At St Joseph’s Special School, all teaching and learning is underpinned by a neuro-affirming, inclusive approach in which every child’s unique strengths, needs and identity are recognised, respected and valued.
We are committed to creating a safe, supportive and predictable environment, where regulation and connection come first, in line with NCSE guidance and best practice. All staff are trained in CPI (Crisis Prevention Intervention) and use a calm, child-centered approach. We endeavour to ensure pupils feel secure, understood and supported in their learning.
Communication is a central priority across the school, and all forms of communication are encouraged, honoured and supported, including AAC, LÁMH, visuals, assistive technology and spoken language.
By prioritising belonging, wellbeing and meaningful communication, we aim to enable every pupil to engage in learning, build independence and reach their full potential.
We are committed to creating a safe, supportive and predictable environment, where regulation and connection come first, in line with NCSE guidance and best practice. All staff are trained in CPI (Crisis Prevention Intervention) and use a calm, child-centered approach. We endeavour to ensure pupils feel secure, understood and supported in their learning.
Communication is a central priority across the school, and all forms of communication are encouraged, honoured and supported, including AAC, LÁMH, visuals, assistive technology and spoken language.
By prioritising belonging, wellbeing and meaningful communication, we aim to enable every pupil to engage in learning, build independence and reach their full potential.
Junior School
Aistear, the Early Childhood Curriculum Framework, supports our junior pupils through play-based, child-led learning that builds communication, confidence and independence.
Learning is developmentally appropriate and flexible, with opportunities for children to explore, create, problem-solve and interact with others.
The framework promotes wellbeing, identity and belonging, communication, and exploring and thinking, supporting social skills, emotional regulation and early learning foundations.
Staff follow each child’s interests, strengths and sensory needs, creating structured, engaging play experiences that support language development, motor skills, self-help skills and positive relationships in a safe, nurturing environment.
Learning is developmentally appropriate and flexible, with opportunities for children to explore, create, problem-solve and interact with others.
The framework promotes wellbeing, identity and belonging, communication, and exploring and thinking, supporting social skills, emotional regulation and early learning foundations.
Staff follow each child’s interests, strengths and sensory needs, creating structured, engaging play experiences that support language development, motor skills, self-help skills and positive relationships in a safe, nurturing environment.
The Primary Curriculum at St Joseph’s Special School provides a broad and balanced learning experience that supports communication, academic development, independence and wellbeing.
As the redeveloped Primary Curriculum is introduced, teaching will place greater emphasis on key competencies, inclusion, creativity and real-world learning.
Pupils will learn across key areas including Language, STEM Education, Wellbeing, Arts Education, and Social and Environmental Education, with content adapted to reflect individual strengths and needs.
The updated curriculum supports flexible, meaningful learning that develops language, thinking skills and life skills in relevant and engaging ways.
As the redeveloped Primary Curriculum is introduced, teaching will place greater emphasis on key competencies, inclusion, creativity and real-world learning.
Pupils will learn across key areas including Language, STEM Education, Wellbeing, Arts Education, and Social and Environmental Education, with content adapted to reflect individual strengths and needs.
The updated curriculum supports flexible, meaningful learning that develops language, thinking skills and life skills in relevant and engaging ways.
Senior School
On transitioning to Senior school, pupils engage with the Junior Cycle Level 1 Learning Programme (L1LP), a three-year, highly personalised programme designed for pupils with significant special educational needs. Learning is organised around six Priority Learning Units (PLUs): Communication, Numeracy, Personal Care, Living in a Community, Arts, and Physical Education.
The programme focuses on developing functional skills, independence, social understanding and meaningful participation in everyday life, guided by individualised education planning and pupil-centred approaches. Pupils also have opportunities to engage in short courses, where appropriate.
Progress and achievement are recorded in personal assessment folders, recognising each learner’s effort, growth and personal progress as they work towards greater confidence and independence.
A small number of pupils may also engage with aspects of Junior Cycle Level 2.
The programme focuses on developing functional skills, independence, social understanding and meaningful participation in everyday life, guided by individualised education planning and pupil-centred approaches. Pupils also have opportunities to engage in short courses, where appropriate.
Progress and achievement are recorded in personal assessment folders, recognising each learner’s effort, growth and personal progress as they work towards greater confidence and independence.
A small number of pupils may also engage with aspects of Junior Cycle Level 2.
On completion of the Junior Cycle programme, pupils will engage with the Senior Cycle Level 1 Learning Programme (SCL1LP). This new flexible, two-year programme designed by the NCCA builds on Junior Cycle Level 1.
Elective learning complements the core areas of Communication and Literacy, Numeracy, and Personal Care, supporting a balanced, meaningful and student-centred pathway towards adult life.
Available electives include Physical Education, Visual Art, Drama, Music, Looking After My Environment, and an Area of Special Interest, where students can explore a topic that is personally meaningful to them. Through activities such as movement, art-making, performance, environmental projects and interest-based learning, students build confidence, communication skills, autonomy and a sense of ownership over their learning.
Elective learning complements the core areas of Communication and Literacy, Numeracy, and Personal Care, supporting a balanced, meaningful and student-centred pathway towards adult life.
Available electives include Physical Education, Visual Art, Drama, Music, Looking After My Environment, and an Area of Special Interest, where students can explore a topic that is personally meaningful to them. Through activities such as movement, art-making, performance, environmental projects and interest-based learning, students build confidence, communication skills, autonomy and a sense of ownership over their learning.
