MORNING STAR NS AUTISM UNIT (ASD) POLICY

Policy For Autism Unit June 2014

About our School
The staff the Autism Unit in Morning Star NS want to give the highest quality of education
to our children. We want the individual to grow to his/her full potential. Our aim is that
this education will prepare each child for life to the best of his/her ability. We recognise
and value the role of parents as the primary educator of their children. Together we can
provide the skills for a loving approach to learning. We take an eclectic approach to
teaching our pupils. We dont subscribe exclusively to any one approach to the education
of children with Autism. However, we employ an ethos that is based upon the TEACCH
method.
Aim of Morning Star Autism Unit
The aim of the unit is to provide a caring learning environment which facilitates the
nurturing of each pupils full educational potential. The achievement of this aim informs
all of the planning processes and activities which occur in our school. The Principal,
Teachers, Support staff and Parents are partners in their childrens education with cooperation and communication between home and school being vital ingredients in the
educational process. We share the same purpose the care and well being of the
children in our care. Morning Star Autism Unit is a referral school. For this reason, a great
emphasis is placed on the areas of communication, daily living skills, socialisation and
literacy. Demand for places far exceeds capacity. Each childs placement in the unit will be
reviewed on a regular basis-depending on the individual- following reviews by staff and
input from the multidisciplinary team.
Mission Statement
Established in 2013 under the auspices of the Department of Education and Skills,
Morning Star Autism Unit offers a specialised educational service to children who have
been fully diagnosed with an Autistic Spectrum Disorder (ASD). As of 2015/16, there are
2 Early Intervention classes (Blue and Green Classes) and one Junior ASD class (Yellow
Class).
The unit strives to create a supportive and caring environment for each pupil.
With a team of dedicated teachers and special needs assistants, the school provides
individual attention in small classes catering for the uniqueness of each pupils
personality.
Families of students are encouraged to participate in the development of their childs
learning.
The aim is to enable the children to attain their educational potential and fulfil their role
in society.
Routines and General Information
Time
1. The school day runs from 8.50am to 12.50pm for those children in our Early
Intervention Classes. For our Junior ASD Class, the day begins at 8.50 and ends at 1.30.
After this, the school day runs from 8.50am to 2.30pm. These times are governed by the
Department of Education and Skills Rules for National Schools and having been fully
agreed upon with the Departments inspectorate.
2. Children are not allowed to enter the school building until the gates open at 8.40 am

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3. There is a 10 minute break at 10.50am and lunch is at 12.30pm
4. Upon dismissal each day, the children are expected to leave the school under the
direction of the units staff. They are to be met at the classroom or front gate by their
parents, transport provided or by respite staff.
5. A list of class activities (eg swimming, library trips) will be sent to you by the class
teacher as soon as the dates are known. A list of school holidays and closures will also be
sent to you by the teacher and by text message.
6. As per mainstream schooling, parents are expected to contribute towards the cost of
school books, stationery and extra- curricular activities as they occur.
School Attendance
Each child to whom the school attendance act applies is obliged by law to attend school
every day on which the school is in operation, unless there is a reasonable excuse for not
attending. The school authorities are obliged to notify the school attendance officer when
a child is absent on a regular basis or if a reasonable excuse has not been provided for
an absence by the childs parents.
Absences
Parents/ Guardians are asked to ring the school if their child is absent. This should be
followed by a note written in the childs home/school diary. If a child needs to leave early
a written note must be sent to the class teacher or the school informed by phone.
When you want to speak to a teacher
We realise that it may be difficult for some to get to Scoil Realt Na Maidine. Please
remember that you are always welcome. It may not be possible, however, for
teachers or other staff members to talk to parents if they arrive unexpectedly.
Please ring and make an appointment to see the teacher/Principal through the
school secretary.
Parent/Teacher meetings are usually held in November. Constant communication and
monitoring of progress is achieved through communication notebooks or meetings with
parents/guardians.
All children in the unit are recorded on video and audio during the year. Pictures may be
posted on the school website www.morningstarschool.ie. A permission slip regarding this
is included in the Enrolment Form.
Information we need
In order for us to be entrusted with the care of your child, we require the following
information:
1.
2.
3.
4.
5.
6.

Emergency contact numbers and procedures

Likes and dislikes
Medical needs
Hygiene needs
Family members
Extended family and friends

Changes in family circumstances eg the arrival of a new baby, moving home, the death of
a grandparent etc can have an effect on your child. You may wish to notify the class
teacher of any such changes.

