{"id":12606,"date":"2020-03-23T09:48:10","date_gmt":"2020-03-23T09:48:10","guid":{"rendered":"https:\/\/canalwayetns.org\/?page_id=12606"},"modified":"2023-01-25T13:56:12","modified_gmt":"2023-01-25T13:56:12","slug":"additional-needs-supports","status":"publish","type":"page","link":"https:\/\/canalwayetns.org\/additional-needs-supports\/","title":{"rendered":"Additional Needs Supports"},"content":{"rendered":"\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-1nu1m-3db7a04dfd8044449b2af776ea815812\">\n.avia-section.av-1nu1m-3db7a04dfd8044449b2af776ea815812{\nbackground-repeat:no-repeat;\nbackground-image:url(https:\/\/canalwayetns.org\/wp-content\/uploads\/2020\/12\/SEN-website-USE-300x123.jpg);\nbackground-position:50% 50%;\nbackground-attachment:scroll;\n}\n<\/style>\n<div id='av_section_1'  class='avia-section av-1nu1m-3db7a04dfd8044449b2af776ea815812 main_color avia-section-default avia-no-border-styling  avia-builder-el-0  el_before_av_one_full  avia-builder-el-first  avia-full-stretch avia-bg-style-scroll container_wrap sidebar_right'  data-section-bg-repeat='stretch'><div class='container av-section-cont-open' ><main  role=\"main\" itemprop=\"mainContentOfPage\"  class='template-page content  av-content-small alpha units'><div class='post-entry post-entry-type-page post-entry-12606'><div class='entry-content-wrapper clearfix'>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-jrapnm0q-c763938361686ebdfbdeb8d29283f6f7\">\n#top .hr.hr-invisible.av-jrapnm0q-c763938361686ebdfbdeb8d29283f6f7{\nheight:50px;\n}\n<\/style>\n<div  class='hr av-jrapnm0q-c763938361686ebdfbdeb8d29283f6f7 hr-invisible  avia-builder-el-1  el_before_av_heading  avia-builder-el-first '><span class='hr-inner '><span class=\"hr-inner-style\"><\/span><\/span><\/div>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-k85rfy6y-8d9ddb9cb2ae4dca2a8c6c1eef8e6daf\">\n#top .av-special-heading.av-k85rfy6y-8d9ddb9cb2ae4dca2a8c6c1eef8e6daf{\npadding-bottom:10px;\ncolor:#0c0e1e;\nfont-size:30px;\n}\nbody .av-special-heading.av-k85rfy6y-8d9ddb9cb2ae4dca2a8c6c1eef8e6daf .av-special-heading-tag .heading-char{\nfont-size:25px;\n}\n#top #wrap_all .av-special-heading.av-k85rfy6y-8d9ddb9cb2ae4dca2a8c6c1eef8e6daf .av-special-heading-tag{\nfont-size:30px;\n}\n.av-special-heading.av-k85rfy6y-8d9ddb9cb2ae4dca2a8c6c1eef8e6daf .special-heading-inner-border{\nborder-color:#0c0e1e;\n}\n.av-special-heading.av-k85rfy6y-8d9ddb9cb2ae4dca2a8c6c1eef8e6daf .av-subheading{\nfont-size:18px;\n}\n\n@media only screen and (min-width: 480px) and (max-width: 767px){ \n#top #wrap_all .av-special-heading.av-k85rfy6y-8d9ddb9cb2ae4dca2a8c6c1eef8e6daf .av-special-heading-tag{\nfont-size:0.8em;\n}\n}\n\n@media only screen and (max-width: 479px){ \n#top #wrap_all .av-special-heading.av-k85rfy6y-8d9ddb9cb2ae4dca2a8c6c1eef8e6daf .av-special-heading-tag{\nfont-size:0.8em;\n}\n}\n<\/style>\n<div  class='av-special-heading av-k85rfy6y-8d9ddb9cb2ae4dca2a8c6c1eef8e6daf av-special-heading-h3 custom-color-heading blockquote modern-quote  avia-builder-el-2  el_after_av_hr  el_before_av_hr  av-inherit-size'><h3 class='av-special-heading-tag'  itemprop=\"headline\"  >Additional Needs Support<\/h3><div class=\"special-heading-border\"><div class=\"special-heading-inner-border\"><\/div><\/div><\/div>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-jrapnm0q-c763938361686ebdfbdeb8d29283f6f7\">\n#top .hr.hr-invisible.av-jrapnm0q-c763938361686ebdfbdeb8d29283f6f7{\nheight:50px;\n}\n<\/style>\n<div  class='hr av-jrapnm0q-c763938361686ebdfbdeb8d29283f6f7 hr-invisible  avia-builder-el-3  el_after_av_heading  avia-builder-el-last '><span class='hr-inner '><span class=\"hr-inner-style\"><\/span><\/span><\/div>\n<\/div><\/div><\/main><!-- close content main element --><\/div><\/div><div id='after_section_1'  class='main_color av_default_container_wrap container_wrap sidebar_right'  ><div class='container av-section-cont-open' ><div class='template-page content  av-content-small alpha units'><div class='post-entry post-entry-type-page post-entry-12606'><div class='entry-content-wrapper clearfix'>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-p6la-f4cfd2d2e3c3c9c63b97a365293c52ec\">\n.flex_column.av-p6la-f4cfd2d2e3c3c9c63b97a365293c52ec{\n-webkit-border-radius:0px 0px 0px 0px;\n-moz-border-radius:0px 0px 0px 0px;\nborder-radius:0px 0px 0px 0px;\npadding:0px 0px 0px 0px;\n}\n<\/style>\n<div class='flex_column av-p6la-f4cfd2d2e3c3c9c63b97a365293c52ec av_one_full  avia-builder-el-4  el_after_av_section  el_before_av_section  avia-builder-el-no-sibling  first flex_column_div av-zero-column-padding '     ><p>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-308umda-276f70601a6885a2e325a42688beeb8a\">\n#top .av-special-heading.av-308umda-276f70601a6885a2e325a42688beeb8a{\npadding-bottom:10px;\n}\nbody .av-special-heading.av-308umda-276f70601a6885a2e325a42688beeb8a .av-special-heading-tag .heading-char{\nfont-size:25px;\n}\n.av-special-heading.av-308umda-276f70601a6885a2e325a42688beeb8a .av-subheading{\nfont-size:15px;\n}\n<\/style>\n<div  class='av-special-heading av-308umda-276f70601a6885a2e325a42688beeb8a av-special-heading-h3 blockquote modern-quote  avia-builder-el-5  el_before_av_hr  avia-builder-el-first '><h3 class='av-special-heading-tag'  itemprop=\"headline\"  >Our Parental Support Group<\/h3><div class=\"special-heading-border\"><div class=\"special-heading-inner-border\"><\/div><\/div><\/div><br \/>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-jou70mtl-2fd98018048dab62e483a2c6d8adcff2\">\n#top .hr.av-jou70mtl-2fd98018048dab62e483a2c6d8adcff2{\nmargin-top:0px;\nmargin-bottom:10px;\n}\n.hr.av-jou70mtl-2fd98018048dab62e483a2c6d8adcff2 .hr-inner{\nwidth:150px;\nborder-color:#01963a;\n}\n<\/style>\n<div  class='hr av-jou70mtl-2fd98018048dab62e483a2c6d8adcff2 hr-custom  avia-builder-el-6  el_after_av_heading  el_before_av_textblock  hr-left hr-icon-no'><span class='hr-inner inner-border-av-border-fat'><span class=\"hr-inner-style\"><\/span><\/span><\/div><br \/>\n<section  class='av_textblock_section av-jr8235go-bba35d80c4d653fa9d0258e25e1ffbbd'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p>Canal Way Educate Together aspires to support all children in our school who have Additional Needs and their families. We hope the support group will provide a forum where parents and guardians can meet up, to share information, resources and experiences.<\/p>\n<\/div><\/section><br \/>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-2pzlkzi-d7e3df38edfd9eb44c479b13fa88f142\">\n#top .av-special-heading.av-2pzlkzi-d7e3df38edfd9eb44c479b13fa88f142{\npadding-bottom:10px;\n}\nbody .av-special-heading.av-2pzlkzi-d7e3df38edfd9eb44c479b13fa88f142 .av-special-heading-tag .heading-char{\nfont-size:25px;\n}\n.av-special-heading.av-2pzlkzi-d7e3df38edfd9eb44c479b13fa88f142 .av-subheading{\nfont-size:15px;\n}\n<\/style>\n<div  class='av-special-heading av-2pzlkzi-d7e3df38edfd9eb44c479b13fa88f142 av-special-heading-h3 blockquote modern-quote  avia-builder-el-8  el_after_av_textblock  el_before_av_hr '><h3 class='av-special-heading-tag'  itemprop=\"headline\"  >Additional Needs Parents Group Calendar and Events <\/h3><div class=\"special-heading-border\"><div class=\"special-heading-inner-border\"><\/div><\/div><\/div><br \/>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-jou70mtl-4ec3b3c0f62e1d92f5e007a8f896fab8\">\n#top .hr.av-jou70mtl-4ec3b3c0f62e1d92f5e007a8f896fab8{\nmargin-top:0px;\nmargin-bottom:10px;\n}\n.hr.av-jou70mtl-4ec3b3c0f62e1d92f5e007a8f896fab8 .hr-inner{\nwidth:150px;\nborder-color:#b36ea4;\n}\n<\/style>\n<div  class='hr av-jou70mtl-4ec3b3c0f62e1d92f5e007a8f896fab8 hr-custom  avia-builder-el-9  el_after_av_heading  el_before_av_textblock  hr-left hr-icon-no'><span class='hr-inner inner-border-av-border-fat'><span class=\"hr-inner-style\"><\/span><\/span><\/div><br \/>\n<section  class='av_textblock_section av-jqqvuk1n-94d815189b97a89813e032c74f343a26'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><div>Coffee Morning January 27th\u00a0 8:40\u00a0 \u00a0Room 1<\/div>\n<div>Coffee Morning\u00a0 \u00a0 \u00a0 \u00a0May 12th\u00a0 \u00a08:40\u00a0 Room 1<\/div>\n<\/div><\/section><\/p><\/div><\/div><\/div><\/div><!