On July 13th 2011, a public protest took place outside Leinster House, on Kildare Street in Dublin. Public opposition was shown to government proposals to cap the number of special-needs assistants (SNAs) in the education system for the 2011-12 school year, amid moves to reduce the number of SNAs in the education system by 200
[Published in 2011] Proposed cuts to special-needs assistant (SNA) and resource teaching hours got extensive coverage in the recent national press, after the government announced a reduction in education support services from September 2011. Some deaf children (on a needs basis) have access to SNAs at mainstream schools, maybe with weekly resource-teaching hours approved by
When taking state examinations, deaf students often wonder if they are “on the right track” in giving examiners what is needed to gain exam points. Here’s a website by a teacher of Leaving Cert English, with advice. Reading these points with a parent or teacher may be beneficial to deaf students. Leaving Certificate English – Help
Yesterday, an article on mainstream supports for deaf children in the UK (by Cathy Heffernan) ran in the UK’s Guardian broadsheet newspaper. Deaf pupils will bear the brunt of education cuts Eighty-five per cent of deaf pupils in the UK are mainstream-educated at present. Like in Ireland, these pupils, their families and school teachers draw vital
Moving from primary to secondary school is a process all students undergo and can be quite daunting. Transitioning is also a crucial stage in a pre-teen child’s development, as their experiences at the time can significantly impact their later academic and social skills. For parents, the leap from primary to post-primary education can be difficult,
Word-rich TV shows, online games and hands-on resources improve preschoolers’ literacy, a new study by the Corporation of Broadcasting in the United States has found. Media resources in the program improve literacy in kids aged 2 to 8. For this study, 400 students in up to 80 classes from 47 different centres were taught in
The UK’s NDCS (National Deaf Childrens’ Society) campaigns for improved educational services on behalf of deaf and hard-of-hearing children. Its “Must do better!” campaign identifies how routine teaching services for deaf children can be improved now, and in the government’s 2020 strategy. From autumn 2009, as a result of campaigns by NDCS and other entities,
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