CPD Handbook (English)- Supporting students with special educational needs in Gaeltacht and Irish- medium schools

Abstract

This is an English translation of a CPD handbook developed for teachers in Irish-medium/Gaeltacht schools to help them support students with special educational needs learning through Irish.

Full text

Supporting students
with special
educational needs in
Gaeltacht and Irish-
medium schools
Dr. Sinéad Nic Aindriú
Dr. Lorraine Connaughton-Crean
Professor Pádraig Ó Duibhir
Dr. Joe Travers
June 2022

1
Contents
Introduction 1
Course Presenters 3
1 Bilingualism and Students with SEN 6
1.1 Introduction 6
1.2 Children who have Special Educational Needs (SEN) in the Irish-medium education 6
1.3 SEN in Irish-medium Primary Schools outside the Gaeltacht 7
1.4 SEN in Irish-medium primary school outside the Gaeltacht 7
1.5 SEN in Gaeltacht Primary Schools 8
1.6 SEN in Irish-medium and Gaeltacht post-primary schools 8
1.7 Suitability of bilingualism and immersion education for RSO students 8
1.8 School Ethos 10
1.9 Inclusion in French Immersion Education 11
1.10 School Self-Evaluation 11
1.11 Learning Activity 13
2 Stages of Second Language Acquisition (Language & Communication) 15
2.1 Introduction 15
2.2 Acquisition of Second Language (Language & Communication) 15
2.3 Using questions to develop the language 16
2.4 Question-based action 17
2.5 The importance of teaching academic language 18
2.6 Language acquisition and the communicative approach 18
2.7 What influences the acquisition of the language and literacy? 19
2.8 Understanding of Irish Spelling 19
2.9 Learning Activities 20
3 Assessment in Irish-medium and Gaeltacht schools 21
3.1 Introduction 21
3.2 Assessment in Irish-medium and Gaeltacht schools 21
3.3 The Continuum 22
3.4 Holistic planning for students with SEN in Irish-medium and Gaeltacht schools 22
3.5 Informal assessment 23
3.6 Language Sampling 23
3.7 Edmonton Narrative Norm Instrument (ENNI) 24
3.8 Parental Reporting Tools 25

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3.9 Language Development Checklists and non-standardised Assessments 26
3.10 Dynamic Assessment 26
3.11 School Self-Evaluation 26
4 Suitable interventions for immersion education 29
4.1 Introduction 29
4.2 Immersion Checklist 29
4.3 Activity — Immersion Checklist 29
4.4 Literacy Interventions 30
4.5 Supporting Dyslexia Students 30
4.6 Reader’s Theatre 31
4.7 The implementation of reader’s theatre 32
4.8 Reciprocal teaching 34
4.9 Language Experience Approach 35
4.10 Cognates 36
4.11 Audiobooks 36
4.12 Writing Interventions 37
4.13 Parents implement Home Language Interventions 37
4.14 List of Irish Resources 37
4.15 Irish- medium Education Webinars 38
4.16 School Self-Evaluation 38
4.17 Learning Activity 39
5 Supporting Language and Speech Problems 41
5.1 Introduction 41
5.2 Assessment 41
5.3 Interventions 41
6 Universal Design for Learning 42
6.1 Introduction 42
6.2 What is a universal design for learning? 42
6.3 Guidelines for UDL 43
6.4 See how Universal Design for Learning (UDL) can be implemented in classrooms! 43
6.5 UDL in the context of immersion education 44
6.6 Designing a UDL lesson 44
6.7 Planning in the classroom 45
6.8 Interactive Video: Sketch Notes 45
6.9 School Self-Evaluation 46
6.10 Learning Activity 47

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7 Information and Communication Technology (ICT) 49
7.1 Introduction 49
7.2 The value of using ICT in the classroom: 49
7.3 Websites #1 - www.scoilnet.ie 50
7.4 Creating digital content in the Class 50
7.5 Book Creator 51
7.6 Photography 52
7.7 Animation 56
7.8 Toontastic 3D 59
7.9 Adobe Spark Video 60
7.10 Kahoot 61
7.11 Scratch — Coding 61
7.12 Padlet 62
7.13 Learning Activity 63
Reading References and Content 65

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Introduction
This handbook was designed primarily to address the teaching and assessment needs of primary and
post-primary teachers in Gaeltacht and all-Irish schools working with students with special
educational needs (SEN). The content of the handbook was based on an assessment of the needs of
these teachers in relation to meeting the SEN of students learning through the medium of Irish as a
second or minority language. These needs have been assessed through a survey (N=135 participants)
and semi-structured interviews (N=15). The main themes identified in this research were:
● the identification of students with a SEN,
● assessment through Irish,
● interventions to meet the needs of all students,
● the use of inclusive resources and pedagogies in the classroom.
This research was undertaken because it was importance to ensure that the course designers
provided relevant content that is based on the recommended practices both nationally and
internationally. The course consists of seven modules:
1. Bilingualism and students with SEN,
2. Second language acquisition,
3. Assessment in Gaeltacht and Irish-medium schools,
4. Suitable interventions for Irish immersion education,
5. Supporting speech, language, and communication difficulties,
6. Universal Design for Learning (UDL)
7. The use of digital technologies to meet the needs of all students learning through Irish.
The content of the above modules is based on the research and literature available both national
and international context (Andrews, 2020; Casey, et al., 2013; Rodriguez, 2005). A list of references
which informed the development of this course is available at the back of this manual. The ABC
course design method used when developing this course (UCL, 2020). The Teaching Enhancement
Unit of Dublin City University facilitated the design of this course.
A variety of methodologies is used to attract as many learners as possible to take part in this course.
These will include:
● Podcasts (sound)
● Videos
● Reading material
● Screenshots/video displays
● Interactive learning tasks
● Structured reflection on learning and practice
● Inquiry — problem-based learning, access to facilities, case studies
● Practice & Production — undertaking assessment (video film used as a stimulus), creating
facility, planning or assessment
Through using these methodologies and strategies in the online environment, it is hoped that:

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(1) participants will actively engage with the course content,
(2) they will have an opportunity to reflect on their own practice, and
(3) they will have an opportunity to apply their learning during the course to their own
professional practice.
Learning activities that will encourage participants to discuss and reflect on what they have learned
in each module are to be completed throughout the course.

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Course Presenters
Dr. Sinéad Nic
Aindriú
Sinéad is a primary school teacher and a post-doctoral researcher in the School
of Inclusive and Special Education, Institute of Education, Dublin City
University. She is currently teaching across undergraduate and postgraduate
programmes at the Institute of Education. Her doctoral thesis investigated the
additional supports required by students with special educational needs in
Irish-medium schools. sineadnicaindriu@gmail.com
Dr. Lorraine
Connaughton-
Crean
Lorraine is a primary school teacher and is a post-doctoral researcher in the
School of Inclusive and Special Education. She was an Education Officer with
the National Council for Curriculum and Assessment and advisor to the
Professional Development Service for Teachers. She is particularly interested in
the development of curriculum and multilingualism and language education
policy. Her doctoral research examined language policy in Polish migrant
families in Ireland. lorraine.connaughton-crean@dcu.ie
Professor
Pádraig Ó
Duibhir
Pádraig is the Deputy Dean of the Institute of Education, Dublin City University.
He previously as the principal of an Irish-medium primary school where his
interest in research into the acquisition and pedagogy of the second language
as it relates to minority languages was encouraged. He is the Director of the
DCU Research Centre for the Learning and Teaching of Irish. He is co-editor of
the international journal Journal of Immersion and Content-Based Language
Education. Find out more about Patrick here. padraig.oduibhir@dcu.ie by
country
Dr. Joe Travers
Dr. Joseph Travers is an Assistant Professor and the first Head of School in the
School of Inclusive and Special Education at the Institute of Education, Dublin
City University— the first faculty of special education in an Irish university. He
previously served as Director of Special Education (2008-2016) at St Patrick’s
College, Drumcondra, and began working there in 1998. He was a primary
school teacher (mainstream teacher, special class, support teacher or traveler
resource teacher). He is a graduate of St Mary’s College Marino (BEd), Trinity
College (Diploma in Management in Education), St Patrick’s College,
Drumcondra (Diploma in Special Education), National University of Ireland,
Maynooth (Masters in Education) and Queen’s University Belfast (Doctorate in
Education). He published papers in areas such as, policy and practice in special
education/learning support for mathematics, inclusion, leadership, and early
intervention. Dr. Travers was the lead researcher of research projects for the
National Council for Special Education and the Department of Education and
Skills. He teaches across teacher education programmes from postgraduate
diploma, masters, and doctoral level. joe.travers@dcu.ie
Dr. Emily Barnes
Emily is a researcher at the School of Inclusive and Special Education.