-- close content main div --><\/div><\/div>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-vkdi-069c40dd95906a8be3819e29982c15b8\">\n.avia-section.av-vkdi-069c40dd95906a8be3819e29982c15b8{\nbackground-color:#f8faff;\nbackground-image:unset;\n}\n<\/style>\n<div id='av_section_2'  class='avia-section av-vkdi-069c40dd95906a8be3819e29982c15b8 main_color avia-section-default avia-no-border-styling  avia-builder-el-11  el_after_av_one_full  el_before_av_heading  avia-bg-style-scroll container_wrap sidebar_right'  ><div class='container av-section-cont-open' ><div class='template-page content  av-content-small alpha units'><div class='post-entry post-entry-type-page post-entry-12606'><div class='entry-content-wrapper clearfix'>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-1ntezmm-55a60d9b636ac924e6b72aac5a6b2e81\">\n#top .av-special-heading.av-1ntezmm-55a60d9b636ac924e6b72aac5a6b2e81{\npadding-bottom:10px;\n}\nbody .av-special-heading.av-1ntezmm-55a60d9b636ac924e6b72aac5a6b2e81 .av-special-heading-tag .heading-char{\nfont-size:25px;\n}\n.av-special-heading.av-1ntezmm-55a60d9b636ac924e6b72aac5a6b2e81 .av-subheading{\nfont-size:15px;\n}\n<\/style>\n<div  class='av-special-heading av-1ntezmm-55a60d9b636ac924e6b72aac5a6b2e81 av-special-heading-h3 blockquote modern-quote  avia-builder-el-12  el_before_av_hr  avia-builder-el-first '><h3 class='av-special-heading-tag'  itemprop=\"headline\"  >Additional Needs Policy (Accessible Version)<\/h3><div class=\"special-heading-border\"><div class=\"special-heading-inner-border\"><\/div><\/div><\/div>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-jou70mtl-83ab964c19fcb23235b6b8f495cb845c\">\n#top .hr.av-jou70mtl-83ab964c19fcb23235b6b8f495cb845c{\nmargin-top:0px;\nmargin-bottom:10px;\n}\n.hr.av-jou70mtl-83ab964c19fcb23235b6b8f495cb845c .hr-inner{\nwidth:150px;\nborder-color:#615ae8;\n}\n<\/style>\n<div  class='hr av-jou70mtl-83ab964c19fcb23235b6b8f495cb845c hr-custom  avia-builder-el-13  el_after_av_heading  el_before_av_textblock  hr-left hr-icon-no'><span class='hr-inner inner-border-av-border-fat'><span class=\"hr-inner-style\"><\/span><\/span><\/div>\n<section  class='av_textblock_section av-k6gj3xbj-9ebe587023039e7b82f4eb174a95d5ee'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p><span style=\"font-weight: 400;\">The Class Teacher liaises with Parent\/Guardian to collate information about the child. He\/She will observe the child and if necessary carry out screening tests and or standardised tests these results together with any diagnostic testing from outside agencies and input from the support team will inform the level of additional support the child will be allocated. The level of support follows the basic principal where. \u2018The child with the greatest level of need will have the greatest level of support\u2019 ( SEN policy 6)<\/span><\/p>\n<h3><b>The Continuum of Support<\/b><\/h3>\n<p><b>Classroom support<\/b><\/p>\n<p><span style=\"font-weight: 400;\">Is an intervention coordinated by the classroom teacher for a child within their regular classroom. Classwork may be differentiated, minor adjustments may be made to teaching style or classroom layout to optimise learning monitoring and recording progress over time. The effectiveness of the actions taken are reviewed and next steps planned this may lead to allocating the next level of support\u00a0<\/span><\/p>\n<p><b>School Support<\/b><\/p>\n<p><span style=\"font-weight: 400;\">Is allocated to a child when classroom support doesn\u2019t fully meet their needs. The class teacher and learning support teacher use the information gathered in a problem solving process they develop monitor and review the child\u2019s school support plan or Individual Pupil Learning Profile (IPLP)<\/span><\/p>\n<p><b>Individual Pupil Learning Profile<\/b><span style=\"font-weight: 400;\"> (IPLP)<\/span><\/p>\n<p><span style=\"font-weight: 400;\">The child\u2019s strengths and difficulties having been observed and assessed are used to develop learning targets teaching strategies and appropriate resources. Support may be offered at a one to one, small group or whole class level A review of learning targets allows any adjustments necessary to be made and determines whether a child is ready to return to classroom support or where greater support is needed to school support plus.<\/span><\/p>\n<p><b>School support Plus<\/b><\/p>\n<p><span style=\"font-weight: 400;\">Is allocated when a child\u2019s needs are more significant and or persistant. In formation already gathered will provide the starting off point using a problem solving approach. The support teacher class teacher, parents\/guardians and where or when appropriate the child work in collaboration to formulate an individual education plan (IEP). Classroom support and school support will continue to be an important element in supporting the child. The national education psychological service (NEPS) works in a consultative and or advisory capacity supporting teachers, parents\/guardians and children with learning and or behavioural difficulties nd or social or emotional development at this stage.\u00a0<\/span><\/p>\n<p><b>Individual Educational Plan<\/b><span style=\"font-weight: 400;\"> (IEP)<\/span><\/p>\n<p><span style=\"font-weight: 400;\">This plan describes the child\u2019s abilities and strengths the child&#8217;s needs and the impact on his or her educational development are also used to develop the plan. Strategies for supporting the child\u2019s progress and to support inclusion, effective teaching styles, specific equipment or programs are listed here. Long term and short term targets are set along with a review date.<\/span><\/p>\n<p><b>Special Needs Assistan<\/b><span style=\"font-weight: 400;\">t (SNA)<\/span><\/p>\n<p><span style=\"font-weight: 400;\">The support team together with parent\/&#8217;guardians apply to our special educational needs officer (SENO) on a child\u2019s behalf if their care needs are considered more significant these may include sensory needs emotional needs personal care medical needs toileting and safety. Recommendations for SNA support from outside agencies may be a component of this application.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">A positive working relationship and good communication will result in greater achievement and ultimately a happy child.<\/span><\/p>\n<\/div><\/section>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-27i5a-410f4326b5eb11e3236ec7609468f588\">\n.flex_column.av-27i5a-410f4326b5eb11e3236ec7609468f588{\n-webkit-border-radius:0px 0px 0px 0px;\n-moz-border-radius:0px 0px 0px 0px;\nborder-radius:0px 0px 0px 0px;\npadding:0px 0px 0px 0px;\n}\n<\/style>\n<div class='flex_column av-27i5a-410f4326b5eb11e3236ec7609468f588 av_one_fourth  avia-builder-el-15  el_after_av_textblock  avia-builder-el-last  first flex_column_div av-zero-column-padding column-top-margin'     ><style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-jqqvvhm4-c3afb34b368c3c4962546a2c8ca92f92\">\n#top .av_textblock_section.av-jqqvvhm4-c3afb34b368c3c4962546a2c8ca92f92 .avia_textblock{\ncolor:#83a846;\n}\n<\/style>\n<section  class='av_textblock_section av-jqqvvhm4-c3afb34b368c3c4962546a2c8ca92f92'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock av_inherit_color'  itemprop=\"text\" ><h3><strong>Additional Need Policy Canal Way ETNS <\/strong>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-193py-5d087533a5c0ecb5a6db6a3f4cb4cf87\">\n.av_font_icon.av-193py-5d087533a5c0ecb5a6db6a3f4cb4cf87{\ncolor:#b36ea4;\nborder-color:#b36ea4;\n}\n.av_font_icon.av-193py-5d087533a5c0ecb5a6db6a3f4cb4cf87 .av-icon-char{\nfont-size:20px;\nline-height:20px;\n}\n<\/style>\n<span  class='av_font_icon av-193py-5d087533a5c0ecb5a6db6a3f4cb4cf87 avia_animate_when_visible av-icon-style- avia-icon-pos-left avia-icon-animate'><span class='av-icon-char' aria-hidden='true' data-av_icon='\ue837' data-av_iconfont='entypo-fontello' ><\/span><\/span><\/h3>\n<p><span style=\"color: #00a868;\"><a style=\"color: #00a868;\" href=\"https:\/\/canalwayetns.org\/wp-content\/uploads\/2019\/11\/Special-Education-Policy-CWETNS.pdf\" target=\"_blank\" rel=\"noopener\">Additional Needs Policy<\/a><\/span><\/p>\n<\/div><\/section><\/div>\n<\/div><\/div><\/div><!