An Roinn Oideachais Agus Eolaíochta Department Of Education And

an roinn oideachais agus eolaíochta, department of education and science, rannog oideachais muinteoiri, teacher education section, bloc

An Roinn Oideachais agus Eolaíochta, Department of Education and
Science,
Rannog Oideachais Muinteoiri, Teacher Education Section,
Bloc 2, Urlár1, Block 2, Floor 1,
Sráid Maoilbhríde, Marlborough Street,
Baile Átha Cliath 1. Dublin1.


Circular 0052/2008
Online Certificate/Diploma in Education (Special/ Inclusive Education)
2008/2009
TO: THE AUTHORITIES OF PRIMARY AND POST-PRIMARY SCHOOLS
1.
The Programme 2008
The Special Education Department of St. Patrick’s College, Drumcondra,
and the Institute of Child Education and Psychology, Europe (ICEP),
will jointly offer an online Certificate/Diploma in Education
(Special/Inclusive Education), to teachers at primary and post-primary
level who wish to develop their knowledge and skills in the area of
Special/Inclusive Education.
The programme is part-funded by the Teacher Education Section of the
Department of Education and Science (DES) under the National
Development Plan 2007 to 2013.
A total of 150 places will be available in the year 2008-2009 to be
allocated through two intakes, September 2008 (75 places), January
2009 (75 places). Please note on the application that you are
requested to indicate which intake you are applying for. Places will
be allocated equally between primary and post-primary teachers. These
numbers are subject to change depending on demand.
2.
Aim and Content
The aim of the programme is to develop teachers’ knowledge and skills
in working with pupils with special and additional learning needs in
mainstream classrooms.
On completion, a qualification of Certificate/Diploma in Education
will be awarded by Dublin City University. Participants will be
assessed on the basis of participation in the online teaching/learning
environment, the completion of tasks and a written assignment
(2,500-3,000 words) per module. Further details may be obtained from (01)
8842025 E-mail: [email protected]
3.
Duration and organisation
The programme is delivered in a modular format using a blend of online
and distance learning technologies and pedagogies. Methodologies will
include, for example, LiveClassroom™, Forum Activities, Webcasting,
Video and/or Audio Streaming and slide presentation. The duration is
flexible to suit the needs of individual participants. The Certificate
consists of four taught modules and must be completed within 3 years
from first registration The Diploma requires an additional module,
unassessed, on research methods and a dissertation of 7,500/8,000
words, on an agreed topic, which must be completed within 4 years from
first registration.
The structure of the course permits students to complete a maximum of
three modules per year. The foundation module, which is mandatory for
all students, focuses on inclusive educational policy and practice.
Upon successful completion of this module participants will choose
from a range of modules focusing on different aspects of special
educational needs including: Mild General Learning Disabilities,
Dyslexia, Autistic Spectrum Disorders and Challenging Behaviour.
Please note that successful completion of this programme will not
result in any entitlement to additional remuneration from the
Department of Education and Science.
4.
Registration
Registration for this programme, of Continuing Professional
Development (CPD), recognised by the Department of Education and
Science (DES), will commence in September 2008.
Successful applicants will be required to attend at a chosen venue (to
be notified) for registration and general introduction to the course
content and procedures.
5.
Eligibility
Applicants should be currently employed in the Irish Education System
a.
Primary:
Please note that all teachers must be registered in accordance with
Section 31 of the Teaching Council Act, 2001. Please see Department of
Education & Science Circulars: 0085/2007, 0086/2007 & 0087/2007.
Applicants should have satisfactorily completed their probationary
period. They must have recognised teaching qualifications in
accordance with Circular 140/2006
b.
Post primary
Please note that all teachers must be registered in accordance with
Section 31 of the Teaching Council Act, 2001. Please see Department of
Education & Science Circulars: 0085/2007, 0086/2007 & 0087/2007.
Applicants must be qualified teachers. While all applicants will be
considered, priority will be given to class teachers.
6.
Programme Requirements
In order to participate in the programme, teachers will need access to
a computer, with headset and microphone, and internet access.
Broadband access is strongly recommended. Familiarity with the
internet and email is an expected requirement.
7.
Applications and Selection
An Application Form accompanies this Circular for completion by
teachers interested in and eligible to participate in the programme.
Important
---------
Eligible teachers supported by their school authorities who wish to be
considered for admission to the Programme should send their
applications to The Programme Director, Joint online
Certificate/Diploma in Education, Admissions, St. Patrick’s College,
Drumcondra, Dublin 9 to be received not later than 5pm on 05th June
2008. Phone: (01) 884 2197, E-mail address: [email protected] .
All applications must be accompanied by a non-returnable
administration fee of €25 (payable by postal order or cheque).
Applicants are advised that they should retain evidence of postage.
8.
Funding
Part funding for the programme is provided by the Teacher Education
Section of the Department of Education and Science under the National
Development Plan 2007 to 2013, as follows:
There will be a fee of €925 per module. The Department of Education
and Science will pay 60% of the applicant’s programme fees (i.e. €555
per module) up to a maximum of 5 modules per applicant. Individual
applicants will be responsible for 40% of their fees (i.e. €370 per
module up to a maximum of 5 modules and a project and for 100% of fees
for any additional modules.)
The DES will not provide Travel and Subsistence for attendance at the
registration and induction day or any face to face elements of the
course. As participants will not be required to be absent from school,
the provision of substitute cover or of extra personal vacation (EPV)
days will not be necessary.
9.
Master’s Programme
This inservice programme Certificate in Education (Special/Inclusive
Education) amounts to 20 credits on the European Credit Transfer
System (ECTS) and the Diploma in Education (Special/Inclusive
Education) amounts to 30 ECTS at Level 9 on the National
Qualifications Framework. These credits may be taken towards a
Master’s in Education Degree in St Patrick’s College, subject to
certain conditions, including the attainment of a sufficiently high
standard in the Diploma and the availability of places on the Master’s
in Education Programme.
Alan Wall
Principal Officer
April 2008
Download Application form (File Format Word 140 KB)
An Roinn Oideachais agus Eolaíochta, Department of Education and
Science,
Rannog Oideachais Muinteoiri, Teacher Education Section,
Bloc 2, Urlár1, Block 2, Floor 1,
Sráid Maoilbhríde, Marlborough Street,
Baile Átha Cliath 1. Dublin1.