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Emily is very interested in raising literacy levels in Gaelscoileanna and
Gaeltacht schools. Her PhD involved the assessment of language and literacy
skills, and she is currently working on research projects in this area. Emily also
teaches postgraduate courses and directs masters thesis.
emily.m.barnes@dcu.ie
Karen Buckley
Karen is an Assistant Professor in the School of Inclusive and Special Education,
Institute of Education, Dublin City University.
She is qualified as a post-primary teacher and has lecturing experience in
teacher training. Karen enjoys working in a range of educational settings at
second level, in further, and in higher education. She has a particular interest in
inclusive pedagogy. Karen promotes an inclusive teaching, learning and
assessment practice in higher education. Karen is a doctoral candidate at
Maynooth University which involves teacher training, and identity and
professional development practice. karen.buckley@dcu.ie
Ruairí Mac
Conduibh
Ruairí is a primary school teacher in a Gaeltacht primary school in Ráth Chairn,
County Meath. He has been teaching in the Gaeltacht since 2008 and has been
working as Deputy Principal and Assistant Principal since 2017. He completed a
Postgraduate Diploma in School Leadership with NUI Galway and a Masters in
School Leadership with the University of Limerick based on joint teaching and
leadership. He has extensive experience in technology and the Irish language.
He has designed many courses for Education Centers around the country based
on these two areas. He has also been a technology facilitator with the PDST
and INTO over the past few years. ruairi.macconduibh@dcu.ie
Amy Ní
Chonaire (SLT)
Amy is a Doctoral candidate with the School of Related Health at the University
of Limerick, Ireland. Amy is a practicing speech therapist with the Health
Service Executive (HSE) in southwest Dublin. She has extensive experience of
clinical experience across disability and primary care settings. She has both
clinical and research interests for stopping medicine for both children and
adults, evidence-based practice, and co-design of multi-stakeholder
interventions. Further information on Amy’s research can be found here.
amy.connery@ul.ie
Eibhlín
Breathnach
(SLT)
Eibhlín is a speech and language therapist with a particular interest in
bilingualism and language acquisition among young children — post-primary
students. She has extensive experience of working as a therapist in the
Department of Health. She also has experience with various projects for the
Department of Education as part of the National Council for Special Education
(NCSE). She is currently working for the CNOS on the ‘Early Years Therapy and
Early Years Support Production Project’. ewalsh@yahoo.com
Claire
Comerford
Claire graduated with a Bachelor’s Science degree in education. She qualified
as a post-primary teacher teaching biology and chemistry. She went back to

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complete a Post-Graduate Diploma in Special Educational Needs at University
College Dublin. Claire’s work on numeracy resources has been presented by
the National Numeracy and Literacy Forum on the Department of Education.
She worked part-time with the Professional Development Service for Teachers
on numeracy-based resource development and presented various topics in the
area of SEN to the OECD and National Council for Curriculum and Assessment.
She is working with Tralee Education Centre on a series of webinars on study
skills. clairecomerford27@gmail.com
Contact Us
Muireann is a primary school principal with a particular interest in Special
Education and the achievement of students attending Gaeltacht schools and
Gaelscoileanna. Muireann spent ten years as a class teacher in Scoil na nÓg as
a Special Education Teacher and as teaching Principal. Muireann currently
holds a Masters in Irish-medium Education with a focus in research on the
promotion of writing skills by providing computer-aided learning for children
with Special Educational Needs. info@scoilnanog.com
Sarah Mc
Guinness
Sarah is a research assistant in the School of Inclusive and Special Education.
Sarah graduated from Dublin City University with a degree in Irish and French
in 2019. She joined the ADAPT Research Centre in 2018. She has carried out
research in language technology and language equality for the Irish language.
She started working on a Gaeloideachas research initiative at the end of 2020.
She was a Research Assistant on a consultation paper written by Sinéad Nic
Aindriú and Pádraig Ó Duibhir on the current teaching and learning resources
for children with additional educational needs in the Irish-medium and
Gaeltacht system. sarah.mcguinness@dcu.ie
Anne English
Anne has a particular interest in inclusive and special education, in the
continuing professional development of teachers, and in the Irish language.
She was a primary school principal for over seven years and has spent periods
as a class teacher (including five years in an Irish-medium school), a special
education teacher/special education coordinator, an adviser to the
Professional Development Service for Teachers, and a part-time tutor in a third
level institution. anne.english@dcu.ie
Rob Lowney
Rob Lowney is a learning technologist working with the National Institute for
Digital Learning. He has expertise in digital learning, learning systems
(especially Moodle), and CPD for lecturers. He is a staff member of the national
Enhancing Digital Teaching and Learning project, led by the Irish Universities
Association. He is a doctoral student at the Institute of Education, Dublin City
University. rob.lowney@dcu.ie

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1 Bilingualism and Students with SEN
1.1 Introduction
Welcome to Unit One based on bilingualism and students with special educational needs (SEN). The
objectives of this unit are to:
● Understand the steps associated with the acquisition of a second language.
● Identify the differences between students with learning difficulties and students who need
more language input in the second language or more teacher’s support to help them gain
effective access to the curriculum.
● Understand the indicators of learning difficulties based on international research in the field
of bilingualism and the acquisition of a second language.
● To reflect on bilingualism and the acquisition of a second language for students with SEN in
the context of your school and your work as a teacher.
1.2 Children who have Special Educational Needs (SEN) in the Irish-medium education
There are two main opinions regarding the suitability of immersion education and bilingualism for
students with special educational needs. One of the views is that bilingualism and immersion
education could confuse students with special educational needs. People think that bilingualism can
slow down the rate of student’s development in their first language.
The second opinion is that these students will experience the same difficulties regardless of the
language of instruction in the school. Which is the right opinion? This part of the summer course will
examine the suitability of bilingualism and immersion education for students with special
educational needs. Watch this video on special educational needs in Gaeltacht and Irish-medium
schools.

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1.3 SEN in Irish-medium Primary Schools outside the Gaeltacht
It is estimated that 9.4 % of primary students attending Irish-medium primary schools outside the
Gaeltacht (Nic Aindriú, Ó Duibhir, & Travers, 2020) have a diagnosis of special educational needs.
Compared to previous research carried out in Irish-medium schools, this rate is higher than the 7.9 %
rate cited by Nic Gabhann (2008). This increase may be due to progress that has occurred in
diagnostic assessment and the extension of the SEN categories. Another reason could be that there
was tradition/practice of transferring students who had a SEN from Irish-medium schools to English
medium schools. However, more information is available recently on the suitability of immersion
and bilingual education for the students with SEN. The figure found in the study by Andrews (2020)
is significantly lower than that of 27.8 % (N = 2,381) for 9-year-olds in all school types (Cosgrove et
al., 2014), and 25 % (Banks & McCoy, 2011) for all primary school children across the Republic of
Ireland.
1.4 SEN in Irish-medium primary school outside the Gaeltacht
Dyslexia is the most frequently reported category of SEN in Irish-medium primary school outside the
Gaeltacht (Barrett, Kinsella, & Prendiville, 2020; Nic Aindriú et al., 2020; NIC Gabhann, 2008). The
other most frequently reported categories of SEN are autism spectrum disorder, emotional and
behavioral difficulties, and specific speech and language disorder (Barrett, Kinsella, Prendeville,
2020; Nic Aindriú et al., 2020). It was estimated that 16.6 % of students enrolled in Irish-medium
primary schools received additional teaching support from the special education teacher in the
2017-2018 school year (Nic Aindriú, Ó Duibhir, & Travers, 2021). This figure is higher than that of
13 % (N = 1,719) previously estimated by Nic Gabhann (2008) for Irish-medium schools outside the
Gaeltacht. However, this percentage (16.6 %) is similar to that of 17 % generated for students
receiving additional teaching support from the learning support teacher in all primary schools in the
Republic of Ireland (Banks & McCoy, 2011) and for Irish-medium primary schools in Northern Ireland

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(17 %, n = 431, Ní Chinnéide, 2009). Accordingly, this comparison suggests that there is little
difference in the number of students receiving support in Irish-medium and English-medium primary
schools.
1.5 SEN in Gaeltacht Primary Schools
Research on special educational needs in Gaeltacht schools is limited (Barrett, 2016; Mac Donnacha
et al., 2005). Unfortunately, the latest study by Barrett (2016) does not include an overall prevalence
rate for students with an SEN diagnosis in Gaeltacht primary schools. However, it does give an
overview of the most frequently reported categories of SEN in Gaeltacht schools (N = 15) which were
identified through a survey. The five most frequently reported categories are (1) specific learning
difficulty, (2) mild general learning disabilities (3) specific speech and language disorder, and (4)
autism spectrum or development coordination disorder (Barrett, 2016: 14).
1.6 SEN in Irish-medium and Gaeltacht post-primary schools
There is little research available on the prevalence rates of students with a diagnosis of SEN in Irish-
medium post-primary schools outside or within the Gaeltacht (Mac Donnacha et al., 2005). With
regard to Gaeltacht post-primary schools, it is estimated that around 7 % of students (n = 324)
presented with a SEN in 2004 (Mac Donnacha et al., 2005, p. 81). Unfortunately, there is no
statistical data available on the prevalence of special educational needs for students in post-primary
Irish-medium (T1) schools. Read more about the research of Mac Donnacha et al. (2005) at this link.
1.7 Suitability of bilingualism and immersion education for RSO students
It is important that we get an insight into national and international research on the suitability of
bilingualism and immersion education for students with RSO. It is clear that some external services
(e.g., educational psychologists and speech therapists) tend to advocate against
bilingualism/immersion education for these students. But what does the research have to say? Now
watch this connected video which lasts 6 mins and 44 seconds.

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Reflection Questions:
1. If children have the ability to learn one language, they can learn a second language.
True or False?
2. There is scientific evidence that shows that students with special educational needs are best
placed to use only one language.
True or False?
3. Research shows that bilingualism hinders the development of children’s language with
downs syndrome.
True or False?
4. The development of a first language helps students acquire the second language.
True or False?
Now watch this video on the suitability of bilingualism/immersion education for students with an
RSO

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1.8 School Ethos
It is very important that schools have a positive and inclusive school culture. The NCSE describes
inclusion as a process to address and respond to the diversity of learners’ needs. It involves
removing barriers so that all learners can get the most out of their schooling (NCSE, 2011 mentioned
in DES, 2017, p. 21). Watch this short video to understand the practices in place in an inclusive
school.
Now take some time to explore the Inclusive Education framework produced by the NCSE to help
schools develop their inclusion practices (press on image).
When reviewing the framework, take some time to reflect on the following questions:
— How inclusive is my school and my classroom?
— What inclusive practices are in place in my school/classroom?
— What are the challenges for the school/classroom?
— How could these challenges be overcome?