-- close content main div --><\/div><\/div><div id='after_section_2'  class='main_color av_default_container_wrap container_wrap sidebar_right'  ><div class='container av-section-cont-open' ><div class='template-page content  av-content-small alpha units'><div class='post-entry post-entry-type-page post-entry-12606'><div class='entry-content-wrapper clearfix'><\/p>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-1yb6iym-807af054c1eba81efb2b13ae6c692b61\">\n#top .av-special-heading.av-1yb6iym-807af054c1eba81efb2b13ae6c692b61{\npadding-bottom:10px;\n}\nbody .av-special-heading.av-1yb6iym-807af054c1eba81efb2b13ae6c692b61 .av-special-heading-tag .heading-char{\nfont-size:25px;\n}\n.av-special-heading.av-1yb6iym-807af054c1eba81efb2b13ae6c692b61 .av-subheading{\nfont-size:15px;\n}\n<\/style>\n<div  class='av-special-heading av-1yb6iym-807af054c1eba81efb2b13ae6c692b61 av-special-heading-h3  avia-builder-el-18  el_after_av_section  el_before_av_one_full  avia-builder-el-first '><h3 class='av-special-heading-tag'  itemprop=\"headline\"  >Useful Resources for Children with Additional Needs<\/h3><div class=\"special-heading-border\"><div class=\"special-heading-inner-border\"><\/div><\/div><\/div>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-ov3cla-08c1cc156503704ddb4fc3599ff3155b\">\n.flex_column.av-ov3cla-08c1cc156503704ddb4fc3599ff3155b{\n-webkit-border-radius:0px 0px 0px 0px;\n-moz-border-radius:0px 0px 0px 0px;\nborder-radius:0px 0px 0px 0px;\npadding:0px 0px 0px 0px;\n}\n<\/style>\n<div class='flex_column av-ov3cla-08c1cc156503704ddb4fc3599ff3155b av_one_full  avia-builder-el-19  el_after_av_heading  el_before_av_heading  first flex_column_div av-zero-column-padding '     ><p><section  class='av_textblock_section av-kbw09z5c-74ec9adde955f7cac00b5dcf7262ede7'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p><a href=\"http:\/\/www.mindroom.org\/media\/resources\/ITAKM2020Update.pdf\">Guide for assisting children with additional needs<\/a> coping with Covid 19<\/p>\n<\/div><\/section><br \/>\n<section  class='av_textblock_section av-k85rw1oq-c9be0c913e0073f494cf0b34691f3d46'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p><a href=\"https:\/\/www.education.ie\/en\/The-Department\/Announcements\/advice-to-young-people-while-schools-are-closed.pdf\">Talking to Children about Covid-19<\/a><\/p>\n<\/div><\/section><br \/>\n<section  class='av_textblock_section av-k85rw1oq-c9be0c913e0073f494cf0b34691f3d46'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p>How to video chat: <a href=\"https:\/\/canalwayetns.org\/wp-content\/uploads\/2020\/05\/Video_calls_social_story-1.pdf\">Video calls social story a guide for children<\/a><\/p>\n<\/div><\/section><br \/>\n<section  class='av_textblock_section av-k85rw1oq-c9be0c913e0073f494cf0b34691f3d46'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p><a href=\"https:\/\/www.psychologytools.com\/assets\/covid-19\/guide_to_living_with_worry_and_anxiety_amidst_global_uncertainty_en-gb.pdf\">Living with worry and anxiety amid global uncertainty. A Psychology Tools guide.\u00a0<\/a><\/p>\n<\/div><\/section><br \/>\n<section  class='av_textblock_section av-k85rw1oq-c9be0c913e0073f494cf0b34691f3d46'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p><a href=\"https:\/\/www.education.ie\/en\/Schools-Colleges\/Services\/National-Educational-Psychological-Service-NEPS-\/covid-19.html\"><span style=\"font-weight: 400;\">NEPS Covid 19 Resources and Supports<\/span><\/a><\/p>\n<\/div><\/section><br \/>\n<section  class='av_textblock_section av-k85rw1oq-c9be0c913e0073f494cf0b34691f3d46'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p><a href=\"https:\/\/nosycrowcoronavirus.s3-eu-west-1.amazonaws.com\/Coronavirus_ABookForChildren.pdf\">Axel Scheffler: Coronavirus A Book for Children<\/a><\/p>\n<\/div><\/section><\/p><\/div>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-1get2xq-a981a96a28814f111340b424cd494238\">\n#top .av-special-heading.av-1get2xq-a981a96a28814f111340b424cd494238{\npadding-bottom:10px;\n}\nbody .av-special-heading.av-1get2xq-a981a96a28814f111340b424cd494238 .av-special-heading-tag .heading-char{\nfont-size:25px;\n}\n.av-special-heading.av-1get2xq-a981a96a28814f111340b424cd494238 .av-subheading{\nfont-size:15px;\n}\n<\/style>\n<div  class='av-special-heading av-1get2xq-a981a96a28814f111340b424cd494238 av-special-heading-h3  avia-builder-el-26  el_after_av_one_full  el_before_av_one_full '><h3 class='av-special-heading-tag'  itemprop=\"headline\"  >Useful Websites for Parents of Children with Additional Needs<\/h3><div class=\"special-heading-border\"><div class=\"special-heading-inner-border\"><\/div><\/div><\/div>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-ov3cla-08c1cc156503704ddb4fc3599ff3155b\">\n.flex_column.av-ov3cla-08c1cc156503704ddb4fc3599ff3155b{\n-webkit-border-radius:0px 0px 0px 0px;\n-moz-border-radius:0px 0px 0px 0px;\nborder-radius:0px 0px 0px 0px;\npadding:0px 0px 0px 0px;\n}\n<\/style>\n<div class='flex_column av-ov3cla-08c1cc156503704ddb4fc3599ff3155b av_one_full  avia-builder-el-27  el_after_av_heading  el_before_av_one_full  first flex_column_div av-zero-column-padding '     ><p><section  class='av_textblock_section av-k85rw1oq-c9be0c913e0073f494cf0b34691f3d46'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p><a href=\"https:\/\/raisingchildren.net.au\/autism\/health-daily-care\/mental-health\/anxiety-asd\">Helpful site with information about ASD and anxiety<\/a><\/p>\n<\/div><\/section><br \/>\n<section  class='av_textblock_section av-k85rw1oq-c9be0c913e0073f494cf0b34691f3d46'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p><a href=\"https:\/\/www.growinghandsonkids.com\/\">Growing Hands On Children:\u00a0 The Developing Child<\/a><\/p>\n<\/div><\/section><br \/>\n<section  class='av_textblock_section av-k85rw1oq-c9be0c913e0073f494cf0b34691f3d46'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p><a href=\"https:\/\/www.webwise.ie\/html-heroes\/\">Information on Internet safety\u00a0<\/a><\/p>\n<\/div><\/section><br \/>\n<section  class='av_textblock_section av-k85rw1oq-c9be0c913e0073f494cf0b34691f3d46'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p><a href=\"https:\/\/www.mindsetworks.com\/programs\/brainology-for-home\"><span style=\"font-weight: 400;\">Strategies to support children to become\u00a0 more effective learners<\/span><\/a><\/p>\n<\/div><\/section><br \/>\n<section  class='av_textblock_section av-k85rw1oq-c9be0c913e0073f494cf0b34691f3d46'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p><a href=\"https:\/\/mindup.org\/mindup-for-parents\/\"><span style=\"font-weight: 400;\">Mindup a program that helps create a more calm and connected home for children and their families.\u00a0<\/span><\/a><\/p>\n<\/div><\/section><br \/>\n<section  class='av_textblock_section av-k85rw1oq-c9be0c913e0073f494cf0b34691f3d46'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p><a href=\"https:\/\/www.nessy.com\/us\/\"><span style=\"font-weight: 400;\">Nessy a Program designed to help all children learn to read, write, spell and type, especially those who learn differently.<\/span><\/a><\/p>\n<\/div><\/section><br \/>\n<section  class='av_textblock_section av-k85rw1oq-c9be0c913e0073f494cf0b34691f3d46'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p><a href=\"http:\/\/www.pretermbirth.info\"><span style=\"font-weight: 400;\">PRISM: Preterm birth information and supports<\/span><\/a><\/p>\n<\/div><\/section><br \/>\n<section  class='av_textblock_section av-k85rw1oq-c9be0c913e0073f494cf0b34691f3d46'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p><a href=\"https:\/\/familycarers.ie\"><span style=\"font-weight: 400;\">Family Carers Ireland<\/span><\/a><\/p>\n<\/div><\/section><br \/>\n<section  class='av_textblock_section av-k85rw1oq-c9be0c913e0073f494cf0b34691f3d46'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p><a href=\"https:\/\/www.middletownautism.com\/training\/parents\"><span style=\"font-weight: 400;\">Middletown Autism: Training for Parents<\/span><\/a><\/p>\n<\/div><\/section><br \/>\n<section  class='av_textblock_section av-k85rw1oq-c9be0c913e0073f494cf0b34691f3d46'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p><a href=\"https:\/\/www.hse.ie\/eng\/services\/list\/4\/disability\/\">HSE Disabilities Services<\/a><\/p>\n<\/div><\/section><br \/>\n<section  class='av_textblock_section av-k85rw1oq-c9be0c913e0073f494cf0b34691f3d46'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p><a href=\"https:\/\/specialneedsparents.ie\/\">Special Needs Parents Association<\/a><\/p>\n<\/div><\/section><br \/>\n<section  class='av_textblock_section av-k85rw1oq-c9be0c913e0073f494cf0b34691f3d46'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p><a href=\"http:\/\/www.informingfamilies.ie\/\">Informing Families: Information about your child&#8217;s disability<\/a><\/p>\n<\/div><\/section><br \/>\n<section  class='av_textblock_section av-k85rw1oq-c9be0c913e0073f494cf0b34691f3d46'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p><a href=\"https:\/\/www.dyslexia.ie\/\">Dyslexia Association of Ireland<\/a><\/p>\n<\/div><\/section><br \/>\n<section  class='av_textblock_section av-k85rw1oq-c9be0c913e0073f494cf0b34691f3d46'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p><a href=\"https:\/\/www.nala.ie\/\">NALA: National Adult Literacy Agency<\/a><\/p>\n<\/div><\/section><br \/>\n<section  class='av_textblock_section av-k85rw1oq-c9be0c913e0073f494cf0b34691f3d46'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p><a href=\"https:\/\/www.stillhere.ie\/\">Still Here: Supports around domestic violence\u00a0<\/a><\/p>\n<\/div><\/section><br \/>\n<section  class='av_textblock_section av-k85rw1oq-c9be0c913e0073f494cf0b34691f3d46'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p><a href=\"https:\/\/www.barnardos.ie\/our-services\/work-with-families\">Barnardos: Work with Families<\/a><\/p>\n<\/div><\/section><br \/>\n<section  class='av_textblock_section av-k85rw1oq-c9be0c913e0073f494cf0b34691f3d46'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p><a href=\"https:\/\/www.barnardos.ie\/resources\">Barnardos:\u00a0 I need help<\/a><\/p>\n<\/div><\/section><br \/>\n<section  