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Enhancing Special Education: Regional Strategy Group Terms of Reference

The Regional Strategy Group for Special Education aims to promote a consistent approach across five education and library boards. Key objectives include monitoring the implementation of the Code of Practice, examining significant audit recommendations, and developing quality assurance measures. The forum will address specific educational needs such as Autism Spectrum Disorder and Speech and Language issues, while focusing on outcomes of special needs support. Collaboration with statutory and voluntary agencies ensures widespread access to quality resources and effective training for educators and support staff.

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Enhancing Special Education: Regional Strategy Group Terms of Reference

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  1. Joint Consultative Forum Wednesday 26 February 2014

  2. Regional Strategy Group for Special Education – terms of reference • To promote consistency of approach across the 5 education and library boards. • To monitor the introduction and implementation of all aspects of the Code of Practice (1998). • To examine the recommendations of the Audit Report on Special Education and the Newcastle Report. • To develop quality assurance and ‘best value’ measures for special education.

  3. Regional Strategy Group Membership Education and Library Board Membership • Assistant Senior Education Officers (Children and Young People’s Services) • Principal Educational Psychologists Education and Training Inspectorate (Eti) Department of Education (Children’s Directorate)

  4. Core Activities Assist the 5 boards to bring consistency to the implementation of a range of legislative and guidance requirements: • Special Education Needs and Disability Order (2005) training and support for schools • DE/DHSSPS Medical Guidance Training (2008) • Outcomes arising from judicial reviews

  5. Establishment of Regional Sub-groups • Autistic Spectrum Disorder • Specific Literacy Difficulties • Social, Emotional and Behavioural Difficulties • Visual Impairment • Hearing Impairment • Speech and Language

  6. Links with Other Statutory and Voluntary Agencies • Royal National Institute for the Blind (RNIB) • Royal National Institute for the Deaf (RNID) • Public Health Agency • Health Trusts

  7. Recent Work • Reporting and monitoring framework for the Early Years (SEN) pilots. • Development of CEET training in schools to support earlier assessment and interventions for children. • Supporting leadership and management training for principals and SENCOs in mainstream schools. • Commencement of work to enhance support and training for classroom assistants in specific areas of special educational need. • Supporting pre-implementation tasks in relation to the review of special education.

  8. Wider Context • The 5 boards are still discrete legal entities with individual budgets and particular needs. • Promotion of work that is consistent with establishment of ESA. • Recognition of the continued need to have regional consistency, while cognisant of local differences. • Need to focus more on outcomes associated with special needs support and resources.

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