Special schools were set up in most areas of the country during the 1950s and 1960s. In some instances, where the establishment of a special school was not feasible, special classes for students with mild general learning disabilities were attached to mainstream primary schools. A small number of these classes accommodated students with moderate general learning disabilities. By the late 1960s, separate special schools and special classes were being provided for students with mild, moderate, and severe and profound general learning disability.21
Since 1986, specific educational provision has been made for students with severe and profound general learning disability. Special classes for these students have been established in schools for students with moderate general learning disabilities or through the assignment of teachers to Child Education and Development Centres (CEDCs) (see section 3.2.5 for further information).21
The SERC Report
In 1991, the Minister for Education appointed a committee to review services and make recommendations for the future development of services in special education. The 'Report of the Special Education Review Committee' (commonly known as the SERC Report) was published in October 1993. This report provided a comprehensive study of the reality of special educational needs education from initial assessment through pre-school, primary (first-level) and second-level (secondary) education.5
The Report of the Special Education Review Committee (SERC Report) was of great importance in the development of special education in Ireland. The range of difficulties and disabilities it included within the term special educational needs (SEN) was extremely wide. It defined students with special educational needs as including all those whose disabilities and/or circumstances prevent or hinder them from benefiting adequately from the education which is normally provided for students of the same age, or for whom the education which can generally be provided in the mainstream classroom is not sufficiently challenging. (Report of the Special Education Review Committee, Stationery Office, Dublin, October 1993, SERC Report.)
The Review Committee summed up its position regarding the integration of students with disabilities and special needs in the mainstream school system by stating that it favoured "as much integration as is appropriate and feasible with as little segregation as necessary".21
It recommended the establishment of a continuum of educational provision to meet a continuum of special educational needs. This provision should allow for:
- full-time placement in a mainstream class with additional support
- part-time or full-time placement in a special class or school
- full-time placement in a residential special school
- part-time placement in a Child Education and Development Centre (CEDC) (see 3.2.5) or special school.21
The findings and recommendations of the SERC Report have had a major influence on policy development in special education in the Republic of Ireland. In the White Paper on Education, Charting our Education Future (1995)17, the Government stated that: all students, regardless of their personal circumstances, have a right of access to and participation in the education system, according to their potential and ability, and affirmed that its objective would be: to ensure a continuum of provision for special educational needs, ranging from occasional help within the ordinary school to full-time education in a special school or unit, with students being enabled to move as necessary and practicable from one type of provision to another. Educational provision will be flexible to allow for students with different needs, at various stages in their progress through the education system.17
The right of students with special educational needs to the same opportunities and right of access to education as all other students is now enshrined in the Education Act 1998.21
Education Act 1998
Under the Education Act 19981 , the provisions of which are gradually being brought into effect by ministerial order, there is a statutory duty on the Minister for Education and Science to ensure that: there is made available to each person, including each person with a disability or other special needs, support services and a level and quality of education appropriate to meeting the needs and abilities of that person.11
Under the Act12 , schools are obliged to identify and provide for the educational needs of all students, including those with a disability or other special needs, and it is a function of each school to promote equality of opportunity for both male and female students.11
Specifically, the Education Act 1998: 1
- contains a comprehensive and inclusive definition of disability and special educational needs (SEN) (see below);
- provides that one of the objectives of the Act should be to give practical effect to the constitutional rights of children, including children with a disability or other SEN;
- requires the Minister, wherever practicable, to consult with persons representing people with disabilities and other SEN;
- provides that each school will have to ensure that the educational needs of all students, including those with a disability or other SEN, are identified and provided for;
- provides that each school's board of management must publish the policy of the school concerning admission to, and participation in, the school by students with disabilities or other SEN;
- provides that the Inspectorate must include persons with expertise in the education of students with SEN;
- provides that members of the Inspectorate will assess the implementation and effectiveness of any programmes of education which have been devised in respect of students with a disability or other SEN;
- provides that members of the Inspectorate will advise schools on policies and strategies for the education of children with SEN; and, finally
- provides for the Minister to make regulations regarding access to schools and centres for education by students with a disability or other SEN, including matters relating to reasonable accommodation and technical aid and equipment for such students.12
The Education Act 1998 defines special educational needs as: the educational needs of students who have a disability and the educational needs of exceptionally able students.1
The Act further defines 'disability' as:
- the total or partial loss of a person's bodily or mental functions, including the loss of a part of the person's body; or
- the presence in the body of organisms causing, or likely to cause, chronic disease or illness; or
- the malfunction, malformation or disfigurement of a part of a person's body; or
- a condition or malfunction which results in a person learning differently from a person without the condition or malfunction; or
- a condition, illness or disease which affect a person's thought processes, perception of reality, emotions or judgement or which results in disturbed behaviour.1
The guiding principles - 2000
In early 2000, the Minister for Education and Science published a list of seven guiding principles concerning rights and responsibilities within special education. It was intended that these guiding principles should provide the basis for a national support service for special education, which began to take shape in 2000. The seven guiding principles are:
- Entitlement: All children with identified SEN should have entitlement to quality educational services appropriate to their needs and abilities.