class='av_textblock_section av-k85rw1oq-c9be0c913e0073f494cf0b34691f3d46'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p><a href=\"https:\/\/www2.hse.ie\/mental-health\/\">HSE: Your Mental Health<\/a><\/p>\n<\/div><\/section><br \/>\n<section  class='av_textblock_section av-k85rw1oq-c9be0c913e0073f494cf0b34691f3d46'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p><a href=\"https:\/\/grow.ie\/stress-control-online\/\">Grow: Stress Control Online<\/a><\/p>\n<\/div><\/section><br \/>\n<section  class='av_textblock_section av-k85rw1oq-c9be0c913e0073f494cf0b34691f3d46'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p><a href=\"https:\/\/childrensresearchnetwork.org\/\">Children&#8217;s Research Network<\/a><\/p>\n<\/div><\/section><br \/>\n<section  class='av_textblock_section av-k85rw1oq-c9be0c913e0073f494cf0b34691f3d46'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p><a href=\"https:\/\/adhdireland.ie\/\">ADHD Ireland<\/a><\/p>\n<\/div><\/section><br \/>\n<section  class='av_textblock_section av-k85rw1oq-c9be0c913e0073f494cf0b34691f3d46'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p><a href=\"https:\/\/www.drdansiegel.com\/home\/\">Dr.Dan Siegel: Supporting Children through Adverse Childhood Experiences<\/a><\/p>\n<\/div><\/section><br \/>\n<section  class='av_textblock_section av-k85rw1oq-c9be0c913e0073f494cf0b34691f3d46'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p>Urability Assistive Technology Made Easy:<\/p>\n<ul>\n<li><a href=\"https:\/\/www.urability.com\/video-1\">Choosing technology for your child<\/a><\/li>\n<li><a href=\"https:\/\/www.urability.com\/video-2\">Technology for reading and writing<\/a><\/li>\n<li><a href=\"https:\/\/www.urability.com\/video-3\">Study skills and touch typing<\/a><\/li>\n<\/ul>\n<\/div><\/section><\/p><\/div>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-ov3cla-08c1cc156503704ddb4fc3599ff3155b\">\n.flex_column.av-ov3cla-08c1cc156503704ddb4fc3599ff3155b{\n-webkit-border-radius:0px 0px 0px 0px;\n-moz-border-radius:0px 0px 0px 0px;\nborder-radius:0px 0px 0px 0px;\npadding:0px 0px 0px 0px;\n}\n<\/style>\n<div class='flex_column av-ov3cla-08c1cc156503704ddb4fc3599ff3155b av_one_full  avia-builder-el-51  el_after_av_one_full  el_before_av_one_full  first flex_column_div av-zero-column-padding column-top-margin'     ><\/div>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-ov3cla-08c1cc156503704ddb4fc3599ff3155b\">\n.flex_column.av-ov3cla-08c1cc156503704ddb4fc3599ff3155b{\n-webkit-border-radius:0px 0px 0px 0px;\n-moz-border-radius:0px 0px 0px 0px;\nborder-radius:0px 0px 0px 0px;\npadding:0px 0px 0px 0px;\n}\n<\/style>\n<div class='flex_column av-ov3cla-08c1cc156503704ddb4fc3599ff3155b av_one_full  avia-builder-el-52  el_after_av_one_full  el_before_av_heading  first flex_column_div av-zero-column-padding column-top-margin'     ><\/div>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-yw8w5a-acc92cf385af8ac2a99a24cc7744a685\">\n#top .av-special-heading.av-yw8w5a-acc92cf385af8ac2a99a24cc7744a685{\npadding-bottom:10px;\n}\nbody .av-special-heading.av-yw8w5a-acc92cf385af8ac2a99a24cc7744a685 .av-special-heading-tag .heading-char{\nfont-size:25px;\n}\n.av-special-heading.av-yw8w5a-acc92cf385af8ac2a99a24cc7744a685 .av-subheading{\nfont-size:15px;\n}\n<\/style>\n<div  class='av-special-heading av-yw8w5a-acc92cf385af8ac2a99a24cc7744a685 av-special-heading-h3  avia-builder-el-53  el_after_av_one_full  el_before_av_heading '><h3 class='av-special-heading-tag'  itemprop=\"headline\"  >Common Additional Needs<\/h3><div class=\"special-heading-border\"><div class=\"special-heading-inner-border\"><\/div><\/div><\/div>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-jg1qta-ba0edf0aa09ce0cc57861681f1f5561e\">\n#top .av-special-heading.av-jg1qta-ba0edf0aa09ce0cc57861681f1f5561e{\npadding-bottom:10px;\n}\nbody .av-special-heading.av-jg1qta-ba0edf0aa09ce0cc57861681f1f5561e .av-special-heading-tag .heading-char{\nfont-size:25px;\n}\n.av-special-heading.av-jg1qta-ba0edf0aa09ce0cc57861681f1f5561e .av-subheading{\nfont-size:15px;\n}\n<\/style>\n<div  class='av-special-heading av-jg1qta-ba0edf0aa09ce0cc57861681f1f5561e av-special-heading-h5  avia-builder-el-54  el_after_av_heading  el_before_av_tab_container '><h5 class='av-special-heading-tag'  itemprop=\"headline\"  >\u2018I am different, not less\u2019 Temple Grandin<\/h5><div class=\"special-heading-border\"><div class=\"special-heading-inner-border\"><\/div><\/div><\/div>\n<div  class='tabcontainer av-k879apbw-42976f1dbd1205dda3bdc9f8115d6206 top_tab  avia-builder-el-55  el_after_av_heading  avia-builder-el-last ' role='tablist'>\n<section class='av_tab_section av_tab_section av-1kscdlq-278c0c62d2a9d3d36efd3a4313d52460'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='tab active_tab' role='tab' tabindex='0' data-fake-id='#tab-id-1' aria-controls='tab-id-1-content'  itemprop=\"headline\" >ADHD<\/div><div id='tab-id-1-content' class='tab_content active_tab_content' aria-hidden=\"false\"><div class='tab_inner_content invers-color'  itemprop=\"text\" ><p><span style=\"font-weight: 400;\">ADHD a definition<\/span><\/p>\n<p><span style=\"font-weight: 400;\">ADHD-DSM-5- This is a biologically-based neurological condition. There is great variety in severity which makes diagnosis challenging. Children with ADHD can often become very critical of themselves. They do not choose this behaviour and often understand that their behaviour is problematic. As a result they may develop anxiety or have mental health difficulties.\u00a0 Symptoms vary from\u201d bouncing off the walls\u201d energy to a quiet spacy demeanour. They have profound difficulty with organisation, listening and completing tasks.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">3 Distinctive Types<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Type 1-Inattentive- lack of focus, forgetful, disorganised, makes careless mistakes, loses interest quickly, will struggle to follow verbal instructions, appear lazy, disinterested and have frequent episodes of staring out the window.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Type 2 Hyperactive-Impulsive-fidgets, frequently leaves their seat, runs or climbs at inappropriate times, has difficulty playing quietly, appears to be \u201con the go\u201d ,talks excessively, blurts out and has\u00a0 difficulty waiting for their turn, interrupts or intrudes does not understand social boundaries.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Type 3-both inattentive and hyperactive combined.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">At least 6 of the following symptoms must be present OFTEN before a diagnosis of ADHD can be made. These symptoms must be severe, frequent and pervasive. Strategies and interventions are needed to support a child with ADHD while in school. Recognising \/Diagnosis is key to preventing a life-time of low self- esteem and feelings of shame and anxiety.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">-fails to give close attention to details or makes frequent careless mistakes.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">-difficulty sustaining attention<\/span><\/p>\n<p><span style=\"font-weight: 400;\">-does not seem to listen when spoken to<\/span><\/p>\n<p><span style=\"font-weight: 400;\">-does not follow through on instructions and fails to finish projects<\/span><\/p>\n<p><span style=\"font-weight: 400;\">-has difficulty organising tasks and activities<\/span><\/p>\n<p><span style=\"font-weight: 400;\">-avoids, dislikes or is reluctant to engage in tasks that require sustained mental effort<\/span><\/p>\n<p><span style=\"font-weight: 400;\">-loses things necessary for tasks or activities<\/span><\/p>\n<p><span style=\"font-weight: 400;\">-easily distracted by extraneous stimuli<\/span><\/p>\n<p><span style=\"font-weight: 400;\">-forgetful in daily activities<\/span><\/p>\n<p><span style=\"font-weight: 400;\">-interrupts or intrudes on others and does not follow usual social conventions<\/span><\/p>\n<p><span style=\"font-weight: 400;\">-has difficulty making and sustaining friendships.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Not every person with ADHD has the same personality traits. There are some traits that may be advantageous rather than a drawback.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Examples of these traits include:<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Energetic- Someone with ADHD may have seemingly endless amounts of energy, which they are able to channel towards success on the playing field, school, university or in the workplace.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Spontaneous-They may be more open and willing to try new things and turn their impulsivity into spontaneity.