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1.9 Inclusion in French Immersion Education
In this podcast Dr. Nancy Wise discusses inclusion in French
immersion education. Nancy is a French immersion education
consultant. In addition to presenting to school boards, teacher
organisations, and parent groups, she also provides consultancy
services that would help parents considering French immersion
education for their child or those with a child struggling in a French
immersion programme. She is a special education advocate for
children with special educational needs enrolled in immersion schools
in Canada. She also provides information on the support services
available to students attending French immersion schools with
learning difficulties.
Podcast
1.10 School Self-Evaluation
The DES published Circular 16/2018 in 2018 (amending Circular 39/2016) clarifying how primary
schools had to re-engage with the school self-evaluation process between 2018 and June 2020. With
this new Circular, schools must choose one or two curricular areas or aspects of teaching and
learning (based on the areas and standards in the document Looking at Our School 2016 available
here) as the focus of their self-evaluation process (instead of the two with four areas/aspects

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required in Circular 39/2016). Apart from the changes in the number of curricular areas targeted and
the timeframes, the 6-phase process of school self-evaluation, and the required documents remain
the same.
The Department of Education and Skills issued Circular 40/2020 on 17 June 2020 on school
evaluations for 2020/2021. There will be no new or additional requirements for schools in the
2020/2021 school year.
Take time to revert and view the following FMS documents and videos.
Primary School
Post-primary
Primary SSE Circulars
Circular-0039_2016_English.pdf (schoolself-
evaluation.ie)
Circular-0039-2016.pdf (schoolself-evaluation.ie)
SSE Primary Guidelines
School-Self-Evaluation-Guidelines-2016-2020-
Primary_Web.pdf (schoolself-evaluation.ie)
School Evaluation-Guidelinte-2016-2020-Primary
Schools.pdf (schoolself-evaluation.ie)
Circular-0016.2018_Final_English-Version.pdf
(schoolself-evaluation.ie)
Circular-0016.2018_Final_Gaeilge.pdf (schoolself-
evaluation.ie)
Six-stage Primary process
Schoolself-evaluation.ie (schoolself-evaluation.ie)
Quality Framework for Schools/Quality
framework for schools
Looking-at-Our-School-2016-A-Quality-
Framework-for-Primary-
Schools_English_WEB.pdf (schoolself-
evaluation.ie)
At-Breathnu-the-School-Ainne-2016-Framework-
for-Primary Schools.pdf (schoolself-evaluation.ie)
Webinar as Gaeilge — Quality framework for
schools
https://vimeo.com/263479802
Post-Primary SSE Circulars
Circular-0040_2016_English.pdf (schoolself-
evaluation.ie)
Post-primary Guidelines
School-Self-Evaluation-Guidelines-2016-2020-Post-
Primary_web.pdf (schoolself-evaluation.ie)
Post-primary six-stage process
Schoolself-evaluation.ie (schoolself-evaluation.ie)
Quality Framework for Schools/Quality
framework for schools
Looking-at-Our-School-2016-A-Quality-Framework-
for-Post-Primary-Schools_English_WEB.pdf
(schoolself-evaluation.ie)
Looking-at-Our-School-2016-A-Quality-Framework-
for-Primary-Schools_English_WEB.pdf (schoolself-
evaluation.ie)
At-Breathnu-the-School-Ainne-2016-Framework-
for-Primary Schools.pdf (schoolself-evaluation.ie)
Webinar as Gaeilge — Quality framework for
schools
https://vimeo.com/263479802

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1.11 Learning Activity
In the Guidelines for Primary and Post-Primary Schools: In Supporting Students in Mainstream
Schools with Special Educational Needs in Appendix 5, advice is given to Gaeltacht schools and
Gaelscoileanna in relation to the attendance of students with SEN.
Appendix 5: Advice to Gaeltacht schools and Gaelscoileanna on the implementation of the revised
model for the deployment of special education (sic)
Context
1
Irish-language education should provide for the needs of all students, including students with
special educational needs. Students from different linguistic backgrounds attend Irish-medium
schools, in both Gaeltacht and Gaeltacht areas. There are different linguistic contexts both inside
and outside the Gaeltacht, and within and outside all classes in Irish-medium and Gaeltacht
schools. Schools must identify and take these backgrounds into account prior to the allocation of
supports. Schools are reminded of the need to pay equal attention to the development of
students’ literacy competence in both Irish and English, in accordance with students’ educational
needs, in the context of Irish-medium education. To support the implementation of the revised
allocation model, Irish language schools should take into account the following:
● School communities should be aware of the effectiveness and appropriateness of Irish-
language education in meeting the needs of students with special educational needs.
● In developing a whole-school approach to literacy, Irish-medium schools should take into
account the social and cognitive and academic language needs of the students.
● Schools should review their special assessment and education policies to identify
students’ educational needs in Irish, English and Mathematics on the appropriate
standard tests.
● Schools should use the results of these tests to identify needs and appropriately guide the
resource allocation process.
● Schools should use part of their allocation to provide Irish language supports to students
with special educational needs where this is necessary to give those students access to
the curriculum as a whole.
● This is particularly important if, after two years of immersion education, a literacy
problem is identified in a student in First Class.
● It may be helpful to draft an oral language support programme, in line with the student’s
linguistic needs at infant level, focusing on the acquisition and enrichment of the
language.
● In-class teaching, and teaching approaches have shown that they are the most effective
in implementing such programmes as an early intervention approach.
● In the case of schools practicing full early immersion education, Irish language supports
should be provided at infant level in Irish and Mathematics.
1
This extract is part of the text from the Department of Education circular in italics.

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● Irish-language schools should engage and collaborate at local level to identify their
continuing professional development needs in relation to special education.
● These needs should be discussed with the services in order to gain access to training and
to identify and share best practice.
It is noted in the Department’s Circular 0013/2017 on Special Education Teaching Allocation that
the support provided by Irish schools to assist students’ literacy development may be in Irish or
English, or a combination of both, as the school considers necessary.
Reading Activity and Reflection
Take some time to read the documents below. In doing this consider the current practices in place in
your classroom and in your school.
— What are the strengths in these areas?
— What are the areas for future development?
— How could you apply change in these areas?
Primary Schools:
● Guidelines: https://www.education.ie/ga/An
-C%C3%B3ras-Oideachais/Oideachas-
Speisialta/Treoirlinte-do-Bhunscoileanna-
Ag-Tacu-le-Daltai-i-Scoileanna-
Priomhshrutha-a-bhfuil-Riachtanais-
Speisialta-Oideachais-acu.pdf
● Circular 13/2017:
https://www.education.ie/ga/Ciorcl%C3%A
1in-agus-Foirmeacha/Ciorcl%C3%A1in-
Gn%C3%ADomhacha/cl0013_2017_ir.pdf
Post-primary schools:
● Guidelines: https://www.education.ie/ga/An
-C%C3%B3ras-Oideachais/Oideachas-
Speisialta/treoirlinte-diar-bhunscoileanna-
ag-tacu-le-daltai-i-scoileanna-
priomhshrutha-a-bhfuil-riachtanais-
speisialta-oideachais-acu.pdf
● Circular 014/2017:
https://www.education.ie/ga/Ciorcl%C3%A
1in-agus-Foirmeacha/Ciorcl%C3%A1in-
Gn%C3%ADomhacha/cl0014_2017_ir.pdf

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2 Stages of Second Language Acquisition (Language & Communication)
2.1 Introduction
Welcome to Unit Two based on the stages of second language acquisition (language and
communication). The objectives of this unit are to:
● Understand the steps associated with the acquisition of a second language.
● Understand the importance of teaching academic language.
● Understand speech, language, and communication difficulties in a second language.
2.2 Acquisition of Second Language (Language & Communication)
There are several stages in speech development in any language. Students learning a second
language follow five predictable steps: preproduction, early production, speech emergence,
intermediate fluency, and advanced fluency (Krashen & Terrell, 1983). The rate at which students
pass through these steps when learning a second language depends on a multitude of
circumstances; their level of formal education, including their family background, and their length of
time being exposed to the second language. It is important to base students’ teaching on the
language acquisition phase at which they currently area. When you have this knowledge about
students you can design lessons and activities that are within their near Zone of proximal
development (Vygotsky, 1978).
The Six Steps relating to the Acquisition of the Second Language
(Krashen & Terrell, 1983)
Preproduction
This step is also known as “the silent period”, that is when the students
understand what is being said to them in the second language, but they do
not speak the language. The duration of this period is six weeks or longer; this
depends on the person concerned.
Early Production
Students begin to talk using short words and sentences, but the emphasis is
still on listening to the second language and on absorbing the language. There
will be a lot of linguistic mistakes made by the speakers in this early stage.
Speech
Emergence
In this stage, speech occurs more often, longer words and sentences are used,
but the person still relies heavily on context-related tips and common topics.
Their vocabulary continues to grow, and the number of linguistic mistakes
made decrease, especially with regard to common or recurring interactions.
Intermediate
Fluency
During this stage, the speech is quite fluent, and some linguistic mistakes are
still made. This stage relates mostly to the use of speech within social
communication. New contexts and academic language are still challenging
during this stage, and it is hard for the individual to express themselves due to
a limited vocabulary.
Advanced
Fluency
The individual communicates fluently in all contexts and can function properly
in new contexts and when dealing with new academic information. At this
stage, in essence, the individual has achieved fluency and is at ease when
expressing themselves through the second language.

16
Click now on this link to see examples of the development stages of the second language.
You can find out more about identifying speech/language/communication problems in a second
language by Professor Kathy Kohnert here.
2.3 Using questions to develop the language
For the students of the early production, questions requiring a short answer with one or two words
are appropriate, for example, this/not/it is/are not. After this point, it is possible to start asking
questions that also require a phrase or a short sentence.

17
Questions requiring a short sentence in response should be asked to the students who are at the
beginning of fluency. It is appropriate to ask questions requiring an answer with a few sentences to
these students, but it is not appropriate to ask them questions that require only one-word or direct
answer as it does not promote their language development.
It is appropriate to ask students who are at the medium or high language/literacy stage questions
that require a lot of verbal output, but it is best not to ask them questions that require only minimal
verbal output, yet again this fails to develop their language skills.
You can use scaffolded questions to draw each student into all class events or they can be used to
check for understanding of the learning of content. You must be aware of each student’s stage of
language acquisition to implement this process.
Teacher uses Questioning techniques to engage students — Example 8
How to ask questions that encourage language development
2.4 Question-based action
Take some time now to read the questionnaire documents below. In doing this, consider the
following:
— What level of questions do I mostly ask students?
— Are the questions I ask at an appropriate level for all my students?
— Do I give my students enough time to answer my questions?
— How can I further develop my questioning techniques?
*** Then select a topic and create questions for this subject at each questioning level. You can use
this template. The template can be downloaded and completed.
Five principles for effective Questioning

18
assessment-Booklet-2_en.pdf (ncca.ie)
2.5 The importance of teaching academic language
Linguists make a great distinction between language acquisition and language learning. Children
acquire a language through an unconscious process, and they do not see grammar rules when
engaging with that process. In order to acquire a language, the child needs a natural source of
communication (Haynes, 2005). Language learning is the result of direct teaching of the language in
relation to the rules of the language. When language learning is taking place students have
conscious knowledge of and talk about the various aspects of the language (Haynes, 2005).
Now watch this video. The concepts of this video are relevant and transferrable for students who are
learning Irish as a second language or who are learning through Irish.
2.6 Language acquisition and the communicative approach
Take some time now to familiarise yourself with NCCA guidelines below (press on image). In doing
so, consider the following questions:
1. What strategies do I already use in my class?
2. What new strategies could I use in the future?
3. What challenges could I face in implementing these strategies?
4. How could I overcome these challenges?