- Early identification of needs: Assessment leading to the identification of SEN should be comprehensive and should take place at as early a stage as possible in the child's life (see the reference to the White Paper on Early Childhood Education below).
- Promoting inclusion: Special education services should promote the inclusion of all children with SEN, regardless of disability. The aim of special education provision should be for children/young people with disabilities to share, with their peers, as complete an educational experience as possible.
- Review progress: The progress of those with identified SEN should be tracked and reviewed at regular specified intervals and at key junctures in the educational process.
- Continually update policy: Policy and practice in the area of special education should be based on consideration of the most up-to-date relevant research and on evidence of best practice both at home and abroad.
- Integrated services: As most disabilities encompass a continuum of needs, there should be a continuum of special educational provision in relation to each type of disability.
- Right of appeal: An appeals system should be established to deal with situations where differences of opinion arise in matters of identification and provision between professionals and children/young people and their parents/guardians.7
The Education for Persons with Disabilities Bill 2003
In July 2003, the Irish Government published the "Education for Persons with Disabilities Bill". 30 The purpose of this Bill is to make detailed provision through which the education of children with educational disabilities can be guaranteed as a right enforceable by law. The key aims are to provide the structures to ensure that the education system meets the needs of children with disabilities, allowing them to leave school with the skills necessary to lead independent and fulfilled lives. The main provisions of the Bill are as follows:
- Parents are to have a central role in all important decisions concerning the education of their children.
- Integrated, inclusive education is to be the general approach to the education of children with special needs.
- Assessment of a child is to be provided up to the age of 18; assessments are to take a whole-child, holistic approach.
- A child with an assessed educational disability is to have a detailed and goals driven individual education plan, which is to be regularly reviewed.
- Health boards, in the case of pre-school children, and the National Council for Special Education (see below), in the case of school-age children is to have a legal duty to provide the services identified in an assessment or education plan, as necessary, for them to access and benefit from education.
- The National Council for Special Education (see below) is to be established as the agency with primary responsibility to implement the legislation. It will have the power to designate a school or centre for education which a child with SEN is to attend.
- An accessible and efficient appeals system is to be established.
- The appeals process will not restrict any right a parent has to seek redress in the courts.
- It will be the statutory duty of the relevant ministers to make resources available to schools for the provision of adequate and appropriate education to children with SEN.
- A coordinated and consistent approach is to be taken regarding the policies and operations of the different agencies delivering education related services.32
National Educational Psychological Service (NEPS)
In addition, the National Educational Psychological Service (NEPS) Agency was established in 1999 as an executive agency of the Department of Education and Science (DES). NEPS is still in its formative stages, but it is intended that, once fully set up, it will have a staff of 200 psychologists based in educational psychology centres supported by the DES. Its objective is to play a major role in the development of a comprehensive system of identifying and assisting all students with learning difficulties and disabilties. In relation to students with special educational needs, the principal role of NEPS psychologists is to consult with teachers and parents, to identify the special needs of the student, and to make recommendations for appropriate educational provision, including additional teaching and special needs assistant (SNA) support, curricular provision, teaching approaches and techniques, and learning materials and equipment. The NEPS also has a role at national level in the development of policy relating to students with special needs. 21 NEPS expresses its mission as being to: support the personal, social and educational development of all children through the application of psychological theory and practice in education, having particular regard for children with special educational needs.
National Council for Special Education (NSCE)
In early 2005, the National Council for Special Educational (NSCE) began to take over some key functions from the Department of Education and Science in relation to special educational needs provision. The Council is responsible for:
-
carrying out research and providing expert advice to the Minister on the educational needs of children with disabilities and the provision of related services,
-
providing a range of services at local and national level to ensure that the educational needs of children with disabilities are identified and provided for,
-
co-ordinating with health boards, schools, and other relevant bodies, the provision of education and related support services to children with disabilities.