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Creative and Inventive- Living with ADHD may give the person a different perspective on life. They may approach tasks and situations with a thoughtful eye. They can be inventive thinkers who may be artistic or creative.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Hyper-focused- Some people with ADHD have the ability to be hyper-focused. This allows them to focus so intently on a task or project that they may not even notice the world around them. When given an assignment a person with ADHD may work until it\u2019s completion without breaking concentration.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Diagnosis \/Assessment: There is no medical test that can reliably diagnose ADHD. Professionals depend on information provided by parents and teachers together with careful observation of the child<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Referral via GP to the Child and Adolescent Mental Health Service (CAMHS)<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Referral via GP to a Private Clinician<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Recommendations from the National Educational Psychological Service (NEPS)<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Our school follows the DES Continuum of Support Model when addressing the additional educational needs of a child with\u00a0 ADHD<\/span><\/p>\n<\/div><\/div><\/section>\n<section class='av_tab_section av_tab_section av-4fe0da-0666418d29923934818a25dc3ea34300'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='tab' role='tab' tabindex='0' data-fake-id='#tab-id-2' aria-controls='tab-id-2-content'  itemprop=\"headline\" >Autism Spectrum<\/div><div id='tab-id-2-content' class='tab_content' aria-hidden=\"true\"><div class='tab_inner_content invers-color'  itemprop=\"text\" ><p><span style=\"font-weight: 400;\">Autism Spectrum a definition<\/span><\/p>\n<p><span style=\"font-weight: 400;\">According to AsIAm, Ireland&#8217;s National Autism Charity and Advocacy Organisation, common traits and difficulties of individuals on the Autism Spectrum typically fall under the categories of Social Skills, Communication Skills, Behaviour and Sensory Processing. Not everyone on the Autism Spectrum will experience all of these traits, and those that do will experience them to varying degrees and in varying ways.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Social Skills<\/span><\/p>\n<ol>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Struggle with eye contact<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Preference for own company\/spend majority of time alone<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Difficulty with the ability to read social cues, find difficult to initiate, maintain or conclude conversation<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Difficulty with turn-taking in conversation \u2013 tendency to speak only about own interests, not answer questions or interrupt<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Difficulty with interacting with people on a group basis.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Need for consistency in social situations i.e. games must always be played by the same rules, inability to cope with unexpected events in a social situation\u00a0<\/span><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400;\">Communications Skills<\/span><\/p>\n<ol>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Either non-verbal, limited verbal or highly verbal<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Problems with word finding<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Inappropriate use of words\/lack of understanding of vocabulary<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Tendency to take phrases\/idioms literally<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Tendency to have a monotone tone of voice or an unusual accent\/voice experimentation<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Lack of facial expressions<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Lack of basic sense of humour<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Find it difficult to articulate frustrations\/causes of upset<\/span><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400;\">Behaviour<\/span><\/p>\n<ol>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">\u00a0Requires routine and certainty in day-to-day life \u2013 can become distressed at breakdown in routine<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">May have \u201cmelt-downs\u201d if things don\u2019t go as planned or if they cannot deal with their surroundings or if they are struggling to communicate their frustrations<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Unconventional play \u2013 collecting objects, sorting, colour coding or lining up are classic examples.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Determination to win or come 1st in games. Habit of interrupting others\u2019 turns.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">May have a special interest or obsessive topic to which they wish to study, talk about, play with all the time<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Daydreaming or floating\/walking around without purpose<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">May be very hyperactive<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Tendency to run, jump, move erratically or flap hands (linked to sensory processing)<\/span><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400;\">Sensory Processing<\/span><\/p>\n<ol>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">\u00a0Struggle with\/cannot bear certain sounds, smells or textures. Equally may be attracted to others and may have favourite texture, sound, smell. May eat only very specific food.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">\u00a0Find open spaces hard to process. Manage better in enclosed surroundings<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">\u00a0May use voice experimentation<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">\u00a0High pain threshold<\/span><\/li>\n<\/ol>\n<\/div><\/div><\/section>\n<section class='av_tab_section av_tab_section av-saxif2-71b6428e3c09639cba2caa3842a13539'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='tab' role='tab' tabindex='0' data-fake-id='#tab-id-3' aria-controls='tab-id-3-content'  itemprop=\"headline\" >Dyslexia<\/div><div id='tab-id-3-content' class='tab_content' aria-hidden=\"true\"><div class='tab_inner_content invers-color'  itemprop=\"text\" ><p><span style=\"font-weight: 400;\">Dyslexia a definition:<\/span><\/p>\n<p><span style=\"font-weight: 400;\">There are many definitions of dyslexia. A very simple one would be that dyslexia is a specific learning difficulty which makes it hard for some people to learn to read, write and spell correctly.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">The Dyslexia Association of Ireland defines dyslexia as a specific learning difficulty affecting the acquisition of fluent and accurate reading and spelling skills. This occurs despite access to appropriate learning opportunities. Dyslexia is characterised by cognitive difficulties in (1) phonological processing, (2) working memory, and (3) speed of retrieval of information from long term memory.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">\u00a0Dyslexic difficulties occur on a continuum from mild to severe and affect approximately 10% of the population. People with dyslexia may experience greater stress and frustration as they endeavour to learn, resulting in heightened anxiety, particularly in relation to literacy acquisition. It is important to remember that people with dyslexia will also have accompanying learning strengths.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">The Report of the Task Force on Dyslexia (2001) suggests that the learning difficulties arising from dyslexia:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">occur across the lifespan, and may manifest themselves in different ways at different ages;<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">may co-exist with difficulties in the area of numbers;<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">may be associated with early spoken language difficulties;<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">may be alleviated by appropriate intervention;<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">increase or reduce in severity depending on environmental factors;<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">occur in all socio-economic groups;<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">may co-exist with other learning difficulties such as Attention Deficit Disorder, and may or may not represent a primary difficulty.