19
2.7 What influences the acquisition of the language and literacy?
Here Dr. Emily Barnes describes what influences the acquisition of the language and the acquisition
of literature. Watch the video below. The slides are available here. There is an activity related to this
presentation. The work page relating to this activity is available to download here. Link to the
presentation:
https://drive.google.com/file/d/1Nnhv4nvUNgLOksTkJ0FjJsgY2kAFYYDV/view?usp=
s
2.8 Understanding of Irish Spelling
Take time now to read the teacher’s handbook, Tuiscint ar Litriú na Gaeilge.
— What strategies do you currently use in your school/class?
— What strategies could you implement in the future?
— What challenges could you face when doing this?
— How could you overcome these challenges?
Two workshops with Nancy Stenson, Tina Hickey and Claire Dunne based on understanding of
spelling are available on the COGG site at the following links Workshop 1, Workshop 2. Facilities and

20
activities provided by Claire Dunne are available at the following link https://www.cogg.ie/tuiscint-
ar-litriu-na-gaeilge/
2.9 Learning Activities
What are the differences between a language with a
simple written system (like Spanish) and a language
with a complex (like English) written system in terms
of the amount of time it takes to read?
A. Simple and complex languages do not differ
in the amount of time it takes to read.
B. Reading in a complex language takes more
than double the time.
C. It takes a little more time to acquire reading
in a complex language.
Which written system is more complicated, Irish or
English?
A. Irish is more regular than English.
B. Both languages are the same in terms of
complexity.
C. English is more regular than Irish.
Do boys or girls have stronger reading skills
(overall)?
A. Boys and girls do not consistently differ in
any reading skill.
B. Boys and girls are not consistently different
in terms of basic reading skills; boys have
stronger skills in terms of advanced reading
skills.
C. Boys and girls are not consistently different
in terms of basic reading skills; girls have
stronger skills in terms of advanced reading
skills.

21
3 Assessment in Irish-medium and Gaeltacht schools
3.1 Introduction
Welcome to Unit Three based on assessment in Irish-medium and Gaeltacht schools. The objectives
of the unit are:
● To create a holistic and developed profile for students learning through Irish using a range of
internationally recommended practices.
● Analyse and understand the process of setting out a holistic development plan to meet the
needs of RSO students in T1 schools.
● Understand how to effectively monitor and evaluate the progress of students with a SEN
learning through Irish.
● Consider and evaluate current teacher and school practice in these areas.
3.2 Assessment in Irish-medium and Gaeltacht schools
Best practice is to identify literacy difficulties among students and to provide early interventions to
meet students’ special educational needs and improve their reading ability (National Reading Panel,
2000; Schneider, Wheel, & Ennemoser, 2000; Simmons et al, 2008; Velluntino, Scanlon, Zhang &
Schatschneider, 2008; Wise & Chen, 2010). This is especially true for students in immersion
education settings who are learning through a second language (L2) (Bournot-Trites, 2008; Geva,
2006; MacCoubrey, Wade-woolley, & Kirby, 2003; Wise & Chen, 2010). In the immersion education
setting, students with literacy difficulties are often not recognised until they are older and have
begun English literacy. This often means that they often may lose out on the very important early
intervention period (Andrews, 2020; Barnes, 2017; Keep, 2003; MacCoubrey, Wade-woolley, Klinger,
& Kirby, 2004; Wise & Chen 2010; 2015).
In the contexts of French immersion education in Canada, parents often transfer their children to
English-medium education because they are not satisfied that appropriate educational supports are
available to them in the immersion education system (Halsall, 1998; Wise & Chen, 2015). This may
also apply to students who are learning through Irish (Andrews, 2020; Nic Aindriú, Ó Duibhir, &
Travers, 2020). Early identification of literacy difficulties may be difficult in terms of those learning
through a minority language or L2, as there are no standardised assessments of early Irish literacy
available. Therefore, a standardised bilingual assessment (Irish-English) is required to assess the
early literacy development of these students. In the context of immersion education in Ireland,
Murphy & Travers (2012) found that there were advantages of bilingual assessment (Irish-English) as
it provides a more comprehensive overview of the full language abilities of young children.
In Irish-medium education, it has been reported that students in these schools with reading
difficulties are being assessed and identified with SEN through the majority language of the
community, English (Andrew, 2020; Barnes, 2017; Ní Chinnéide, 2009). Wise & Chens’ (2015)
research showed that phonetics awareness can predict future reading potential for students learning
through the majority language of the community. Other research in the context of immersion
education shows that English phonetics awareness assessments can predict the achievement of
French reading in the future (Comeau, Cormier, GRANDMAISON, & Lacroix, 1999; Endler, 2008;
Erdos, Genesee, Savage, & Haigh, 2014; Erdos, Genesee, Savage, & Haigh, 2011; Jared, Cormier,
Levy, & Wade-woolley, 2011; Wise & Chen, 2010). While this method may be suitable for students

22
learning through Irish as a second language, it would not be suitable for students learning through
Irish as a first language in Gaeltacht schools. Research shows that students learning through Irish
follow a different track of literacy development compared to students learning through English
(Barnes, 2017; Parsons & Lyddy, 2009). Students may experience delays in their non-word reading
and word reading skills in English due to a period of immersion in the Irish language. This is
particularly the case for students from backgrounds where Irish is their first language. Their results
on these English tests may not allow them to provide an accurate picture of their literacy abilities. It
is therefore essential that standardised tests of non-word reading and word reading, as well as
cognitive proficiency assessments, are created for students attending Gaeltacht schools (Barnes,
2017).
3.3 The Continuum
A phased approach is recommended to cater for the special educational needs of students in
primary and post-primary schools in the Republic of Ireland.
Take some time now to read the following documents on applying a phased approach in your school.
Consider the following questions:
● What positive practices are in place in your school?
● In what areas could your school improve?
● How could improvements in these areas be implemented?
Special Educational Needs: Support Continuum: Guidelines for Teachers & Resource Pack for
Teachers
Assessment in the Primary School Curriculum: Guidelines for Teachers
3.4 Holistic planning for students with SEN in Irish-medium and Gaeltacht schools
Watch this video with Dr. Sinéad Nic Aindriú based on holistic planning for students with an SEN in
Irish-medium and Gaeltacht schools.

23
3.5 Informal assessment
Informal assessment is very important when students are learning through a minority language or a
second language. This is due to the lack of appropriate standardised assessments often available in
the minority language or in the second language. Watch the following video which discusses the
importance of using an informal assessment for students learning through the second language.
Take some time now to view these informal assessment facilities.
https://ncca.ie/media/2172/primary-school-assessment-kit.pdf
https://ncca.ie/en/resources/assessment-guidelines/
3.6 Language Sampling
Language sampling is a fundamental part of evaluating a student’s speech and language
development. Research suggests that it is a less biased approach for children from different cultural
and linguistic backgrounds than standardised tests.
Various activities can be used to get a good language sample from the child, e.g. pictures or toys. No
matter what you use, the idea is to inspire and attract the child to talk at their highest level of ability.
It is also important to get a language sample from the parent or guardian. This is important, as the
child may not want to perform the tasks for an unknown adult (e.g., the assessor), so the parent can
give you examples of the highest functioning level of the child before the evaluation. The language
sample can be used to compare the student’s speech (e.g., phonemic repertoire, speech errors) and
language development with their peers. An example is available here.
How to Get a Language Sample.

24
1. Select a book without words (https://curriculumonline.ie/getmedia/ccd4de02-56f0-4aa6-
9231-f0bcdb9e9554/Wordless-Picture-Books.pdf).
2. Let the student tell the story without help
3. Record and transcribe
4. Assessment — Macro and Micro
5.
Take some time now to explore how you could collect a sample of language from a child in your
class. Consider the following questions:
● How easy would it be to implement this strategy with your students?
● What challenges could you face?
● How could you overcome these challenges?
https://leader.pubs.asha.org/do/10.1044/the-how-and-why-of-collecting-a-language-sample/full/
by country
3.7 Edmonton Narrative Norm Instrument (ENNI)
The ENNI is an assessment tool used to collect language information from children aged four to nine
years through the medium of storytelling. Pictures showing a story are presented to the child and
the child then tells the examiner the story. There are a series of pictures drawn by a professional
cartoonist; there are a range of stories, which are just two characters, which progress up to more
complex stories with four characters.
Norms based on this sample are taken into account when analysing different types of stories. These
types of analysis include story information and standard language analysis, for example, the number
of different words used and the average length of the communication. The manual provides
information on the rationale behind the ENNI, the development of the pictures, the normative
sample, the normalisation procedure, and the administrative instructions. The ENNI can be used to
assess children in any language.
Now go to Edmonton narrative Norm website and see the following:
● Manual
● Pictures, Analysis and Understanding
● The stories.

