Communications Resource Centre
|Staff:||Mrs L. Hughes (HOD)|
|Miss H Rose|
|Mrs P. Arbuthnot|
|Assistants:||Mrs L. Herron|
|Mr N. Rooney|
|Miss A. Marshall|
|Mrs E. Kirkwood|
|Miss L. Muhamdi|
|Miss S. Dowery|
|Mrs A. Matthews|
|Mrs E. McMullan|
|Mrs P. McCollugh|
What is it?
The centre was set up in September 2003 to support pupils with speech, language and communication difficulties.
These pupils may have an ASD (an Autistic Spectrum Disorder), they may have a diagnosis of Asperger’s Syndrome or Autism, and they may also have Dyslexia or ADHD.
How is a pupil included in the Centre?
Inclusion is decided by the SEELB after consultation with parents, psychologists and Primary School teachers.
How does it work?
Four classrooms have been set up as Home Rooms, providing a base for the pupils. They meet in the Home Room for Registration, Break and Lunch times and for small group teaching. An important feature of the Homeroom is a Quiet Corner where pupils can have space to calm down in stressful situations or have discussions about any problems they may encounter.
Each Homeroom has a Specialist Teacher assigned to it and each Year group has a Classroom Assistant assigned to it.
A Home/School book is given to each pupil and provides an opportunity for close communication between the Teacher and the parents.
What about integration?
One of the main aims of the Centre is to integrate the pupils to the greatest level which they can manage. This varies from pupil to pupil. There are a number of levels of integration:
Whole group integration into another class, with support from the Specialist Teacher and Classroom Assistant
Whole group integration into another class with support from the Classroom Assistant
Individual integration into another class, with support from the Classroom Assistant
Individual integration into another class without support
Pupils in the Centre have access to support from the ASD Advisory Service in SEELB and also from other agencies. In the senior school, pupils are encouraged to sit GCSE examinations where possible and are given support to enable them to achieve their full potential.