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\"><br \/>\n<\/span><span style=\"font-weight: 400;\">Indicators of Dyslexia:<\/span><\/p>\n<p><b>When looking at the lists of indicators, remember the following:<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">No child will have all the indicators.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Many children will have several of the indicators.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Some indicators are more common than others.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">The number of indicators observed does not indicate whether the dyslexia is mild, moderate or severe.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Everyone has strengths and weaknesses so children who do not have dyslexia will relate to a few of these signs however people who have dyslexia will tend to relate to a significant number of the following indicators.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Indicators of possible dyslexia:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Difficulty with reading aloud.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Difficulty with reading unfamiliar material.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Tendency to mispronounce or misread words.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Slow pace of reading.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Reading for information only, not for pleasure.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Understanding more easily when listening than when reading.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Difficulty with spelling.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Finding it hard to visualise words, or remember the sequence of letters in a word.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Difficulty with sentence construction and punctuation.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Difficulty putting information on paper.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Difficulty in spotting mistakes made in written work.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Finding it easier to express thoughts in words than in writing.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Underachieving in school particularly in exams.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Having immature or poorly formed handwriting.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Tendency to be clumsy and uncoordinated.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Confusing left and right.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Finding it hard to remember things in sequence.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Difficulty in remembering new information or new names.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Getting phone messages wrong.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Confusion with times and dates and appointments.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Getting phone numbers wrong by perhaps reversing digits.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Making \u2018silly\u2019 mistakes in calculations.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Having \u2018good\u2019 days and \u2018bad\u2019 days.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Poor short-term memory.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Having close family members with dyslexia.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\"><br \/>\n<\/span><span style=\"font-weight: 400;\">Assessment:<\/span><\/p>\n<p><b>Parents who suspect a problem should take action.\u00a0<\/b><span style=\"font-weight: 400;\">If left undetected dyslexia or dyscalculia may stop a child from mastering the basics of reading, writing and arithmetic, damage self-esteem and self-confidence and have negative long-term effects.<\/span><\/p>\n<p><b>An Educational Psychology Assessment\u00a0<\/b><span style=\"font-weight: 400;\">is done by an educational psychologist and is a way to get a definitive assessment of dyslexia or dyscalculia. The dyslexia assessment includes testing of cognitive abilities as well as literacy skills. For a dyscalculia assessment various numeracy skills and cognitive ability are tested.\u00a0 The educational psychologist also needs to get relevant background information from parents, individuals and school. Conclusions are made based on a combination of the history reported and the performance on the tests.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">The assessment session varies in length, but on average you can expect to be with the educational psychologist for between 2\u00bd to 3 hours.\u00a0 A detailed written report is supplied a few weeks after the assessment, which contains relevant history, test results, conclusions and most importantly recommendations for addressing any areas of difficulty which emerged.<\/span><\/p>\n<p><b>Parents who suspect a problem should:<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Contact the child\u2019s school, which may agree that a problem exists.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Have the child\u2019s hearing and sight tested to ensure that there are no acuity problems.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Arrange for an Educational Psychology Assessment with a qualified educational psychologist. This should describe the nature and extent of the problem and provide recommendations for useful help. \u00a0Before attending for assessment, make a list of the child\u2019s earlier and current problems and take it along. \u00a0A teacher\u2019s report is always very helpful in this process.<\/span><\/li>\n<\/ul>\n<p><b>There are generally 3 ways to get an assessment in Ireland\u00a0<\/b><span style=\"font-weight: 400;\">\u2013 with the Dyslexia Association of Ireland\u00a0or with an Independent Private Educational Psychologist.<\/span><\/p>\n<ol>\n<li><span style=\"font-weight: 400;\"> For details on the\u00a0Dyslexia Association of Ireland Educational Psychology Assessment service please visit their\u00a0<\/span><a href=\"http:\/\/www.dyslexia.ie\/dai-services\/assessment-service\/\"><span style=\"font-weight: 400;\">Assessment page<\/span><\/a><span style=\"font-weight: 400;\">.<\/span><\/li>\n<\/ol>\n<ol start=\"2\">\n<li><span style=\"font-weight: 400;\"> There are also many independent private educational psychologists, throughout the country. \u00a0A list of registered psychologists can be obtained from the Psychological Society of Ireland\u2019s website at\u00a0<\/span><a href=\"https:\/\/www.psychologicalsociety.ie\/about\/PSI-Chartered-Psychologist-Online-Directory\"><span style=\"font-weight: 400;\">www.psihq.ie<\/span><\/a><span style=\"font-weight: 400;\">, by emailing the Society at\u00a0<\/span><a href=\"about:blank\"><span style=\"font-weight: 400;\">info@psihq.ie<\/span><\/a><span style=\"font-weight: 400;\">or by writing to the Psychological Society of Ireland, Floor 2, Grantham House, Grantham Street, Dublin 2.\u00a0 Charges vary between \u20ac500 and \u20ac800 on average.<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> The National Educational Psychological Service (NEPS) advise and consult with schools working with students who have Additional Educational Needs. They offer a very limited number of assessments and often only for students with very severe difficulties.<\/span><\/li>\n<\/ol>\n<p><b>NOTE:<\/b><span style=\"font-weight: 400;\">\u00a0Tax relief on the assessment fee of a dependent child is allowable via the MED1 Form. Visit the revenue website\u00a0<\/span><a href=\"http:\/\/www.revenue.ie\/\"><span style=\"font-weight: 400;\">www.revenue.ie<\/span><\/a><span style=\"font-weight: 400;\">\u00a0and see the section on tax relief for health expenses for further information. You can download a MED1 form from the Revenue website or get one from your local tax office.<\/span><\/p>\n<p><b>\u00a0<\/b><\/p>\n<p><b>Preparing a Child\u00a0for an Assessment<\/b><\/p>\n<p><span style=\"font-weight: 400;\">Having an assessment with a psychologist should be a pleasant event in a child\u2019s life. \u00a0Some common-sense points to help ensure a good assessment experience are listed below.<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Choose your educational psychologist carefully to ensure that they have the appropriate qualifications and are familiar with specific learning difficulties<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Find out as much as you can about the assessment procedure in advance \u2013 the more informed you are the more relaxed you will be and this will be beneficial to the child.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Be as honest and frank as you can.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Tell the child why you are visiting an educational psychologist, i.e. because the child is having some difficulty with reading, writing, spelling, maths, etc.