25
An example of the ENNI implementation is to be seen in this video.
3.8 Parental Reporting Tools
Parental reports on language development in children are a strong indicator when assessing early
language milestones (Hoff, Core, Place, Rumiche, Señor, Parra, 2012; De Houwer, 2009). The research
shows that detailed interviews with parents and teachers about the student’s minority language
development are beneficial to assess the child’s development of L2 and their current L1 skills (Boerma
& Blom, 2017; De Lamo, & Jin, 2011; Grimm & Schulz, 2014; Paradis, Emmerzael, & Duncan, 2010;
Paradis, Schneider, & Duncan, 2013; Retrepo, 1998). Findings suggest that assessing the quality and
amount of language input in both languages for bilingual children is key to evaluating language
development accurately (Boerma & Blom, 2017; Paradis, 2011; Tuller, 2015). Paradis et al. (2013),
found that a questionnaire for parents on the development of L1 for English learners from different
backgrounds (N = 152) helped identify language difficulties when these learners were not yet
developing L2 skills. Similarly, Boerma & Blom (2017) found that parents’ reports on bilingual language
development provide context for analysing the results of non-word repetition tests and storytelling
sampling. When these methods were compiled, they provided a strong indicator of language
impairment in bilingual students. In the context of Irish-medium education, the Mac Arthur-Bates
Communications Development Inventory was developed in Irish for young children (17-36 months)
who were being raised through Irish (O'Toole & Hickey, 2017). This is a parental reporting tool which
includes important information about children’s development capabilities in the early language,
including vocabulary understanding, output, gestures and grammar (O'Toole & Hickey, 2017).
Take some time to view these parent questionnaire resources:

26
Irish as a Language — Observations for parents
Alberta Language Development Questionnaire
The Alberta Language Environment Questionnaire (ALEQ)
3.9 Language Development Checklists and non-standardised Assessments
The NCSE has developed a wide range of language assessment tools on its website. Tools in English
include developing communication skills checklist, listening skills checklist, phased language
processing activities, abstract dictionary checklist, phonemic awareness assessment, accelerating
phone assessment, and language screening. There is also a functional language and communication
resource in English which includes key vocabulary guides, a checklist for planning and teacher
monitoring, and a checklist for students. All of these are great resources for the development of
English and communication. A list of computer applications in English is also available. However,
unfortunately, these resources are not available through Irish for those teaching in Irish-medium
schools. With regard to standardised and formal speech and language assessments available through
English, it is recommended that students be evaluated in a number of different areas, for example,
linguistic abilities, illustrative language, and social communication and assessment of social skills.
However, these assessments are currently not available through Irish for students learning through
Irish.
Take some time now to view the following sites.
Second Language Development
Checklist: https://apps.esc1.net/ProfessionalDevelopment/uploads/WKDocs/66135/5.%20E
C%20Stages%20L2%20Acquisition.pdf
● Classroom Language Interaction Checklist
(CLIC): https://www.k12.wa.us/sites/default/files/public/migrantbilingual/pubdocs/clic2016.
pdf
● Carla Checklists - https://carla.umn.edu/assessment/vac/improvement/p_3.html
● Rubrics from Carla Site: https://carla.umn.edu/assessment/vac/improvement/e_1.html
3.10 Dynamic Assessment
Here Dr Emily Barnes gives us an overview of dynamic assessment.
https://drive.google.com/file/d/10KjhUlruVIlgj_9vtS4m95UrRDO8eaTh/view?usp=sharing
You can find the slides for the presentation here.
Now take some time to read the material below based on dynamic assessment.
https://www2.asha.org/practice/multicultural/issues/dynamic-assessment/
3.11 School Self-Evaluation
Take some time to review the SSE documents and videos below.

27
After engaging with this topic, consider the following questions relating to assessment in your
school:
- How can we monitor and report student progress?
- Are we using a cyclical problem-solving approach to planning, teaching, and review which
demonstrates clear goals relating to the primary learning needs of our students?
- How do we set targets and design plans for our students that identify needs, can be
monitored, and recorded?
- How do we ensure that incremental targets for students are developed over time?
Primary School
Post-primary
Primary SSE Circulars
Circular-0039_2016_English.pdf (schoolself-
evaluation.ie)
Circular-0039-2016.pdf (schoolself-evaluation.ie)
SSE Primary Guidelines
School-Self-Evaluation-Guidelines-2016-2020-
Primary_Web.pdf (schoolself-evaluation.ie)
School Evaluation-Guidelinte-2016-2020-Primary
Schools.pdf (schoolself-evaluation.ie)
Circular-0016.2018_Final_English-Version.pdf
(schoolself-evaluation.ie)
Circular-0016.2018_Final_Gaeilge.pdf (schoolself-
evaluation.ie)
Six-phase Primary process
Schoolself-evaluation.ie (schoolself-evaluation.ie)
Quality Framework for Schools/Quality
framework for schools
Looking-at-Our-School-2016-A-Quality-
Framework-for-Primary-
Schools_English_WEB.pdf (schoolself-
evaluation.ie)
At-Breathnu-the-School-Ainne-2016-Framework-
for-Primary Schools.pdf (schoolself-evaluation.ie)
Post-Primary SSE Circulars
Circular-0040_2016_English.pdf (schoolself-
evaluation.ie)
Post-primary Guidelines
School-Self-Evaluation-Guidelines-2016-2020-Post-
Primary_web.pdf (schoolself-evaluation.ie)
Post-primary six-stage process
Schoolself-evaluation.ie (schoolself-evaluation.ie)
Quality Framework for Schools/Quality
framework for schools
Looking-at-Our-School-2016-A-Quality-Framework-
for-Post-Primary-Schools_English_WEB.pdf
(schoolself-evaluation.ie)
Looking-at-Our-School-2016-A-Quality-Framework-
for-Primary-Schools_English_WEB.pdf (schoolself-
evaluation.ie)
At-Breathnu-the-School-Ainne-2016-Framework-
for-Primary Schools.pdf (schoolself-evaluation.ie)
Webinar as Gaeilge — Quality framework for
schools
https://vimeo.com/263479802

28
Webinar as Gaeilge — Quality framework for
schools
https://vimeo.com/263479802

29
4 Suitable interventions for immersion education
4.1 Introduction
Welcome to Unit Four based on suitable interventions for immersion education. The objectives of
this unit are to:
● Consider how to develop immersion education practices in your own setting to foster the
inclusion of all students.
● Become familiar with a range of interventions that can be used in the areas of language and
communication, literacy, numeracy, and personal and social development to cater for RSO
students.
4.2 Immersion Checklist
Observation is a great tool for teachers. This immersion checklist can be used to undertake
observation in your classroom. Immersion teachers can use this tool independently to explore their
teaching practice by making an audio or video tape when teaching. Another possibility is to engage
with another immersion teacher to observe and get meaningful feedback. It is important to consider
that it is sometimes more worthwhile to focus on one or two checklist categories instead of all
seven.
Take time now to read this online article.
A copy of the checklist through the medium of Irish is here.
4.3 Activity — Immersion Checklist
Now that you have been given the opportunity to read the article and the immersion checklist, do
the following activity:

30
Fill out the checklist while reflecting on the class you teach.
— What areas on the checklist have you applied well?
— What areas on the checklist could you develop further in your classroom?
— How might you do this?
— What challenges might you face when doing this?
— How could you overcome these challenges
A copy of the checklist is available through Irish that you can download here.
4.4 Literacy Interventions
There has been little research in this area in immersion education contexts (MacCoubrey et al.,
2004; Wise and Chen, 2010). Students who conducted phonetics awareness interventions in their L2
(French) were found to have performed a minimum achievement in terms of phonetic awareness in
both languages (English and French). This is due to the principle of language interdependence,
where there is an academic cognitive language competence (CALP) which facilitates the translation
of academic and literacy skills from one language to another (Archambault, Mercer, Cheng, & Saqui,
2019, p. 114). Evidence of this concept was reinforced by a meta-analysis of 47 studies on the
transfer of trans-linguistic and decoding skills from T1 to T2 (Melby-Lervåg & Lervåg, 2011). Research
also shows that reading, speed and comprehension skills move from T1 to T2 (Geva & Clifton, 1994;
Geva, Wade-woolley, & Shany, 1997; Verhoeven, 1994.
In T1 schools, it is recommended that additional teaching support should be provided to students
through the teaching language of the school, Irish (Andrews, 2020; Ní Bhaoill & Ó Duibhir, 2004; Ní
Chinnéide, 2009) and the practice of evidence-based (NEPS, 2019). However, unfortunately, there
are no evidence-based interventions available for Irish language literacy, which would benefit the T1
schools. In research on ‘Dyslexia Assessment and Reading Intervention for Students in Education
through Irish: Insights into Current Practice and Considerations for Improvement’ found that
students learning through Irish require effective reading intervention in Irish literacy:
1) the development of essential skills for those who have Irish such as T2, e.g., phonemic
identification and teaching to students how to recognise the letters of the alphabet,
2) decoding skills,
3) spelling skills,
4) oral vocabulary development,
5) recognition of a visual word (Barnes, 2017). In addition, it is recommended that teachers of
T1 schools should have further professional development in the following areas: to increase
the sounds of Irish, the relationship between sound and letter, phonetic awareness, the
development of phonetics skills, and the motivation of students (Barnes, 2017).
● PDST: read comprehension strategies: https://pdst.ie/ga/node/1384
Read comprehension strategies (PDST) are available at: https://pdst.ie/ga/node/1384
4.5 Supporting Dyslexia Students
It is important that we properly support students with reading difficulties learning through a second
or minority language. Take time now to view these resources. (These can be downloaded if you
wish)

31
https://www.dyslexiafoundation.org.nz/dyslexiaadvocacy/pdf/Mind%20Map%202014_lowres.pdf
4.6 Reader’s Theatre
Reader’s theatre is a strategy to foster fluency in reading. Students take part in oral reading by
reading parts of scripts given to them. Students do not need to memorise their part when using this
strategy; they only need to read it again and again, which develops their fluency skills. The best
scripts for reader’s theatre are those with a lot of dialogue. Reading aloud from a script based on
one of their favourite books is a fun and exciting approach to teaching in fluency and production.
Why would the reader’s theatre be used?
• It fosters fluency.
• It helps readers to learn how to read aloud with expression.
• It helps to self-esteem/self-confidence in reading.
How to use the reader’s theatre?
• Choose a story that can be divided into parts or characters.
• Provide reading parts on each child.
• Ask students to read their scripts aloud for practice.
• Present the theatre whilst reading the scripts.
Differentiated instruction
For second language readers, students with different reading skills, students with learning
disabilities, and young learners:

32
• For the young learners or learners struggling with reading, use scripts at a lower
reading level.
• Have the script (or the portion of it to be read by the student) written in an easy-to-
read print i.e., their choice of font or font larger than normal print. Scripts in Braille
are available when needed.
• Involve the student in advance. Encourage the students to practice with their
parents at home.
• Students read the parts together.
• Let the high-level students write pieces of the script.
• Be aware of the needs of individual students when distributing the roles. Take these
needs into account when setting roles on the students; give them the opportunity to
undertake an additional individual exercise if necessary.
Watch now this video developed by the PDST
Other references:
Bafile, C. (2005). Reader’s Theater: Moving Students a Reason to Read Aloud.
Prescott, J. (2003). The Power of Reader’s Theater.
4.7 The implementation of reader’s theatre
The purpose of Reader Theatre is to promote the speed, accuracy, and appropriate expression of
reading by allowing the children to read the attractive theatre arrangement of one of their favourite
stories.
Preparation Time
10-20 minutes
Select the reader’s theatre script
- Photocopying the scripts (one for each
student)
- Organise the groups
Time of Deposit
- 2 30-minute sessions
Session 1
- The teacher and students share reading the
script between them
- Students read the script in small groups
- Students read the script again and add to it
Session 2
- The students make a presentation in front of
the class
Materials Required
The teacher:

33
- Copy of script
Students:
- Copy of script
Role of Teacher
Shaping:
- while reading the script together
Supports:
- while the students read the scripts
Facilitator:
- during the presentation of the students
Total class:
- during shared script reading and
presentation
Small groups:
- during script-reading
Recommendations for Assessment
- Use a checklist to track fluency and
expression when students are reading aloud
in groups and the presentation in front of the
class is taking place
- Track students’ participation, speaking and
listening skills
- Give students oral feedback on their
strengths and next steps
- Brief tips
Extensions to the Activities
- Use furnishings, costumes, and background
sets
- Allow students to present their reader’s
theatre in front of the school or other class
- Invite parents to join the classroom for a
reader’s theatre presentation
Other notes:
— The reader’s theatre should focus on fluency and performance. After the first reading, the
presentation can be improved in a fun and exciting way by adding movements, gestures, raspberries
and fittings.
— Encourage the students to read from the text. It will be easier for students to develop confidence
in reading aloud when they know that they do not have to memorise the text, especially for the least
courageous students.

34
— Write a script based on one of their favourite stories.
— The reader’s theatre encourages collaboration.
— When drama is integrated into your reading programme, learning is fostered, and everyone is
given the opportunity to participate.
Custom/Other Changes:
— Provide a quiet place of work for the students who need it.
Now watch this video developed by the PDST
Take some time now to visit the following sites to find out more about reader theatre for students
learning through a second language.
Reading Rockets
TESOL International Association
Introduction to Readers Theater for EFL Classrooms
4.8 Reciprocal teaching
Reciprocal teaching is a guided read comprehension strategy that encourages students to
automatically develop the skills of effective readers and learners (summary, questioning,
clarification, prediction, and response to what they are reading) (Palinscar & Brown 1984).
Reciprocal teaching can be used with fiction, non-fiction, prose, or poetry.
Step 1
Scaffold students’ learning by shaping, guiding, and implementing the strategies as you read. Read
part of the text aloud and model the four steps — summarising, clarifying, questioning, and
predicting (*a prediction may be optional depending on the subject).
Step 2
Involve each student in groups of four i.e., one student summarising, one questioning, one clarifying
and one predicting.
Step 3
Students read a few articles of their choice. Suggest note-taking strategies such as line, coding etc.
for students.

35
Take some time now to read about reciprocal teaching at the following links:
https://www.nbss.ie/sites/default/files/publications/reiciprocal_teaching_strategy_handout__copy
_2_0.pdf
https://www.education.ie/en/Education-Staff/Information/NEPS-Literacy-
Resource/neps_literacy_good_practice_guide.pdf
4.9 Language Experience Approach
Watch this video that describes what the language experience approach is and the benefits of this
approach for students learning through the second language.
Experience:

36
The language experience approach usually involves lived experience, for example, daily events, a
common school experience, a class event or activity, or tours — but students’ personal experiences
or ideas can also be taken into account.
Take some time now to view the links below to find out more about the language experience
approach.
Literacy Bug
Introduction to the Language Experience Approach
https://www.dentonisd.org/cms/lib/TX21000245/Centricity/Domain/55/The%20language%20Exp%2
0hand%20out.pdf
Other references:
Hill, S. (2012) Developing early literacy: Assessment and teaching (2nd ed.).
Mackenzie, N. (2011). From drawing to writing: What happens when you shift teaching priorities in
the first months of school? Australian Journal of Language and literacy, 34 (3), 322-340.
4.10 Cognates
Much research has been carried out on the advantages of using cognates to teach vocabulary and
language to students learning a second language. Cognates are words in two languages that have
similar meaning, spelling and pronunciation, for example, cat in Irish and English. Related words can
be used in subject areas such as mathematics, science, and history. Researchers who study the
acquisition of the first and second languages found that students really benefit from learning
cognates. Children can learn about and use cognates at any age, even as early as preschool. As the
students move on through the schooling system, they can engage in more sophisticated words, and
words that have multiple meanings in both languages. There are a few different strategies that
teachers can use to help students identify and learn cognates, for example, reading loudly, word
sorting, finding differences, and false related words.
Try this quiz to find out how easy it is to recognise related words in two languages.
Take some time now to view the content at the links below:
https://www.readingrockets.org/article/using-cognates-develop-comprehension
https://www.colorincolorado.org/article/using-cognates-develop-comprehension-
english#:~:text=Cognate%20awareness%20is%20the%20ability,cognates%20as%20early%20as%20pr
eschool.&text=One%20example%20of%20a%20cognate,to%20attend%20 (different %20meaning). ;
4.11 Audiobooks
The advantages of using audiobooks are:
● Development of language proficiency,
● Improve visual recognition,
● Develop comprehension and understanding.
● Development of tone and reader speed.
It is a flexible strategy that can be used in a range of topics.

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1. Choose a reading extract and make an audio recording of the reading which is slightly above the
level of independent reading of the students.
2. Ask students to listen to the recording as they follow a printed copy of the passage.
3. Ask students to read out loudly with the sound recording.
4. Ask students to read the passage without recording.
5. Ask students to read and reread with the recording until they feel comfortable reading the text
without assistance.
You can access a number of Irish language audiobooks at the sites below. Take some time now to
view the available audiobooks.
Audiobook
Audiobooks in English
Cois Life
Print Post-Connect
We are Irish
Foras na Gaeilge
COGG
4.12 Writing Interventions
Watch this video based on writing interventions in Irish-medium schools presented by Muireann Ní
Arrachtáin, Principal of Scoil na nÓg, Co. Cork.
https://www.loom.com/share/0cb5db1f110d47b0871f3a38c67a43c6
There are some learning activities here for you to do in your offline time.
4.13 Parents implement Home Language Interventions
The research states that English (L1) interventions implemented by parents at home can have a
positive impact on children’s bilingual language development and literacy (Adesope, Lavin,
Thompson, & Ungerleider, 2011; Lonigan & Shanahan, 2010; Roberts & Kaise, 2011; Senéchal &
Young, 2008). These programmes show that children can achieve higher literacy levels.
Unfortunately, little research is available on language interventions carried out at home in languages
other than English (Ijalba, 2016). Most of the research carried out in this area is based on the
effectiveness of domestic language interventions with Spanish and English-speaking bilinguals.
Further research is needed in this area with languages other than Spanish. However, study results
have shown that home language interventions of parents are beneficial for bilingual children with
language disorders and those who do not have language disorders (Ijalba, 2016; Thordardottir et al.,
2015).
4.14 List of Irish Resources
We have compiled a list of resources available through Irish here. There is a list of other sites where
resources are available through Irish.

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Take some time now to view the resources available through Irish.
● What are you using in your classroom/school?
● What ones would you like to use in the future?
List of Resources (this can be downloaded)
Irish Primary Resources
Irish-medium Post-Primary Resources
Gaeloideachas Special Education
COGG Primary Facilities
COGG Post-primary Facilities
COGG The Portal
4.15 Irish- medium Education Webinars
Gaeloideachas has provided many webinars based on supporting students who have a SEN in Irish-
medium education. The videos are available here. Take some time now to watch the webinars.
4.16 School Self-Evaluation
Take some time to review the SSE documents and videos below. After you have done this, consider
these questions:
- How do we assess the effectiveness of the programmes/interventions we use?
- How do we monitor this at group, class, and whole-school level?
- Can we build on our practices?
- Who is monitoring the of results/progress of students/interventions?
- How do we involve parents and students in the monitoring progress?
- How do we share information on the developments made by our students?
The strategies in a Balanced Approach to Literacy in Primary Classes can be adapted for children in
an immersion education setting. A copy of the document is available for Irish-medium schools here.
Primary School
Post-primary
Primary SSE Circulars
Circular-0039_2016_English.pdf (schoolself-
evaluation.ie)
Circular-0039-2016.pdf (schoolself-evaluation.ie)
SSE Primary Guidelines
School-Self-Evaluation-Guidelines-2016-2020-
Primary_Web.pdf (schoolself-evaluation.ie)
Post-Primary SSE Circulars
Circular-0040_2016_English.pdf (schoolself-
evaluation.ie)
Post-primary Guidelines
School-Self-Evaluation-Guidelines-2016-2020-Post-
Primary_web.pdf (schoolself-evaluation.ie)

