The three step model has been developed by the NEPS to help determine when a child might be considered to have special educational needs and therefore to have extra educational resources available to him. There are three stages which each child will go through.
A teacher or parent may express concern about a child. If these are shared, then an Individual Pupil Learning Plan/ Individual Education Plan (IPLP/IEP) will be drawn up showing what will be done by teacher, parents and child to try to resolve the problem.
This plan will be reviewed on a regular basis for at least two terms. If there is still a problem at this stage, then the classroom teacher will consult with the learning support teacher and/or the resource teacher and a decision will be made as to whether or not the child should be moved to Step 2.
With the help of the support teachers a new plan is drawn up for the child within the normal classroom. There may be some additional support given and informal consultation on how best to support the child within the classroom may be given by the educational psychologist. After a minimum of one term the education plan is reviewed and modified if necessary. If there is still concern then with parents’ consent, the child will be moved to step 3 which will involve the educational psychologist formally.
A formal request goes from school to the educational psychologist and there is a consultation period when information is gathered from parents, teachers, other involved individuals. Results
are collated of other standardised tests is collated. A detailed Individual Education Plan is drawn up by the school in consultation with all adults involved. The psychologists’ recommendations will be used to determine what extra support is granted and to plan the individual teaching intervention. The IEP should be reviewed regularly.