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Dress/Clothing/Belongings
A large part of our school programme for you child is building up his/her independence.
We want them to be able to manage and look after their own clothing and belongings.
You can help us by:
1. Choosing clothes and shoes that make life easier for your child. (Buttons, zips and
laces sometimes cause problems. Velcro runners and elastic waistbands are simplest.)
2. Tracksuits are a must for PE and swimming days
3. Togs, hat and towel are needed for swimming
4. Put your childs name on everything that is worn to school
5. Keeping a change of clothes in the school for your child is an available option
6. All money sent to school should be in an envelope and clearly labelled.
Personal Care
Everybody works best when they feel clean and comfortable. Hygiene is a whole school
issue. With this in mind we encourage parents to:
1. Keep childrens nails short
2. Check hair regularly for lice
3. Send in a change of clothes, nappies if necessary, and sanitary towels when
required.
Toileting Procedures

SNAs are present in the Unit to attend to the Care Needs of the Pupils.
(The Toileting Programme or Plan may be specific to that class and agreed with the parents
of that child.)
Role of SNA:
Cleaning the child after accident/soiling.
Changing wet and soiled nappies.
Changing wet and soiled clothes.
The procedure is as follows.
The door to the toilet remains open so that the adult is never alone with the child during any
of these procedures.
All change of clothes, nappies and wipes to be provided by the parents.
In the event of soiling/toileting accident, the child is to be cleaned and changed in the toileting
area and returned to classroom clean and fully clothed. Help may be sought from the nearest
classroom if necessary.
Parents will be informed in the event of a toileting accident and any deviation from procedure
is to be noted in class notebook.

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Illness
Every childs health is important to us. In order to ensure the highest standard of medical
care, the following have been agreed:
1.
2.
3.
4.

Home is the best place for a sick child

Wounds should be properly dressed
Please notify us of any medication that your child may be taking
As a rule, teachers are unable to administer medication. Please contact the
Principal for arrangements
5. Never send medication to school with your child. It should always be handed from
adult to adult.
Suitable Snacks for School
While respecting the dietary difficulties faced by many of our children, we encourage
healthy, balanced diets. Suitable snacks include fruits, yoghurts, crackers, cheese, and
sandwiches. Please inform the school if your child has a special dietary requirement or
any food allergies.
Information and Communication Technology
All the children have access to computers whether in the autism unit, mainstream
classroom or the schools computer room. The staff will also consider the need for
assistive technology if it arises and if resources allow. Applications for assistive
technology are dealt with by the area Special Education Needs Officer.

Break-time Procedures
A buddy system with 5th and 6th classes is in existence. They accompany the younger
classes to and from the yard. The Principal and staff are vigilant at all times in the play
area and a supervision system is in place. All mainstream SNAs and the teacher on duty
supervise, along with the teacher and SNAs of the Junior ASD Class, as soon as they are
deemed to be able to integrate during mainstream break-time. Junior ASD Class will wear
a high visibility vest while they are integrating on yard. This will be reviewed periodically.
Enrolment/Admissions Policy (See separate Enrolment Policy For Autism Unit)
The Board of Management of Scoil Ralt Na Maidine has set out this policy in accordance
with the provisions of the Education Act 1998, the Education Welfare Act 2000, the Equal
Status ACT 2000, and Education for Persons with Special Needs Act 2004.
The Autism Unit was established in June 2013, funded and resourced by the Department
of Education and Skills. This school policy has regard to the funding, resources, services
and space available.
If a parent wishes to enrol their child in our ASD Unit, they can apply in writing to the
school and provide a psychological report which states clearly that the child has been
diagnosed as being on the Autistic Spectrum and that there is a recommendation on the
report that the child should attend a special class such as those in Morning Star ASD
Unit. The Principal and ASD teachers (ASD enrolment committee) then liaise with the
SENO to determine if the child would be a suitable candidate for enrolment in our school.

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Behaviour/Discipline
The children in the autism unit are subject to the same behaviour policy as the
mainstream classes. However, the application of this policy is subject to the
interpretation and professional judgement of the class teacher, ASD Co-ordinator and the
Principal. It may be deemed appropriate/necessary from time to time to modify the
timetable of a particular child based on his/her behaviour/needs. Any such modifications
will be done in consultation with Parents/TUSLA and any other relevant external
agencies. This will be reviewed every six weeks.
Policy on the Integration and Inclusion of pupils from the Autism Unit into
Mainstream Classes
The need for a policy on inclusion developed from the collective desire of the teaching
staff to have a defined and uniform whole school approach to the issue of integration.
The policy was devised following consultation with all stake holders including the
Principal, mainstream and special class teachers, the National Educational Psychological
Service, National Council for Special Education and the Inspectorate of the Department of
Education and Skills.
Section 2 of the Education for Persons with Special Needs Act 2004 states A child with
special educational needs shall be educated in an inclusive environment with children
who do not have such needs unless the nature or degree of those needs of the child is
such that to do so would be inconsistent with:

The best interests of the child as determined in accordance with any assessment
carried out under this act, or
The effective provision of education for children with whom the child is to be
educated.

