intervention in schools comprised of three distinct school based processes which are summarized below:
Classroom Support is an intervention process coordinated by the class teacher (or class team) and carried out within the regular classroom.
School Support is an assessment and intervention process which is usually co-ordinated by the learning support / resource teacher (to be known as Additional Needs Teacher/Team) working alongside the class teacher. Interventions at this stage will be additional to those provided through classroom support. This support take place either in class or by withdrawal.
School Support Plus is generally characterised by the school requesting the involvement of relevant external services in more detailed assessment and development of intervention programmes. This level of intervention is for children with complex and/or enduring needs who still need support despite carefully planned interventions at previous levels.
All children have needs throughout their school lives. This model of intervention outlined here is underpinned by the recognition that needs occur along a continuum from mild to severe and from transient to long term.
At DSP we have implemented this model while continuing to promote the culture and ethos we cherish at our school, demonstrating to each pupil that they are respected and valued.