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SUPERCALM INFORMATION SUPPORTS FOR STUDENTS WITH AUTISMpng
SUPERCALM - NCSE _ ASIAM_ INFORMATION ON AUTISM SCHOOL SUPPORT INFORMATION.png
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Inclusion Frameworks - Where to Start ,
Recommended Support Documents

Fostering inclusive environments calls for a renewed perspective on essential adaptions, accommodations, and daily support, with the aim of eliminating unconscious bias and stereotyping. ASIAM, NCSE, NEPS, and the Department of Education offer invaluable support tools for educators, support teams and families. SUPERCALM have consolidated multiple source documents into a single information hub for easy access.

AsIAm in association with the St John of God Foundation, Lucena Child and Adolescent Mental Health Services (CAMHS) published new resources, as part of this three-part series.

Autism Good Practice Guidance for Schools Indicators of Effective Practice_Gov.ie.jpeg

Publised:  2022

By: Department of Education

AIMED (primarily): Educators, BOM, (Other Stakeholders): Parents, Guardians

Goal: As a priority action, the Department established a working group to develop autism good practice guidance for schools to support children and young people. Membership of the group included NEPS, the Inspectorate, the NCSE, the Middletown Centre for Autism and the Department’s Special Education section. In developing the guidance, the working group drew on Irish and international research and practice on the education of students with autism, as well as engaging in a consultation process with the education partners and stakeholders.

ASIAM_Exploring-the-school-experiences-of-Autistic-Children-and-Young-People-.jpg

Publised: Nov 2023

By: ASIAM

AIMED (primarily): Educators, BOM

(Other Stakeholders): Parents, Guardians

Goal:  Research study exploring the extent to which education practices in Irish schools are inclusive of Autistic young people. 

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ASIAM-_A-Practical-Guide-to-Understanding-Your-Childs-Young-Persons-Educational-Journey.jp

Publised: Nov 2023

By: ASIAM

AIMED: (primarily): Educators, BOM

(Other Stakeholders):

Parents, Guardians

Goal: .ASIAM feel "One of the big takeaways we hope parents/guardians get from this resource is that when it comes to education, your child/young person has more rights than you think!"

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ASIAM STARTING THE AUTISM JOURNEY.jpg

Publised: Nov 2023

By: ASIAM

AIMED: (primarily): Parents, Guardians

(Other Stakeholders):

Parents,Guardians

Goal: The publication shed like on starting the autism journey. To help with the concerns, questions and unknowns. Valuable for

educators to be aware to 

support families in their journey for support.

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ASIAM_understanding-your-childs-autism-disagnosis.jpg

Publised: Nov 2023

By: ASIAM, Lucena Child

& Adolescent Mental Health Services (CAMHS)

AIMED: Parents, Carers, guardians.

Goal: Publised for those understanding an Autism disagnosis for the first time.  knowledge you require to understand your child’s autism and support your child in the best possible way.

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ASIAM_The Teenage Years_ as we are.jpg

Publised: Nov 2023

By: ASIAM

AIMED: Autistic Teens

Goal: The publication shares many peoples’ thoughts, poetry, pictures and stories about being an autistic teenager. 

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NCSE & NEPPS have comprehensive support resources guidelines for setting up sensory spaces, special classes, movement breaks in the classroom

NCSE---SENSORY-SPACES---HOW-TO-SET-UP-A-SCHOOL-SENSORY-SPACE.png

Publised: 2021

By: NCSE

AIMED (primarily): Educators, BOM,

(Other Stakeholders): Parents, Guardians

Goal: The content of this booklet is based on research evidence and therapists’ professional experience of working with schools. This booklet is intended to be used by school staff and may be beneficial for schools who are looking to develop, or to make changes to, a designated sensory space within their school or classroom.

NCSE_GUIDELINES-FOR-SETTING-UP-AND-ORGANISING-SPECIAL-CLASSES.jpg

Publised: 2016

By: NCSE

AIMED (primarily): Educators, BOM,

(Other Stakeholders): Parents, Guardians

Goal: The publication shares many peoples’ thoughts, poetry, pictures and stories about being an autistic teenager. 

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NCSE-Movement-Breaks-in-the-Classroom-Booklet-.jpg

Publised: 2020

By: NCSE

AIMED (primarily): Educators, BOM,

(Other Stakeholders): Parents, Guardians

Goal:​ This resource will provide teachers with some tools and strategies to support self-regulation through introducing planned movement into teaching and learning.

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Department-of-Education_Primary-&-Post-Primary-School-Specialist-Accommodation-for-Pupils-

Publised: 2021

By: NCSE

AIMED (primarily): Educators, BOM,

(Other Stakeholders): Parents, Guardians

Goal: The content of this booklet is to create a framework for School design. Effective school design enables students to learn in diverse ways by engaging all their senses. Design should support autonomous study, pair work, group exercises, debate, and opportunities to demonstrate what has been learned.

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neps_special_needs_guidelines-primary.jpg

Publised: 2007

By: NCSE

AIMED (primarily): Educators, BOM,

(Other Stakeholders): Parents, Guardians

Goal: The content of this booklet is based on research evidence and therapists’ professional experience of working with schools. This booklet is intended to be used by school staff and may be beneficial for schools who are looking to develop, or to make changes to, a designated sensory space within their school or classroom.

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NCSE---Guidelines-on-the-IEP---Individual-Education-Plan.jpg

Publised: May 2006

By: NCSE

AIMED (primarily): Educators, 

(Other Stakeholders): Parents, Guardians

Goal: This document sets out guidelines for the preparation, implementation and review of the Education Plan as specified in the Education for Persons with Special Educational Needs (EPSEN) Act, 2004. One of the key provisions of this Act is to provide a legislative basis for the introduction of Individual Education Plans (IEP) for students assessed as having special educational needs.

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