The Council acts under the broad policy remit of the Minister of Education and Science, but has the resources and remit to play the leading role in the delivery of education services to children with disabilities. 34
Early childhood education
The rationale behind early childhood education for children with SEN (as stated in the White Paper on Early Childhood Education, which remains a consultative document only) is that:
- A child's early learning provides the foundation for later learning. Consequently, the sooner intervention is begun, the greater the opportunity and likelihood for the child to go on to learn more complex skills and have development enhanced.
- There is the possibility that, with quality early childhood educational interventions, the difficulties a child with a disability such as autistic spectrum disorders, cerebral palsy, hearing impairment, or Down's Syndrome may experience, will be reduced and additional problems will be prevented.
- Early intervention can support families in adjusting to having a child with special needs. Moreover, if parents have the assistance of an early childhood teacher, who is trained and experienced in special needs education, they may be assisted to acquire the skills they need to help their child to develop to his/her full potential.22
These arguments are persuasive for all young children with special needs. However, they are particularly strong in the case of children with severe disabilities in whom the development of language, communication and social skills are affected as a result of their disabilities. Children who can benefit from early childhood special education and other forms of early intervention include children with:
- intellectual impairment and general learning disabilities or difficulties, including children who are diagnosed as such from birth or soon after birth; children with multiple disabilities and children with certain syndromes, including Down's Syndrome, form part of this group
- severe physical disabilities, including those with spina bifida and/or hydrocephalus, cerebral palsy and muscular dystrophy
- sensory disabilities, particularly those with severe visual impairment and those with profound or severe hearing impairment
- emotional and/or behavioural disorder
- delayed or disordered speech or language development, or
- autistic spectrum disorders.8
Primary-level education
In accordance with the Primary School Curriculum (1999): all children have a right of access to the highest quality education appropriate to their needs. This includes children whose disabilities or circumstances inhibit their effective participation in the education that is normally provided for children of their age, or for whom provision of education in mainstream classes may not be sufficiently challenging.3
Effective education for children with special needs involves a balanced provision of education and care, the nature of which can vary as a child develops and progresses. It is essential, therefore, that it is flexible enough to accommodate both ease of movement between special and mainstream education and the transition from primary to post-primary level.3
Secondary-level education
The Department of Education and Science (DES) has provided the following rationale for educating students at post-primary (secondary) level (students usually aged 12+): Educational objectives at secondary level promote the right of each student to full and equal access, and participation in and benefit from educational provision, in accordance with his/her ability. Whatever their socio-economic background, gender or special educational or curriculum needs, individual students are encouraged to reach their full potential as they advance through the education system. The education of each student is valued equally, despite a wide range of differences in background, abilities or early experiences and achievements.18
Aims of education for students with special educational needs
The broad aims of education for students with special educational needs include:
- enabling the student to live a full life and to realise his or her potential as a unique individual through access to an appropriate broad and balanced curriculum; and
- enabling the student to function as independently as possible in society through the provision of such educational supports as are necessary to realise that potential.21
1.2.2 Special programmes
350 new jobs created in special education
A new system for the allocation of special needs resource teachers is being developed in Ireland, which involves the creation of 350 new special education posts in schools. Resource teachers assist children with learning difficulties who are integrated in ordinary classes in mainstream schools. Schools will now be given a general weighted allocation of resource teachers on the basis of their student numbers. This weighted allocation is designed to cater for children requiring learning support and those in the less acute disability categories. Schools will also be given specific teacher allocations for children with more acute disabilities.35
Guidelines on Traveller education
New guidelines have recently been produced on the education of Traveller children in Ireland's primary and secondary schools. The guidelines aim to tackle educational disadvantage within the Traveller community and ensure that Travellers participate in, and benefit fully from, education. Full integration of traveller children into mainstream schools is encouraged alongside the development of effective education programmes. The initiative takes forward a programme of government support for Travellers which has already included measures such as additional funding and teaching staff for schools enrolling children from the Traveller community.
A nationwide pre-school service for children with autism is currently being developed in Ireland. Further information will be posted to this website shortly.
See section 1.2.2 of the mainstream Ireland Archive in addition.