The amount of integration/reverse integration that each child receives in Morning Star is
collectively decided upon by those professionals who deal with the child each day i.e.
teachers (both special education teachers and mainstream), the Principal and support
staff. The views of other interested parties such as Psychologists, Speech Therapists and
Occupational Therapists will be taken into account. However, the staffs decision is final.
Integration opportunities: Assembly, main break-time (Junior ASD class
Christmas/other shows in Halla, integration with Junior Infants, buddy system.

only),

External Agencies Input

Essential services are provided by the Health Service Executive, Brothers of Charity and
other agencies. These services include Speech and Language Therapy and Occupational
Therapy. Scoil Realt Na Maidine, Ballyphehane has no control over these
services, merely acting as relevant setting for their provision. All queries about
these services must be addressed directly to these agencies and not Morning
Star.
Rationale
The policy was formulated so that:
1.
2.
3.
4.

Teaching staff had well defined guidelines on best practice

Parents were aware of these practices
There was consistency throughout the school
Optimum learning experiences were provided for all the children of the school
body.

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Aims
1. To provide a teaching and learning experience that enables pupils with special
educational needs to become exposed to learning in a mainstream setting
2. To enable the children in the mainstream classes to observe and interact with
children with special needs, encouraging understanding and tolerance
3. To develop the social skills and self-esteem of the children in the Autism Unit.

Staff Roles
Principal
With reference to the Education for Persons with Special Needs Act 2004, the role of the
principal entails:
1. Direct responsibility for co-ordinating an effective whole school approach to
integration
2. Responsibility for the provision of in-service training and adequate resourcing
3. Monitoring the effectiveness of the policy and making relevant adjustment
following consultation
4. Working with parents and out-of-school agencies.
Special Class Teachers
1. Will identify the appropriate curriculum area the child in the Autism Unit should
experience
2. Ensure SNA support is available during any period of integration
3. Collaborate and consult with mainstream teachers in setting specific, measurable,
achievable, relevant short-term and long term targets
4. Assume responsibility for an ongoing IEP in consultation with the relevant support
services, parents and the Principal. At present each Special Class Teacher is only
obliged to produce one IEP per school year. It is up to the professional opinion of
the teacher involved if the IEP needs to be updated more frequently.
Class Teachers
1. Will differentiate teaching programmes to meet the needs of the child from the
Autism Unit
2. Provide a suitable seating arrangement in a mainstream setting
3. Collaborate with the Special Class Teacher and the SNA
4. Provide feedback on progress.
Special Needs Assistants/Care Assistants
Each class will be allocated a number of SNAs by the area SENO.
Generally, the SNAS are allocated to the school and employed by the Department of
Education. They are not assigned to any one child and there is great scope in their job
specification to move between classes when needs arise.
Their main role is to assist the class teacher with the specific goals and targets set down
in the childs IEP.
The care needs of the child take priority. The SNA will display discretion at all times with
regard to the Child Protection Policy.

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Implementation
The school promotes a policy of integration with age appropriate peers on a social level
and ability appropriate on a curriculum level.
The policy is open to review at all times. Early levels of integration into mainstream are
on a social level only. The child from the Autism Unit will not partake in general class
learning until they have mastered the art of:

Entering the class without trepidation

Sitting down at a designated desk
Interacting on a social level with the child(ren) nearest them
Having lunch with the whole class
Engaging in a buddy system at playtime
Acting on general teacher instructions within the classroom setting.

Curricular Integration
Having adjusted on a social level the child from the Autism Unit will on a phased basis be
introduced to areas of the curriculum appropriate to ability level. Art and Craft classes at
junior and senior Infant level will be targeted initially. Integration into this class will
continue up through the classes.
Music has also been designated an area open to integration. This extends to school choirs
(communion), carol singing groups, school plays and recitals. Religion and SPHE are also
open to integration.
Physical Education is also an area open to integration. The child is integrated into the
class that best suits his/her physical condition. This includes coaching from outside
agencies and timetabled sessions in the school gym.
The children for the Autism Unit are also fully included in the school sports day.
Reverse Integration
A policy of reverse integration extends to all classes. This involves:
Boys from mainstream classes acting as helpers under the supervision of staff.
Boys in mainstream who have been diagnosed as being on the Autistic Spectrum may
avail of the facilities in our ASD Unit.
This area will be reviewed on an annual basis.

Signed:

----------------------------------------------- [Donal Deasy] School Principal

---------------------------------------------- [Joe Lynch], Chairman, Board of Management

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MORNING STAR NS
(SCOIL RALT NA MAIDINE)

AUTISM UNIT (ASD)

POLICY

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