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Present it in the most positive way you can \u2013 as something you have arranged especially so that you can help.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Explain what the educational psychologist will do, i.e. they will talk to the child about school, ask questions, do certain tasks like jigsaws, finding missing parts, do some reading and spelling.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Explain that this is not an exam. The child cannot fail. The educational psychologist will only be interested in finding out how the child thinks and learns.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Tell your child where you are going, at what time and how long it will take.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Try to ensure that the child is well rested.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Bring a nutritious snack if necessary.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">If possible, build in a little treat afterwards.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">After the assessment, the educational psychologist will probably give you some brief feedback. Using your own good judgement, tell the child, as simply as possible, what the educational psychologist said, always stressing the most positive things. If you are anxious or upset about what you have been told, wait until you are feeling more positive before saying very much to your child.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Co-occurring Conditions:<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Dyslexia and many other learning difficulties do not always occur in isolation.\u00a0 It is quite common for an individual to have co-occurring conditions.\u00a0 This can create challenges for accurate diagnosis.\u00a0 However, appropriate identification of all the educational needs of an individual is vital as this enables the implementation of a range of suitable interventions.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Conditions which can sometimes co-occur with dyslexia are:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><b>Dyscalculia\u00a0<\/b><span style=\"font-weight: 400;\">is a specific learning difficulty in learning and comprehending mathematics.<\/span><\/li>\n<\/ul>\n<ul>\n<li style=\"font-weight: 400;\"><b>Dysgraphia\u00a0<\/b><span style=\"font-weight: 400;\">is a specific learning difficulty affecting a person\u2019s ability to write. \u00a0\u00a0<\/span><a href=\"http:\/\/www.dyslexia.ie\/wp-content\/uploads\/2011\/01\/Dysgraphia-Statement-DAI-20170825.pdf\"><span style=\"font-weight: 400;\">Dysgraphia Statement DAI 20170825<\/span><\/a><\/li>\n<\/ul>\n<ul>\n<li style=\"font-weight: 400;\"><b>Dyspraxia\u00a0<\/b><span style=\"font-weight: 400;\">or\u00a0<\/span><b>Developmental Co-ordinator Disorder (DCD)<\/b><span style=\"font-weight: 400;\">\u00a0is a specific difficulty with movement and aspects of learning such as thinking out, planning and carrying out sensory \/ motor tasks.<\/span><\/li>\n<\/ul>\n<ul>\n<li style=\"font-weight: 400;\"><b>ADD\u00a0<\/b><span style=\"font-weight: 400;\">and\u00a0<\/span><b>ADHD\u00a0<\/b><span style=\"font-weight: 400;\">(Attention Deficit Disorder, with or without Hyperactivity) is a condition causing persistent difficulties with one or more of the following behaviours: inattention, hyperactivity and impulsivity.<\/span><\/li>\n<\/ul>\n<ul>\n<li style=\"font-weight: 400;\"><b>Asperger Syndrome\u00a0<\/b><span style=\"font-weight: 400;\">is a pervasive developmental disorder at the high functioning end of the Autistic Spectrum which can cause significant difficulties with social interaction, communication and flexible thinking.<\/span><\/li>\n<\/ul>\n<ul>\n<li style=\"font-weight: 400;\"><b>Specific\u00a0Language\u00a0Impairment (SLI)<\/b><span style=\"font-weight: 400;\">\u00a0affects communication. Often there are difficulties in language comprehension, expressive language, using language in everyday situations and speech-sound difficulties.<\/span><\/li>\n<\/ul>\n<p><b>Strengths and Abilities;<\/b><\/p>\n<p><a href=\"http:\/\/www.dyslexia.ie\/about\/\"><span style=\"font-weight: 400;\">About Us<\/span><\/a><span style=\"font-weight: 400;\">\u00a0|\u00a0<\/span><a href=\"http:\/\/www.dyslexia.ie\/contact-us\/\"><span style=\"font-weight: 400;\">Contact Us<\/span><\/a><span style=\"font-weight: 400;\">\u00a0|\u00a0<\/span><a href=\"http:\/\/www.dyslexia.ie\/site-map\/\"><span style=\"font-weight: 400;\">Site Map<\/span><\/a><\/p>\n<p><span style=\"font-weight: 400;\">Telephone: 01 877 6001<\/span><\/p>\n<p><span style=\"font-weight: 400;\">E-mail: info@dyslexia.iDAI,5th Floor, Block B, Joyc<\/span><\/p>\n<ol>\n<li><b> Seeing the bigger picture<\/b><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400;\">People with dyslexia often see things more holistically.<\/span><span style=\"font-weight: 400;\"><br \/>\n<\/span><span style=\"font-weight: 400;\">They miss the trees but see the forest.<\/span><\/p>\n<p><i><span style=\"font-weight: 400;\">\u201cIt\u2019s as if people with dyslexia tend to use a wide-angle lens to take in the world,<\/span><\/i><span style=\"font-weight: 400;\"><br \/>\n<\/span><i><span style=\"font-weight: 400;\">while others tend to use a telephoto, each is best at revealing different kinds of detail.\u201d<\/span><\/i><b><br \/>\n<\/b><b>Matthew H. Schneps, Harvard University<\/b><\/p>\n<p><span style=\"font-weight: 400;\">\u00a0<\/span><\/p>\n<ol start=\"2\">\n<li><b> Finding the odd one out<\/b><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400;\">People with dyslexia excel at global visual processing and the detection of impossible figures. Dyslexic scientist Christopher Tonkin described his unusual sensitivity to \u201cthings out of place.\u201d Scientists in his line of work must make sense of enormous quantities of visual data and accurately find black hole anomalies.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">There are so many people with dyslexia in the field of astrophysics that it prompted research at the Harvard-Smithsonian Center for Astrophysics. Findings confirmed that those with dyslexia are better at identifying and memorizing complex images.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">\u00a0<\/span><\/p>\n<ol start=\"3\">\n<li><b> Improved pattern recognition<\/b><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400;\">People with dyslexia have the ability to see how things connect to form complex systems, and to identify similarities among multiple things. Such strengths are likely to be of particular significance for fields like science and mathematics, where visual representations are key.<\/span><\/p>\n<p><b><br \/>\n<\/b><i><span style=\"font-weight: 400;\">\u201cI recognized that I had dyslexia and then I realized I had this gift for imaging. I live in a world of patterns and images, and I see things that no one else sees. Because of dyslexia, I can see these patterns.\u201d<\/span><\/i><\/p>\n<p><i><span style=\"font-weight: 400;\">\u201cYou can\u2019t overcome it (dyslexia); you can work around it and make it work for you, but it never goes away. That\u2019s probably a good thing, because if dyslexia went away, then the other gifts would go away too.\u201d<\/span><\/i><\/p>\n<p><b>Beryl Benacerraf, M.D., Physician. World-renowned radiologist and expert in ultrasound.<\/b><\/p>\n<p><span style=\"font-weight: 400;\">\u00a0<\/span><\/p>\n<ol start=\"4\">\n<li><b> Good spatial knowledge<\/b><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400;\">Many people with dyslexia demonstrate better skills at manipulating 3D objects in their mind. Many of the world\u2019s top architects and fashion designers have dyslexia.<\/span><\/p>\n<p><i><span style=\"font-weight: 400;\">\u201cI was called stupid. Not only could I not read, but I couldn\u2019t memorize my school work. I was always at the bottom of the class. I became very depressed.\u201d<\/span><\/i><span style=\"font-weight: 400;\"><br \/>\n<\/span><b>Richard Rogers<\/b><\/p>\n<p><span style=\"font-weight: 400;\">\u00a0<\/span><\/p>\n<p><i><span style=\"font-weight: 400;\">\u201cI performed poorly at school \u2013 when I attended, that is \u2013 and was perceived as stupid because of my dyslexia. I still have trouble reading. I have to concentrate very hard at going left to right, left to right, otherwise my eye just wanders to the bottom of the page.\u201d<\/span><\/i><span style=\"font-weight: 400;\"><br \/>\n<\/span><b>Tommy Hilfiger<\/b><\/p>\n<p><span style=\"font-weight: 400;\">\u00a0<\/span><\/p>\n<ol start=\"5\">\n<li><b> Picture Thinkers<\/b><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400;\">People with dyslexia tend to think in pictures rather than words. Research at the University of California has demonstrated children with dyslexia have enhanced picture recognition memory.