Circular 0052/2008
ST. PATRICK’S COLLEGE, DRUMCONDRA/COLÁISTE PHÁDRAIG, DROIM CONRACH
(Coláiste de chuid Ollscoil Chathair Bhaile Átha Cliath)
APPLICATION FORM FOR ADMISSION TO
Online Certificate/Diploma in Education (Special/ Inclusive Education)
2008/2009
Please complete this form and return together with a €25
administration fee (payable by postal order or cheque) to
On-Line Certificate/Diploma in Education, Admissions Office, St.
Patrick’s College, Drumcondra, Dublin 9,
on or before 5pm on June 5th. Phone: (01) 8842025
E-mail address: [email protected]
1.
Personal Details
Name: ______________________________________ School Name:
_________________________________
Home Address: _______________________________ School Address:
________________________________
____________________________________________
______________________________________________
____________________________________________
______________________________________________
____________________________________________
______________________________________________
Home Ph: ___________________________________ School Roll No:
_________________________________
Mobile: _____________________________________ School Phone:
______________ Fax: _______________
Personal e-mail: _______________________________ School e-mail:
__________________________________
Teacher No: __________________________________ Principal:
______________________________________
Year of probation ______________________________

Are you a registered teacher with the Teaching Council? Yes No
Conditional
2.
Current Teaching Position
2 (a) Please tick which of the following best describes the teaching
position you will hold in 2008/2009:

Class teacher in a mainstream primary school

Subject teacher in a mainstream second level school (specify which
subject) _______________________
* Resource teacher for pupils with special educational needs
(SEN)
(circulars 8/99, 8/02) in a mainstream school(s) (please state
number of schools)
Special class teacher in a mainstream school
Other (please Specify)
2 (b) Please state the number of pupils with Special Educational Needs
(SEN) whom you are currently teaching______
How many of these pupils have High Incidence SEN: __________
How many of these pupils have Low Incidence SEN:__________
Please see Appendix 1: Low Incidence Special Educational Needs (DES
circular 02/05) and Appendix 2: High incidence Special Educational
Needs (DES circular 8/02).
2 (c) Please tick which of the following best describes your current
Employment Status:
Permanent 
Contract of Indefinite Duration (CID) 
Fixed Term Contract 
Other, please specify: _________________________________________
If employed in a part time capacity, for how many hours are you
employed? ________________________
If other, please specify _____________________
If employed in a part time capacity, for how many hours are you
employed per week_____________________
2 (d) Please state:
*
Your total number of years teaching
_________________________________
*
Number of years teaching in your present school
_________________________________
­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­
2(e) Please indicate when you would like to commence:
September 2008 January 2009
3 .Professional or other qualifications held
College, University or other Awarding Body
Dates of attendance and whether full-time or part-time
Degree or other Qualifications obtained/to be obtained
Grade/Class(if any)
Subject(s)
Date of Award
4. Previous Professional Development
Name & Dates of Professional Development Course
Duration
Grade/Class
(if any)
Subject(s)
Date of Award
Accrediting Body
No interviews will be held for places on this Certificate/ Diploma in
Education. In the event of the course being over-subscribed, places
may be allocated by lottery.
I have read the description of the programme of continuing
professional development as set out in Circular 0052/2008 and I agree
to fulfil the necessary conditions of participation in the
Certificate/ Diploma in Education for which I am making application. I
certify that all the information given on this form is correct and if
admitted to the programme, I undertake to observe all the rules and
regulations of St. Patrick’s College, Dublin.
SIGNED: ___________________________________ DATE:
__________________________
For completion by school authorities
I confirm that the information in this application form is correct.
SIGNED: _______________________________________________________________________
(Principal)
DATE:
_______________________________________________________________________
COUNTER SIGNED:
_______________________________________________________________________
(Chairperson, Board of Management, Director/Manager/Chief Executive
Officer/)
DATE:
_______________________________________________________________________
Please complete this form and return together with the €25
administration fee to
Online Certificate/Diploma in Education (Special/ Inclusive Education)
Admissions Office, St. Patrick’s College, Drumcondra, Dublin 9,
on or before 5pm on Thursday June 5th 2008. Phone: (01) 884 2025;
E-mail address: [email protected]
APPENDIX 1 – SP.ED 02/05
Physical disability
Such pupils have permanent or protracted disabilities arising from
such conditions as congenital deformities, spina bifida, dyspraxia,
muscular dystrophy, cerebral palsy, brittle bones, or severe
accidental injury. Because of the impairment of their physical
function they require special additional intervention and support if
they are to have available to them a level and quality of education
appropriate to their needs and abilities.
Many require the use of a wheelchair, mobility or seating aid, or
other technological support.
They may suffer from a lack of muscular control and co-ordination and
may have difficulties in communication, particularly in oral
articulation, as for example severe dyspraxia.
Pupils with a physical disability who have learning difficulties
arising from the disability may need resource teaching where there are
consequent significant learning difficulties. Others may need
assistive technology only.
Hearing impairment
Such pupils have a hearing disability that is so serious to impair
significantly their capacity to hear and understand human speech, thus
preventing them from participating fully in classroom interaction and
from benefiting adequately from school instruction. The great majority
of them have been prescribed hearing aids and are availing of the
services of a Visiting Teacher. (This category is not intended to
include pupils with mild hearing loss.)
Schools that have a pupil who has been assessed as having hearing
impairment and no other assessed disability, may be allocated a
maximum of 4 hours teaching support per week from a resource teacher,
or from a visiting teacher and resource teacher combined.
Where a pupil with a hearing impairment also meets the criterion for
another low-incidence disability category, provision is allocated as
for multiple disabilities.
Visual impairment
Such pupils have a visual disability which is so serious as to impair
significantly their capacity to see, thus interfering with their
capacity to perceive visually presented materials, such as pictures,
diagrams, and the written word. Some will have been diagnosed as
suffering from such conditions, such as congenital blindness,
cataracts, albinism and retinitis pigmentosa. Most require the use of
low-vision aids and are availing of the services of a Visiting
Teacher. (This category is not intended to include those pupils whose
visual difficulties are satisfactorily corrected by the wearing of
spectacles and/or contact lenses.)
Schools that have a pupil who has been assessed as having a visual
impairment, and no other assessed disability, may be allocated a
maximum of 3.5 hours teaching support per week from a resource
teacher, or from a visiting teacher and resource teacher combined.
Where a pupil with a visual impairment also meets the criterion for
another low-incidence disability category, provision is allocated as
for multiple disabilities.
Emotional disturbance and/or behaviour problems
Such pupils are being treated by a psychiatrist or psychologist for
such conditions as neurosis, childhood psychosis, hyperactivity,
attention deficit disorder, attention deficit hyperactivity disorder,
and conduct disorders that are significantly impairing their
socialisation and/or learning in school. (This category is not
intended to include pupils whose conduct or behavioural difficulties
can be dealt with in accordance with agreed procedures on discipline.)
Some pupils in this category may need resource teaching support. Care
support from a special needs assistant may be required where a pupil’s
behaviour is a danger to himself or others or where it seriously
interferes with the learning opportunities of other pupils. In certain
