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.
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.
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.
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!"
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.
​
Publised: Nov 2023
By: ASIAM
AIMED: Autistic Teens
Goal: The publication shares many peoples’ thoughts, poetry, pictures and stories about being an autistic teenager.
NCSE & NEPPS have comprehensive support resources guidelines for setting up sensory spaces, special classes, movement breaks in the classroom
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.
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.
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.
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.
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.
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.