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Nineteenth-century French sculptor, Auguste Rodin, could stare at paintings in museums by day and paint them from memory at night. His dyslexia meant he could barely read or write by the age of 14, with his reading skills developing much later.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">\u00a0<\/span><\/p>\n<ol start=\"6\">\n<li><b> Sharper peripheral vision<\/b><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400;\">People with dyslexia have better peripheral vision than most, meaning they can quickly take in a whole scene. Although it can be hard to focus in on individual words, dyslexia seems to make it easier to see outer edges. James Howard Jr., a professor of psychology at the Catholic University of America, described in the journal Neuropsychologia an experiment in which participants were asked to pick out the letter T from a sea of letter L\u2019s floating on a computer screen. Those with dyslexia identified the letter more quickly.<\/span><\/p>\n<ol start=\"7\">\n<li><b> Business entrepreneurs<\/b><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400;\">Did you know that one in three American entrepreneurs have dyslexia?<\/span><span style=\"font-weight: 400;\"><br \/>\n<\/span><span style=\"font-weight: 400;\">Entrepreneurs like Thomas Edison, Henry Ford, Steve Jobs and Charles Schwab were all dyslexic. Perhaps better strategic and creative thinking could provide a real business advantage.<\/span><\/p>\n<p><i><span style=\"font-weight: 400;\">\u201cI seemed to think in a different way from my classmates. I was very focused on trying to set up a business and create something. My dyslexia guided the way we communicated with customers.\u201d<\/span><\/i><span style=\"font-weight: 400;\"><br \/>\n<\/span><b>Richard Branson<\/b><\/p>\n<p><span style=\"font-weight: 400;\">\u00a0<\/span><\/p>\n<ol start=\"8\">\n<li><b> Highly creative<\/b><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400;\">Many of the world\u2019s most creative actors have dyslexia, such as Johnny Depp, Keira Knighltly and Orlando Bloom.<\/span><\/p>\n<p><i><span style=\"font-weight: 400;\">\u201cMany of the super creative designers I have worked with seemed<\/span><\/i><span style=\"font-weight: 400;\"><br \/>\n<\/span><i><span style=\"font-weight: 400;\">to have one thing in common; they suffered from dyslexia.\u201d<\/span><\/i><span style=\"font-weight: 400;\"><br \/>\n<\/span><b>Soren Petersen, Design Research PH.d<\/b><\/p>\n<p><b>Pablo Picasso (Artist)<\/b><span style=\"font-weight: 400;\"><br \/>\n<\/span><span style=\"font-weight: 400;\">Picasso was described by his teachers as \u201chaving difficulty differentiating the orientation of letters\u201d. Picasso painted his subjects as he saw them \u2013 sometimes out of order, backwards or upside down. His paintings demonstrated the power of his imagination, which was perhaps linked to his the inability to see written words properly.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">\u00a0<\/span><\/p>\n<ol start=\"9\">\n<li><b> Thinking outside the box \u2013 problem solving<\/b><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400;\">Those with dyslexia are well known for having sudden leaps of insight that solve problems with an unorthodox approach.<\/span><span style=\"font-weight: 400;\"><br \/>\n<\/span><span style=\"font-weight: 400;\">This is an intuitive approach to problem solving that can seem like daydreaming. Staring out of the window is how dyslexics work, letting their brain slide into neutral and ease itself around a problem to let connections assemble.<\/span><\/p>\n<p><b>But don\u2019t even try convincing a teacher that staring out of the window is how your brain works!<\/b><\/p>\n<p><span style=\"font-weight: 400;\">\u00a0<\/span><\/p>\n<\/div><\/div><\/section>\n<section class='av_tab_section av_tab_section av-k1ns2m-6ac20da541b1f1fbaf41dc8213c6557e'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='tab' role='tab' tabindex='0' data-fake-id='#tab-id-4' aria-controls='tab-id-4-content'  itemprop=\"headline\" >Dyspraxia \/ DCD<\/div><div id='tab-id-4-content' class='tab_content' aria-hidden=\"true\"><div class='tab_inner_content invers-color'  itemprop=\"text\" ><h1><span style=\"font-weight: 400;\">WHAT IS DYSPRAXIA\/DCD?<\/span><\/h1>\n<h1><span style=\"font-weight: 400;\">\u201cWe dyspraxics think in a different way\u201d Florence Welch (Florence and the Machine)<\/span><\/h1>\n<p><span style=\"font-weight: 400;\">\u201cThe fact that some things are more of a struggle will only make you more determined,harder working and more imaginative in the solutions you find to problems\u201d Daniel Radcliffe<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Developmental Coordination Disorder (DCD), also known as Dyspraxia in the UK and Ireland, is a common neurodivergent condition affecting fine and\/or gross motor coordination in children and adults. Children may present as having difficulties with self-care, writing and play as well as other educational and recreational activities.There may be a range of co-occurring difficulties which can also impact on daily life, these include social emotional difficulties, challenges with planning and organisation, as well as problems with time management. However many small modifications can make life easier for a child or adult with DCD.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">In everyone of our classroom there will be one or more children with dyspraxia. Children with Dyspraxia\/DCD may be behaviorally immature and may struggle to fit into socially accepted behavior while at school. They may often throw tantrums when at home. They may find it difficult to understand logic and reason. Not all children with Dyspraxia\/DCD experience the same difficulties.If your child has dyspraxia, either diagnosed or not, you may have observed a cluster or combination in varying degrees of some of the following:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Poor balance<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Poor fine and gross motor coordination<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Poor posture<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Difficulty with throwing and catching a ball<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Poor awareness of body position in space<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Poor sense of direction<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Difficulty in hopping, skipping or riding a bike<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Sensitive to touch<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Confused about which hand to use<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Intolerance of having hair or teeth brushed, nails and hair cut<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Slow to learn to dress or feed themselves<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Find some clothes uncomfortable<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Difficulty with reading, writing<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Speech problems &#8211; slow to learn to speak and speech may be incoherent.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Phobias or obsessive behavior and impatient<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Further information and support available through The Assessment of Need:<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Parents of any child born after 1st June 2002 may apply to the HSE for an Assessment of Need under the Disability Act,if they think that their child may have a disability. If your child has more complex learning or developmental needs,such a general learning disability (See NCSE parental information leaflet on general learning disabilities, available on the NCSE website), you can apply to the HSE for an Assessment of Need. Following the assessment, parents receive an Assessment Report stating their child\u2019s needs and the services required to meet those needs. More information about the Assessment of Need is available on:<\/span><\/p>\n<p><a href=\"https:\/\/www.hse.ie\/\"><span style=\"font-weight: 400;\">www.hse.ie<\/span><\/a><\/p>\n<p><a href=\"https:\/\/www.dyspraxia.ie\/\"><span style=\"font-weight: 400;\">www.dyspraxia.ie<\/span><\/a><\/p>\n<\/div><\/div><\/section>\n<\/div>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":5,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v22.6 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Additional Needs Supports - Canal Way Educate Together National School, Dublin 8<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/canalwayetns.org\/additional-needs-supports\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Additional Needs Supports - 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