39
School Evaluation-Guidelinte-2016-2020-Primary
Schools.pdf (schoolself-evaluation.ie)
Circular-0016.2018_Final_English-Version.pdf
(schoolself-evaluation.ie)
Circular-0016.2018_Final_Gaeilge.pdf (schoolself-
evaluation.ie)
Six-stage Primary process
Schoolself-evaluation.ie (schoolself-evaluation.ie)
Quality Framework for Schools/Quality
framework for schools
Looking-at-Our-School-2016-A-Quality-
Framework-for-Primary-
Schools_English_WEB.pdf (schoolself-
evaluation.ie)
At-Breathnu-the-School-Ainne-2016-Framework-
for-Primary Schools.pdf (schoolself-evaluation.ie)
Webinar as Gaeilge — Quality framework for
schools
https://vimeo.com/263479802
Post-primary six-stage process
Schoolself-evaluation.ie (schoolself-evaluation.ie)
Quality Framework for Schools/Quality
framework for schools
Looking-at-Our-School-2016-A-Quality-Framework-
for-Post-Primary-Schools_English_WEB.pdf
(schoolself-evaluation.ie)
Looking-at-Our-School-2016-A-Quality-Framework-
for-Primary-Schools_English_WEB.pdf (schoolself-
evaluation.ie)
At-Breathnu-the-School-Ainne-2016-Framework-
for-Primary Schools.pdf (schoolself-evaluation.ie)
Webinar as Gaeilge — Quality framework for
schools
https://vimeo.com/263479802
4.17 Learning Activity
a) Go to Common Core Sheets (Teaching Exact – www.commoncoresheets.com)
- Add a list to the Work-related Spelling Sheets Maker that you might use in September in
your class.
- Choose 10 words tailored to the theme and create activities based on these words.
- Go to johnandgwyn (Teaching the dictionary: www.johnandgwyn.co.uk) and add a fluency
list with these ten words.
b) Write a 300-500 word reflection on this:
- What did you think about this approach?
- Take a note of what was effective and what you disliked and put it in the reflection
journal.
- How will the content of this document and that of this module affect your future
literacy teaching?

40
- What strategies could be used in a whole school approach?

41
5 Supporting Language and Speech Problems
5.1 Introduction
Welcome to Unit Five based on supporting students with language and speech problems. The
objectives of this unit are to:
● Learn how to undertake assessment of students with language and speech problems.
● How to support students with language and speech problems.
5.2 Assessment
This session is being provided by Amy Connery. Amy is a Doctorate candidate with the School of
Related Health at the University of Limerick (BA Psychology; Clinical Speech BSc and language study).
Amy is a speech therapist and is practicing her career with the Health Service Executive (HSE) in
southwest Dublin. She has extensive clinical experience across disability and primary care settings.
She is interested in the clinical field and has researched for the treatment of both children and
adults, evidence-based practice, and co-design of multi-stakeholder interventions. Further
information on Amy’s research can be found here.
Audio recordings of the presentation in Irish are available here. An Irish transcript of the
presentation is available here.
5.3 Interventions
In this section Eibhlín Breathnach gives us an insight into how to support students with language and
speech problems in the Irish-medium system. She has extensive experience of working as a speech
and language therapist. She also has experience working within various projects for the Department
of Education as part of the National Council for Special Education (NCSE). She is currently working for
the CNOS on the ‘Early Years Therapy and Early Years Support Production Project’. Eibhlín is a speech
and language therapist with a particular interest in bilingualism and language acquisition among
young children — post-primary students.
Supporting language and speech problems (part 1)
Supporting language and speech problems (part 2)

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6 Universal Design for Learning
6.1 Introduction
Welcome to Unit Six based on Universal Design for Learning (UDL). The objectives of this unit are to:
● Understand the importance of effective teaching to ensure the inclusion of all students with
a SEN that are learning through Irish.
● To familiarise yourself with a wide range of teaching strategies for language and
communication development, numeracy, literacy, and personal and social development.
● Select and discuss teaching approaches appropriate to the learning objectives and learning
needs of students using the Universal Design for Learning (UDL) framework.
● To reflect on this area at school and class level.
6.2 What is a universal design for learning?
Universal Learning Design (UDL) is a fundamental principle that gives everyone equal opportunities
to learn, including students with special educational needs. UDL aims to enhance each student’s
educational experience by introducing more flexible methods of teaching, assessment, and provision
to cater for a variety of learner styles. Research in the field of neurosciences and learning sciences
underpins this approach and is designed to improve the learning experience and outcomes of each
student. The UDL framework can reduce barriers to learning and maximise learning opportunities for
all learners. In many cases, educators find that they are already implementing some aspects of these
guidelines in their practice; however, barriers may still exist.
Now watch this video which explains what UDL for learning is.
Take some time now to explore the advantages of using UDL in the classroom compared to
traditional teaching methods.
https://www.understood.org/articles/en/the-difference-between-universal-design-for-learning-udl-
and-traditional-
education?_ul=1*14o76tr*domain_userid*YW1wLUtWdFhJWVBRWTQ4dVd4YTduSDBZa2c by
country.

43
6.3 Guidelines for UDL
The guidelines for UDL are based on the idea of not having such a thing and ‘normal students’, that
each student learns differently and that we need to introduce more flexibility to successfully teach
each student. Educators are said to follow three core principles when designing a learning
experience:
Multiple means of engagement - Encourage interest and promote continued enthusiasm for learning
through a variety of ways of engaging with content.
Multiple means of representation— Presenting information and content in a variety of ways to
support students’ understanding of different learning styles/abilities.
Multiple means of action and expression— Providing students with options to display their learning
in different ways (e.g., giving them a choice of type of assessment).
Take some time now to explore the UDL guidelines here. In doing so, consider the following
questions:
● What strategies have you implemented so far in the classroom?
● What strategies could you implement in the classroom in the future?
● What challenges might you face when implementing UDL strategies in the classroom?
● How might you overcome these challenges?
6.4 See how Universal Design for Learning (UDL) can be implemented in classrooms!
Developed by the National Universal Design Centre for Learning, this series of six short YouTube
videos, will give you small examples of UDL, in classrooms from Grade 1 to Grade 6. Now watch this
video.

44
6.5 UDL in the context of immersion education
Read now about how teachers in French immersion schools in Canada apply a universal design for
learning framework in their classroom to help them meet the special educational needs of their
students. When reading the article consider the following:
— What practices do you already apply that are discussed in the article?
— What practices could you apply in the future?
— What challenges could you face when implementing these practices? Why?
— How could you overcome these challenges?
Teacher adaptations to support students with special education needs in French Immersion: The
observational study
If you want to know more about the universal design of learning for language learners watch this
video.
6.6 Designing a UDL lesson
After looking at the basic principles of UDL, your next question is probably “how can I implement
UDL in my plans?” Get answers in this webinar with Dr. Patti Ralabate. Dr. Ralabate gives a step-by-
step guide, with six easy steps that you can follow to help you start implementing UDL in your lesson
plans, from defining clear goals to refine lessons through careful reflection. This webinar is pre-
recorded and ready to view it at any time — no registration is required. Watch now this video.

45
6.7 Planning in the classroom
Planning templates are available at the links below. Please click on the links and consider how you
could use these plans in your classroom.
- Which template would you prefer to use? Why?
- What are the advantages of using one of these templates for planning?
- What challenges could you face when using these templates?
- How could you overcome these challenges?
https://epsd.us/wp-content/uploads/2019/05/UDL-lesson-plan-template.pdf
https://assets.ctfassets.net/p0qf7j048i0q/7vXo4bBocglQvcdUzeNDmv/ea7f4880d59f6321072b4769
9085e1d4/StepbystepplannerUDL_Understood.pdf
A timeline for the implementation of a universal design for learning in the school.
6.8 Interactive Video: Sketch Notes
Presentation by Claire Comerford on sketch notes.
Watch this video and answer the questions located there at different points. Do not forget to enter
them on the last screen, at the end of the video.
Download the slides as well, to explore the various links.
This presentation is made in English. Audio recordings of the presentation in Irish are available here.
An Irish transcript of the presentation is available here.

46
6.9 School Self-Evaluation
Take time to go back and view the SSE documents and videos below. After you have done this,
consider the following questions:
- How can we implement a universal design for learning in our school? What do we do well so
far?
- How might we monitor the implementation of a universal design for learning at group, class,
and whole school level?
- Can we build on our practices?
- Who will monitor the results/progress?
Primary School
Post-primary
Primary SSE Circulars
Circular-0039_2016_English.pdf (schoolself-
evaluation.ie)
Circular-0039-2016.pdf (schoolself-evaluation.ie)
SSE Primary Guidelines
School-Self-Evaluation-Guidelines-2016-2020-
Primary_Web.pdf (schoolself-evaluation.ie)
School Evaluation-Guidelinte-2016-2020-Primary
Schools.pdf (schoolself-evaluation.ie)
Post-Primary SSE Circulars
Circular-0040_2016_English.pdf (schoolself-
evaluation.ie)
Post-primary Guidelines
School-Self-Evaluation-Guidelines-2016-2020-Post-
Primary_web.pdf (schoolself-evaluation.ie)
Post-primary six-stage process

47
Circular-0016.2018_Final_English-Version.pdf
(schoolself-evaluation.ie)
Circular-0016.2018_Final_Gaeilge.pdf (schoolself-
evaluation.ie)
Six-phase Primary process
Schoolself-evaluation.ie (schoolself-evaluation.ie)
Quality Framework for Schools/Quality
framework for schools
Looking-at-Our-School-2016-A-Quality-
Framework-for-Primary-
Schools_English_WEB.pdf (schoolself-
evaluation.ie)
At-Breathnu-the-School-Ainne-2016-Framework-
for-Primary Schools.pdf (schoolself-evaluation.ie)
Webinar as Gaeilge — Quality framework for
schools
https://vimeo.com/263479802
Schoolself-evaluation.ie (schoolself-evaluation.ie)
Quality Framework for Schools/Quality
framework for schools
Looking-at-Our-School-2016-A-Quality-Framework-
for-Post-Primary-Schools_English_WEB.pdf
(schoolself-evaluation.ie)
Looking-at-Our-School-2016-A-Quality-Framework-
for-Primary-Schools_English_WEB.pdf (schoolself-
evaluation.ie)
At-Breathnu-the-School-Ainne-2016-Framework-
for-Primary Schools.pdf (schoolself-evaluation.ie)
Webinar as Gaeilge — Quality framework for
schools
https://vimeo.com/263479802
6.10 Learning Activity
Step 1
First, choose a lesson that you have taught which will be the focus of your work for the redesigned
activity. Common examples chosen include a lesson that was difficult to teach, a series of short
lessons on a particular topic, or a lesson for the whole class.
Step 2
Using your knowledge and experience you have gained to date in this course, redesign the chosen
lesson plan using the UDL principles. Use this planning template when you are doing so.
Step 3
Write a reflection (300-500 words) on your redesigned activity. Take a photo of the lesson you
redesigned and upload it with your learning activity.
● How was your experience of the redrafting process?

