3.2 Educational phases (ages 3 - 19)

For details of 'standard' provision in mainstream schools, see sections:

3.2.1, 3.2.1.1, 3.2.1.2 (pre-compulsory education)
3.2.2, 3.2.2.1, 3.2.2.2 (primary-level education)
3.2.3, 3.2.3.1, 3.2.3.2 (lower secondary education)
3.2.4, 3.2.4.1, 3.2.4.2 (upper secondary education)

of the mainstream Ireland Archive.

3.2.5 Special publicly-funded provision within or outside mainstream education

THAT IS, PROVISION FOR STUDENTS WITH PARTICULAR NEEDS SUCH AS THOSE WITH DISABILITIES, LEARNING DIFFICULTIES, HIGH ABILITY, BEHAVIOURAL DIFFICULTIES, OR THOSE FROM PARTICULAR ETHNIC GROUPS OR TRAVELLER COMMUNITIES

Types of provision
Current government policy is to encourage the maximum possible level of integration of students with special educational needs in mainstream schools and to establish the necessary supports to facilitate this development.²¹

This provision should allow for:

• full-time placement in a mainstream class, in a mainstream primary or post-primary school, with additional support
• part-time or full-time placement in a special class attached to a mainstream school, with a resource teacher
• part-time or full-time placement in a special school
• part-time or full-time placement in a special class attached to a special school;
• full-time placement in a residential special school
• part-time placement in a Child Education and Development Centre (CEDC) (see below) or special school.²¹
  

The SERC Report (1993) (see 1.2.1) defines areas of special educational need under four headings, which embrace a wide range of special educational needs and include:

• learning difficulties and disorders
• physical and sensory disabilities
• mental handicap and emotional and behavioural disorders, and
• other special needs (which include children with educational and social disadvantage, children from the travelling community, and those who are exceptionally able or talented).²¹
  

Present educational provision for students with mild general learning disability
Primary
- integrated in mainstream schools and assisted by a resource teacher or by visiting teacher support
- special classes (usually in/attached to mainstream schools)
- special schools
Post-primary
- integrated in mainstream schools
- integrated in mainstream schools, with resource teacher support
- special classes (usually in/attached to mainstream schools)
- special schools, with senior sections accessing mainstream curricula and/or senior sections not accessing mainstream curricula
Moderate general learning disability
Primary
- integrated in mainstream schools and assisted by a resource teacher or by visiting teacher support
- special classes (either in/attached to mainstream schools or in/attached to special schools)
- special schools
Post-primary
- integrated in mainstream schools, with support
- special classes (either in/attached to mainstream schools or in/attached to special schools)
- special schools - senior sections
Severe and profound general learning disability
- special classes in/attached to special schools
- special classes in special schools
- special classes in Child Education and Development Centres (CEDCs)
- special schools

Source: NCCA (1999a).

Special classes

Special classes attached to mainstream schools are usually classes of students who have been assessed as having mild general learning disabilities and who are grouped together under one class teacher. Special classes are generally mixed-age classes. They are provided at primary and post-primary level.²²

There are also a small number of special classes attached to special schools. Such classes usually comprise a class or unit of students with severe/profound general learning disability attached to a special school for students with a moderate general learning disability.²²

Special classes are organised in a variety of ways. The children sometimes remain in the special class for most of the school day, integrating with the other children in the school for playtimes/breaks and/or for the teaching of subjects such as physical education or art. In other cases, the children are integrated for most of the day and return to the special class for support teaching. The special class teacher liaises with the teachers of the classes into which the children are integrated.²²

Special schools

Special schools are organised in a different way from mainstream schools. Almost all cater for students aged 4+ to 18, and only the larger schools can organise classes according to the age of the student only. Classes in most special schools cater for a considerably wider range of students than that which is found in many mainstream schools. In addition, student populations in special schools are not homogeneous, and there can be a wide spread in levels of functioning and potential, including multiple disabilities, in any given class.²¹

At present there is little regular and sustained contact between mainstream and special schools in the sharing of resources and expertise. However, informal links have been established between some mainstream and special schools, whereby students can attend both schools on a part-time basis, or where joint projects and activities are organised.²¹

Although special schools frequently accommodate students of post-primary age (12+), preparing them for transition to the world of work through a variety of vocational training programmes, they are officially designated as primary schools. In some instances, students participate in the national post-primary curriculum (see sections 5.3 and 5.4 of the mainstream Ireland Archive) and sit for national examinations at and above Junior Certificate level (see sections 6.3 and 6.4 of the mainstream Ireland Archive).²¹

There is a wide range of special schools catering for various types and levels of disability, including sensory impairment and physical disability. Special schools include, for example, schools for children with mild general learning disability (see table above); schools for children with moderate general learning disability (see table above); schools for students with physical disability; schools for children with profound hearing impairment; schools for students with emotional disturbance; schools for children with multiple disabilities; special schools for young offenders; and some special schools for Traveller children, although the integration of Traveller children into mainstream schools is strongly recommended (see below).⁵