circumstances, some pupils may require both supports.
Moderate general learning disability
Such pupils have been assessed by a psychologist as having a moderate
general learning disability.
A maximum allocation of 3.5 hours teaching support per week from a
resource teacher may be made to schools in respect of each pupil
assessed as having a moderate general learning disability (the pupils
full-scale IQ score will have been assessed in the range 35 – 49).
Severe or profound general learning disability
Such pupils have been assessed by a psychologist as having a severe or
profound general learning disability. In addition, such pupils may
have physical disabilities.
Five hours teaching support per week from a resource teacher may be
made to schools in respect of each pupil with a severe/profound
general learning disability (the pupil's full-scale IQ score will have
been assessed as being below 35).
Autism/autistic spectrum disorder (ASD)
A psychiatrist or psychologist will have assessed and classified such
pupils as having autism or autistic spectrum disorder according to
DSM–IV or ICD–10 criteria.
In the interest of the pupil with an ASD and in order that the needs
of the pupil are adequately addressed, it is important, where
feasible, that for a definitive assessment of ASD, a
multi-disciplinary assessment team should be involved. The need for a
multi-disciplinary assessment is also in keeping with the policy of
the National Educational Psychological Service (NEPS).
A maximum allocation of 5 hours teaching support per week from a
resource teacher may be made to schools in respect of each pupil
assessed as having ASD.
Pupils with special educational needs arising from an assessed
syndrome
The level of additional support to be provided for pupils who present
with a particular syndrome e.g. Down syndrome, William’s syndrome and
Tourette’s syndrome will be determined following consideration of
psychological or other specialist reports which describes the nature
and degree of the pupils special educational needs.
Where a pupil with an assessed syndrome has a general learning
disability, resource teaching support will be allocated to schools in
line with hours allocated to pupils assessed as being within the same
IQ band (moderate/severe/profound GLD). Where a pupil with an assessed
syndrome has any of the other low-incidence disabilities, resource
teaching support will be allocated on that basis.
Specific speech and language disorder
Such pupils should meet each of the following criteria:
*
The pupil has been assessed by a psychologist on a standardised
test of intelligence that places non verbal or performance ability
within the average range or above.
*
The pupil has been assessed by a speech therapist on a
standardised test of language development that places performance
in one or more of the main areas of speech and language
development at two standard deviations or more below the mean, or
at a generally equivalent level.
*
The pupil’s difficulties are not attributable to hearing
impairment; where the pupil is affected to some degree by hearing
impairment, the hearing threshold for the speech-related
frequencies should be 40Db;
*
Emotional and behavioural disorders or a physical disability are
not considered to be primary causes.
*
Pupils with speech and language delays and difficulties are not to
be considered under this category.
*
In the case of specific speech and language disorder it is a
pupil's non-verbal or performance ability that must be within the
average range or above. (i.e. non-verbal or performance IQ of 90,
or above).
*
The pupil must also have been assessed by a speech and language
therapist and found to be at two or more standard deviations
(S.D.) below the mean, or at a generally equivalent level (i.e. -
2 S.D. or below, at or below a standard score of 70) in one or
more of the main areas of speech and language development.
*
Two assessments, a psychological assessment and a speech and
language assessment are necessary in this case.
*
A maximum allocation of 4 hours teaching support per week from a
resource teacher may be made to schools in respect of each pupil
assessed as having specific speech and language disorder.
Multiple disabilities
Pupils assessed with multiple disabilities meet the criteria for two
or more of the disabilities described above. A maximum allocation of
five hours teaching support per week from a resource teacher may be
made to schools in respect of each pupil assessed as having multiple
disabilities
Learning Support
The general allocation model provides additional teaching resources to
assist schools in making appropriate provision for:
Pupils who are eligible for learning support teaching: In determining
eligibility for learning support teaching, priority should be given to
pupils whose achievement is at or below the 10th percentile on
standardised tests of reading or mathematics
Pupils with learning difficulties, including pupils with mild speech
and language difficulties, pupils with mild social or emotional
difficulties and pupils with mild coordination or attention control
difficulties associated with identified conditions such as dyspraxia,
ADD, ADHD.
APPENDIX 2- SP ED 08/02
Borderline Mild General Learning Disability
Such children have been assessed by a psychologist as having a
borderline mild general learning disability. A psychologist may
recommend such children for additional teaching support or special
class placement on account of a special learning problem such as:
• Mild emotional disturbance associated with persistent failure in the
ordinary class (disruptive behaviour on its own, however, would not
constitute grounds for special class placement or additional teaching
support);
• Immature social behaviour;
• Poor level of language development in relation to overall
intellectual level. A recommendation to place such a child in a
special class or to allocate additional teaching resources to support
a school in catering for his/her needs should take into account the
extent to which the child is making progress in his/her present
learning environment and the other existing support available to the
child in his/her school.
Mild General Learning Disability
Such children have been assessed by a psychologist as having a mild
general learning disability.
Specific Learning Disability
Such children have been assessed by a psychologist as:
1. Being of average intelligence or higher; and
2. Having a degree of learning disability specific to basic skills in
reading, writing or mathematics which places them at or below the 2nd
percentile on suitable, standardised, norm-referenced tests.
Children who do not meet these criteria and, who in the opinion of the
psychologist, have a specific learning disability are more properly
the responsibility of the remedial teacher1 and/or the class teacher.
1 This circular should be interpreted in accordance with the terms of
circular 02/07
Tá cistiú á dhéanamh ar Oideachais Múinteoirí ag an Roinn Teacher
Education is funded by the Department of Education
Oideachais agus Eolaíochta faoin bPlean Forbartha Náisiúnta 2007-2013
& Science under the National Development Plan 2007-2013