48
● What have you changed in your lesson? Why did you change this?
● Which area of the redraft was difficult for you? Why?
● What challenges do you expect when undertaking your redrafted lesson with the class?
● How might you overcome these challenges?

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7 Information and Communication Technology (ICT)
7.1 Introduction
Welcome to Unit Seven based on using information and communication technology (ICT) to support
the special educational needs of students. The objectives of this unit are to:
● Understand the value of using ICT to include each student in the classroom.
● Familiarise yourself with the various ICT options available that can be implemented in the
classroom to support students with SEN who are learning through Irish.
● Planning for the use of ICT in the classroom.
● Give teachers the opportunity to share the challenges they face when using ICT and
technology in the classroom.
● To reflect on how ICT can be used further in their classrooms for the inclusion of all students.
7.2 The value of using ICT in the classroom:
There are many benefits associated with using ICT in class, for example:
● It helps meet the different styles of learning of the students
● The children are easily attracted to it
● Opportunities to develop numeracy and literacy skills
● Active learning
● Problem solving
● Learning new skills
● Group/individual/independent work
● Development of language skills
● Co-teaching opportunities
● Assessment
● Holistic development of the child
Here are a number of other advantages of using ICT in class for the students with additional special
needs/requirements.
● All of these resources are capable of promoting the Irish language
● All students can be included in the classroom
● You can provide in class support or withdrawal from the class
● Great to implement co-teaching
● Inclusive environment
● Fun
● Social value
● Indirect talk
● Encourages communication

50
7.3 Websites #1 - www.scoilnet.ie
Scoilnet is a great resource for teachers and school students. All resources are free and ready to use.
There is a good selection of resources classified according to curriculum level. It can be viewed by
theme, or you can go searching for content by topic. It is an easy-to-understand site for school
children and much better than Google for them.
View the site now. www.scoilnet.ie
Watch this video by Ruairí Mac Condhuibh.
https://ruairidcu.h5p.com/content/1291360757163344387
7.4 Creating digital content in the Class
There are plenty of ways to bring digital content into the classroom. ICT is only a learning aid; ICT is
not formally taught and therefore needs to be linked through the Curriculum. We have a few
examples here to give you a little taste of the facilities that are out there to support students who
have SEN and are learning through Irish.
Among those we will look at:
● Book Creator
● Photography
● Filming
● Animation
● Adobe Spark Video
● Kahoot
● Scratch

51
7.5 Book Creator
This is a great resource and is available on the computer via the internet or on your tablet/iPad
app. The students can compose a book and be authors.
There are plenty of possibilities as seen in the picture above. On the internet, you can create 40
books for free. As a teacher, all of them can be in one library and you can see them all together. This
is an excellent way to assess a child’s progress during the year. Watch now this video from the PDST.
It is a great resource because:
• It can be shared with others
• You will be able to keep books over the years
• Can be easily redrafted
• There is no printing cost
• You can drag images or use internet ones
• Content can be put together in the Irish language and there is an opportunity for the school
to put together a collection for the future.
Review of Book Creator

52
7.6 Photography
This is a life skill. Everyone can take a photo, but can we improve our skills. So many subjects are
taught through photography.
Here are examples of how photography can be used in all subjects. Often you can use a photo as the
starting point of your lesson. No two photos are the same. That’s the best thing about them.
Each of them has pencils but the children can put their own style on them. Their personality and
talent come through. Discuss the pictures and ask the children to reflect back on why they did so. It
provides a lot of support to students with special educational needs when there are different
examples and when someone explains how they did it. There are many different learners.
Tablets/iPad/phone/digital camera can be used. It is important that the correct terminology is used
and that they understand when to apply it. — the various shots etc. Watch this video by Ruairí Mac
Conduibh.

53
To improve the photos, here are two beautiful videos. Some tips/samples are available here.
The best thing about this is that it can be used with a whole class or one person. They will get
different things from them, and they always have a chance to make progress. It’s a talent as well as a
skill and a future professional photographer may be starting with you in the school!
Filming
Filming is the next step after photography. The benefits if filming include
sequencing activities, and oral language development (e.g., retelling stories etc. ). There is
also a kinetic element, as it is an active thing that students are physically doing. It provides
students with a multi-sensory approach by for example having different roles/jobs in the
process. Collaboration skills can also be taught and developed in a group format during
filming. It is possible to make a class or individual film. There are a few steps involved.
1. Select a story
When selecting a story, consider the following aspects:
● What is important to the child?
● What is the subject/learning objective?
● Is it interesting?
● Can it be linked to class work/learning continuum?

54
● Creativity
● Flexibility
● The process!
2. Writing script
The length/type of script that is written and its format depends on the learning you need for the
children and their abilities. You could do this orally with them and you can write it down for them if
writing is a barrier for the student.
3. Make a storyboard
It is best to make a story board which provides a summary of the film in advance, see the examples
below!

55
4. List of shots: Create a list of shots that need to be made based on the story board.
5. Recording of the film
6. Editing and Putting it Together
iMovie is a great free resource to use.
Here are examples of some films.

56
The Photo — YouTube
Webmaster & Televisions — YouTube
https://www.youtube.com/watch?time_continue=3&v=MkprVOylXcc
7.7 Animation
This is very similar to filming, except it does not include real people.

57
Here is a teacher speaking about Stop Motion Studio
There are many skills involved in creating an animation, such as:
● The development of fine motor skill
● Patience
● Art/Creativity
Advantages:
● Useful as stations teaching activity
● Group-work: some students work on one piece of the story, others adding sentences to a
prefabricated piece, others writing script etc.
● Can be undertaken by students at any class level
● Can be based on any curriculum area
● Provides students with a different way to demonstrate their learning
● Can be used for individual work
●
There are three types of animations in the classroom.
1. Claymation
● The people etc. are made of clay
● Backgrounds can be added
● You can move them
2. Lego

58
● Can be linked to STEM.
● Very popular these days
● Easy to move and interesting
3. Image animation
There is a Studio Motion Stop App that does all work for you without really any teaching.
It is very easy to use with children. This is a suitable work for all age groups from infants to
adults. This activity can be used with social stories, sequencing, memory activities etc. for
students with special educational needs.
Here is an example for you

59
7.8 Toontastic 3D
This is a great app if you want to make animation without having to draw or to pick up a pencil or
collect items.
Everything is done on the app with prefabricated characters and backgrounds. You move the
characters around with your finger.
There are other options to, you can:
● draw characters
● draw a background
● Take photographs and use as characters or backgrounds
● Photograph your own face for use on other characters

60
7.9 Adobe Spark Video
● This is a great alternative to using PowerPoint
● It is much easier for children to use
● It is a good method for learners to provide a summary or their learning
● You can use images/videos, music, and oral language.
● Templates are provided for kids
● You can create and develop social stories in this programme.
● It is a different way for students to respond to a topic instead of writing an essay
● A more user-friendly feeling for the students
Adobe Spark Video

61
7.10 Kahoot
Kahoot is an assessment game available on the internet.
http://www.kahoot.com
Through the game, you can:
● Collect background information
● Count the number of mistakes made
● See the speed of responses
● Give the student a goal
● Reinforce the work undertaken
● Facilitate group work
Example: If the class is undertaking subtraction in the Math lesson, and they are due to proceed to
subtraction with renaming the next day, you can make sure with Kahoot that the children are ready
for it and able to do it within a certain time.
Or the teacher can use special education/class teacher as a conclusion at the end of a lesson — to
find out what the students in each group in the stations did and who can move to the next stage.
Kahoot in the Class
7.11 Scratch — Coding
Scratch is available free of charge in Irish.

62
Below at the bottom of the page, there is a choice for the different languages, choose Irish and
continue with you.
This programme teaches how to code. It is very popular with all children, but especially those with
special educational needs. It is a great way to implement problem solving. Teachers don't have to be
an expert! It is easy to follow because you are able to open and see the coding for each
game/action.
https://scratch.mit.edu/ by country
Scratch and Reading
Scratch and Writing
Scratch with Literacy and Numeracy
7.12 Padlet
These are two Padlets that have been put together for ICT resources which can be used in the Irish-
medium classroom.

63
Dr Ciara Chonduibh’s has divided hers into various folders covering:
● Supports from the North
● Supports from COGG
● Oral Language
● Reading
● Writing
Another one from the PDST, has resources for Gaeltacht schools and Gaelscoileanna covering:
● Oral Language
● Reading
● Writing
● Integration with other curriculum subjects
There are plenty more out there if you want to go for search!
7.13 Learning Activity

64
1. Select one of the apps between Stop Motion Studio, Toontastic 3D or iMovie.
2. Make a small film/animation (minute or so)
3. Upload it here with the camera link.
4. Consider what you have learned in this module.
Write 150-300 words describing it — the possibilities, use in class, difficulties etc.
Sample Questions:
● What is your school doing at the moment?
● Will you be able to implement any of them in the school?
● What are the challenges to implement it?
● How can you overcome them?

65
Reading References and Content
Adesope, O. O., Lavin, T., Thompson, T., & Ungerleider, C. (2011). Pedagogical strategies for
teaching literacy to ESL immigrant students: A meta-analysis. British Journal of
Educational Psychology, 81, 629–653.
An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta (COGG) (2010). Special Education
Needs in Irish Medium Schools: All-Island Research on the Support and Training Needs of
the Sector. An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta: Dublin.
Andrews, S. (2020). The additional supports required by students with special educational needs
in Irish-medium schools. An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta.
https://www.cogg.ie/wp-content/uploads/Additional-supports...-2.pdf by country
Archambault, C., Mercer, S. H., Cheng, M. P., & Saqui, S. (2019). Liire en Français: Cross-
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