http://hdl.handle.net/2428/2496 Fri, 24 May 2013 18:49:15 GMT 2013-05-24T18:49:15Z http://hdl.handle.net/2428/14482 Title: Report on a Survey of Provision for Pupils with Moderate Learning Difficulties in Primary Units in Northern Ireland Authors: ETI Abstract: This report is based on the findings of that survey which included twenty-three structured survey visits to primary schools with MLD units. The report also takes account of evidence from the unit in another school undergoing a general inspection. Sat, 01 Jan 2000 00:00:00 GMT http://hdl.handle.net/2428/14482 2000-01-01T00:00:00Z http://hdl.handle.net/2428/14464 Title: Survey of Provision for Special Educational Needs in Irish Medium Primary Schools 1999 Authors: ETI Abstract: The purpose of the Inspectorate survey was to evaluate and report on the general quality and effectiveness of SEN provision and policy in Irish-medium schools. The inspectors conducted 36 classroom visits and 17 interviews with staff during this survey. Fri, 01 Jan 1999 00:00:00 GMT http://hdl.handle.net/2428/14464 1999-01-01T00:00:00Z http://hdl.handle.net/2428/14461 Title: Provision for Pupils with Emotional and Behavioural Difficulties in Northern Ireland Authors: ETI Abstract: One of the main findings of this survey is the importance attributed throughout the service to the promotion of a positive ethos in EBD provision, and its influence on the management of behaviour. In this context, a consistent factor is the patient and caring attitude of the staff, and their understanding of the pupils’ emotional and behavioural difficulties. Thu, 01 Jan 1998 00:00:00 GMT http://hdl.handle.net/2428/14461 1998-01-01T00:00:00Z http://hdl.handle.net/2428/14459 Title: Provision for Pupils with Severe and Profound Learning Difficulties Authors: ETI Abstract: There is clear evidence from the survey findings to show that the SLD school sector fulfils an important role in providing effective education for pupils with severe or profound learning difficulties. It is hoped that this report will enhance the status of the special education work in the schools and help to identify approaches to best practice which are evident, or emerging, so that these approaches can be shared across all schools. Sat, 01 Jan 2000 00:00:00 GMT http://hdl.handle.net/2428/14459 2000-01-01T00:00:00Z