Learning Support
At Scoil Mhuire, we believe that every student’s journey is unique. Our Learning Support Department is dedicated to ensuring that all students—regardless of their learning profile—have the tools, confidence, and environment they need to reach their full potential.
We move away from a “one size fits all” model, focusing instead on inclusive education that meets students where they are.
Our Learning Support Department
The Learning Support Department is led by our Special Educational Needs Coordinator, Ms. Grady. Ms. Grady works closely with students, parents, and subject teachers to design tailored support plans. Her door is always open to discuss how we can best support your child’s academic and personal growth.
We provide a tiered system of support aligned with the Department of Education’s Continuum of Support framework:
Support for All
Whole-class strategies and inclusive teaching methods used by all subject teachers.
Support for Some
Small group interventions for students who need extra help with literacy, numeracy, or social skills.
Support for a Few
Individualised Education Plans (IEPs) and one-to-one intensive support for students with more complex needs.
Key Services & Programs
| Feature | Description |
| Literacy & Numeracy | Targeted workshops to boost core skills and academic confidence. |
| D.A.R.E. Advice | Guidance on the Disability Access Route to Education for senior cycle students. |
| R.A.C.E. Planning | Coordination of Reasonable Accommodations at Certificate Examinations (e.g., readers, scribes, or separate centres). |
| Assistive Technology | Training and support for students using laptops, C-Pens, or specialized software. |
| Wellbeing Hub | A quiet space for students who may experience sensory overload or need a mental break. |
L1LP & L2LP
We offer both the Level 1 Learning Programme (L1LP) and the Level 2 Learning Programme (L2LP) at Junior Cycle and Senior Cycle. These programmes are designed to support students with a range of learning needs, providing meaningful, engaging and student-centred learning experiences that help every student achieve their full potential.
The L1LP and L2LP focus on developing key life skills, communication, personal care, social interaction, numeracy, literacy and preparation for life beyond school. Learning is tailored to each student’s individual strengths, interests and abilities, ensuring that all students can experience success and progress in a supportive environment.
Junior Cycle
At Junior Cycle, students work towards Priority Learning Units (PLUs) and Level 2 Learning Programmes that promote independence, confidence and active participation in school and community life. Students are encouraged to develop practical skills through hands-on learning experiences, teamwork and real-life applications.
Senior Cycle
At Senior Cycle, students continue to build on these important skills through personalised learning pathways that support personal development, vocational preparation and independent living. Our programmes aim to equip students with the confidence and skills needed for further education, training, employment and community involvement.
Information for Parents
Communication is the heartbeat of effective learning support. If your child is transitioning from primary school or has a recent assessment, please ensure that all relevant documentation is shared with Ms. Grady as early as possible.
Frequently Asked Questions
Does my child need a formal diagnosis to receive help?
Not necessarily. While a diagnosis helps us access certain resources, we provide support based on identified learning needs and teacher observations through our school-based screening.
Will my child miss their favourite subjects for support classes?
We work hard to schedule support sessions during non-core subjects or through “team-teaching,” where a support teacher joins the regular classroom to assist.
How is progress monitored?
Ms. Grady and the team review student progress termly through standardized testing, teacher feedback, and consultations with the students themselves.
