Student Support File Guides by Condition
What to write in each section of the SSF for specific conditions. Strategies at every Continuum level with example phrasing.
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Autism / ASD
Autism Spectrum Disorder (ASD) is a neurodevelopmental condition affecting social communication, interaction, and behaviour. In Irish schools, students with autism may need support across multiple NEPS need areas, particularly social and emotional development, communication, and sensory processing.
ADHD (Attention Deficit Hyperactivity Disorder)
ADHD is a neurodevelopmental condition characterised by persistent patterns of inattention, hyperactivity, and impulsivity. In Irish schools, students with ADHD often need targeted support in attention and concentration, executive function, and behaviour management within the NEPS Continuum of Support.
Dyslexia
Dyslexia is a specific learning difference that primarily affects reading, spelling, and writing skills. In Irish schools, students with dyslexia typically need targeted literacy intervention within the NEPS Continuum of Support, with strengths often evident in verbal reasoning, problem-solving, and creative thinking.
Speech and Language Disorder
Speech and language disorders encompass a range of difficulties with speech production, understanding language, and using language to communicate. In Irish schools, students may present with expressive language disorder, receptive language disorder, verbal dyspraxia, or a combination. The NEPS guidelines include detailed case study examples for this condition.
Dyspraxia / DCD
Dyspraxia, also known as Developmental Coordination Disorder (DCD), affects motor planning, coordination, and organisation. In Irish schools, students with dyspraxia may struggle with handwriting, PE, self-care tasks, and organising their materials, requiring support across physical/motor, executive function, and self-care need areas.
Down Syndrome
Down syndrome is a genetic condition caused by the presence of an extra chromosome 21. In Irish schools, students with Down syndrome typically require support across multiple NEPS need areas including language and communication, literacy, numeracy, and social skills, with many benefiting from inclusive classroom settings alongside targeted interventions.
Dyscalculia
Dyscalculia is a specific learning difference that affects the ability to understand numbers, learn mathematical facts, and perform calculations. In Irish schools, students with dyscalculia need targeted numeracy intervention that builds from concrete to abstract understanding, often alongside support for maths anxiety.
Sensory Processing Disorder
Sensory Processing Disorder (SPD) affects how the brain processes sensory information from the environment. Students may be over-sensitive (hypersensitive) or under-sensitive (hyposensitive) to sounds, textures, lights, or movement. In Irish schools, this impacts attention, behaviour, and ability to access the curriculum, particularly in busy classroom settings.
Emotional and Behavioural Difficulties (EBD)
Emotional and Behavioural Difficulties (EBD) is a broad term covering a range of social, emotional, and behavioural challenges that significantly impact a student's learning and relationships. In Irish schools, this may include persistent anxiety, oppositional behaviour, emotional dysregulation, or withdrawal, requiring a multi-layered approach within the NEPS Continuum of Support.
Mild Intellectual Disability
A mild intellectual disability (also called mild general learning disability in Irish educational context) involves below-average intellectual functioning with associated limitations in adaptive behaviour. In Irish schools, students with mild ID typically require a modified curriculum with support across literacy, numeracy, language, and daily living skills.
Hearing Impairment
Hearing impairment ranges from mild to profound and can be conductive, sensorineural, or mixed. In Irish schools, students who are deaf or hard of hearing need environmental adaptations, assistive technology, and targeted support for language, literacy, and social interaction. The Visiting Teacher for the Deaf service provides specialist support.
Visual Impairment
Visual impairment includes a spectrum from low vision to blindness, affecting how students access visual information in the classroom. In Irish schools, students with visual impairment may need adapted materials, assistive technology, and environmental modifications, with support from the Visiting Teacher for the Visually Impaired service.
Essential Guides
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