Special Education Teacher (SET) Model - Primary Schools

Teachers Resources for Teachers Special Education Teachers Special Education Teacher (SET) Model – Primary Schools

Special Education Teacher (SET) Model – Primary Schools

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SET Model – Primary

What is the SET Model – Primary?

Special education teaching (SET) provides additional support to children who have identified special educational needs.

The SET allocation model means there are guaranteed resources available specifically to provide this support. The support is based on the continuum of support framework.

The continuum of support framework is a step-by-step guide to:
– Identify a young person’s strengths and needs
– Find the right supports for them
– Monitor their development over time

This framework recognises:
– Needs can range from mild to significant, and from temporary to long-term
– Young people may need different levels of support depending on their needs
– Needs may change over time

On this page we link to relevant information for school leaders to assist them with the SET model and continuum of support.

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Set Model – Primary

Circulars

View the Department of Education and Youth circulars relating to the SET Model – Primary.

Circular 0064/2024 – The operation/application and deployment of Special Education Teacher resources.

Circular 0004/2025 – This outlines the special education teacher (SET) allocation for 2025/26 school year

View Circular 0064/2024 View Circular 0004/2025

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SET Model – Primary

Guidelines for Primary Schools

These guidelines can support your school with your special education teaching resources in terms of organising how to use (deploy) them.

In addition, the Guidelines provide information to schools on:

– Principles
– Roles and responsibilities
– How to identify and respond to needs across the continuum of support
– Supporting transitions
– Students support plans
– Templates and further resources on effective practice

View Guidelines for Primary Schools

SET Model – Primary

Resources for School Leaders and Teachers – Indicators of Effective Practice for Primary Schools

The Indicators document provides practical guidance to help schools to improve how they support children with special educational needs in mainstream classes.

It outlines key principles of inclusive education and the process around the continuum of support.

You can use the indicators as part of the School Self Evaluation (SSE) process.

They are a guide for all staff including:
– School leaders
– Special education teachers
– Classroom teachers

Section 3 provides examples of student support files and support plans. These illustrate how you can use the problem-solving process to identify strengths, interests, and needs of young people at different points of the continuum of support.