ETI has prepared two reports to detail aspects of the significant work undertaken by the special schools sector during the pandemic.
As part of the District Inspector role, information has been gathered on the special school curriculum and the adaptations school principals have made in relation to the changing needs of their pupils as a result of:
- the impact of COVID-19 related events and changed routines at home and at school; and
- in response to the increase in the number of pupils presenting with highly complex learning and physical needs.
This report provides a range of case studies from special schools which highlight the benefits to the pupils of a multi-disciplinary approach, along with reflections from school staff and parents. Despite increased demands for the time and skills of therapists, there are noteworthy examples of highly effective holistic support for pupils involving a range of therapists, school staff and outside support agencies, for example, from the Middletown Centre for Autism.
This report details the adaptations and changes made by principals of special schools to the curriculum as a result of the impact of the COVID-19 pandemic and in response to pupils presenting with increasingly complex needs.
- ETI update February 2024 to June 2024 27 February 2024
- ETI publishes an exploratory evaluation of Mutual Understanding in primary schools 08 February 2024
- ETI publishes an evaluation of teacher professional learning in meeting the special educational needs of learners 11 December 2023
- ETI update September 2023 to January 2024 21 November 2023