Special schools and special classes for children with mild general learning disability and moderate general learning disability (see section 2.1.4 for the definitions of mild and moderate general learning disability in Ireland), generally operate on a five-day basis (Monday to Friday) and, in a small number of cases, provide residential accommodation during the school week, in addition. Such accommodation is usually provided either in a traditional boarding school setting, or in normal house-type accommodation with house-parents.⁵

Where special classes exist in mainstream primary and post-primary schools, attempts are made to integrate children with special needs catered for in special classes with as many of the school activities as possible.⁵

Children with autistic spectrum disorders
Prior to the introduction of the 1998 Education Act¹ , children with autistic spectrum disorders were generally placed in special schools or special classes for children with emotional disturbance or mild general learning disability. There was no formal recognition of the distinct educational needs of children with autistic spectrum disorders. Under the new arrangements introduced under the Education Act, the distinct needs of all children with autistic spectrum disorders are being recognised and special separate educational provision has been introduced (on the basis of groups of six children per teacher with the additional support of a childcare assistant).¹³

Pre-school provision
The State currently makes extensive provision for children with special needs in the school system, including in infant classes in primary schools (for children aged around 4 to 6 years; compulsory education begins at 6 years of age). Since November 1998, every child with an identified special need has had an automatic entitlement to special provision, from a range of supports, including resource teachers, special needs assistants, special classes, visiting teachers and enhanced additional supports, such as special school transport, equipment and assistive technology. A significant feature of the expanded provision of special education services is that it is largely happening within mainstream schools on an integrated basis. Many individual children with special educational needs (SEN) are being supported in their mainstream classes with the assistance of resource teachers. This support is becoming increasingly available to 4- to 6-year-olds.⁸

In addition, a range of special schools caters for some children with special needs; these schools generally enrol children from 4 years of age. This option, in particular, is the one preferred for children with autistic spectrum disorders and those with specific speech and language disorders. In the case of one special school for children with physical disabilities - the Central Remedial Clinic School - a class for 3-year olds has been established. These children are included on the roll of the school and are taught by a member of the teaching staff of the school.⁸

Three new pre-school special classes have been established on a pilot basis for young children diagnosed with autistic spectrum disorders. All three classes - two in Dublin and one in Cork - have favourable staffing levels and are supported by multidisciplinary teams as required.⁸

The current White Paper on Early Childhood Education (available online at http://www.irlgov.ie/educ/Ready%to20to%Learn/) recommends that, where necessary, further classes for young children with disabilities between the ages of 3 and 4 years should be established. Such classes may be established for children with autistic spectrum disorders, and for children with particularly severe difficulties in language development arising from a delay or disorder, or from a hearing impairment.⁸ It should be noted, however, that the White Paper on Early Childhood Education ("Ready to Learn") remains a consultative document.

Visiting Teacher Service
The Department of Education and Science (DES) Visiting Teacher Service provides a service to young children with visual and/or hearing impairment, from the age of 2 years. Teachers with specialist qualifications visit and teach young children in their homes. They also demonstrate model teaching approaches for the benefit of parents, and advise parents on appropriate management of their child's special needs.⁸

In addition, the home tuition scheme provides education in the home for students whose medical condition or disability prevents them attending school regularly. A maximum of five hours per week is allowed for home tuition.⁸ See section 3.1 in addition.

Child Education and Development Centres (CEDCs)
Local health boards and/or voluntary bodies also provide services for many young children who have been assessed as having severe or profound disabilities. These pre-school services, which include varying amounts of education provision, are available for children who have been assessed by early intervention teams, and usually have a general learning disability. However, they also cater for children with multiple disabilities and children within the autistic spectrum. The services are provided in Child Education and Development Centres (CEDCs) and are generally run by a Clinical Director and staffed by nurses with a general learning disability qualification, with teaching inputs supplied typically by trained teachers. Play therapists are also employed in some of these centres.⁸

Primary-level education
The primary education sector (children aged 4+ to 12) comprises primary schools, special schools and non-aided private primary schools. It serves almost 500,000 children. There are just over 3,200 primary schools (including all-Irish schools, multi-denominational schools and schools established to cater for particular communities), and almost 200 special schools aided by the Department of Education and Science (DES).¹⁶ See section 2.1.4 for further information.

Traveller children
Pre-school provision
The Department of Education and Science (DES) provides funding for just over 50 pre-schools for Traveller children. Around one quarter of these are located in official halting sites for traveller families; the remainder are either located on primary school campuses or in local community centres and halls. Currently around 600 children attend such pre-schools.⁵

The schools are run by local voluntary bodies and aim to prepare children for primary schooling by giving them social training and teaching basic literacy and numeracy skills. They are staffed jointly by teachers and childcare workers.⁵

Traveller training centres

Traveller training centres offer a programme for travellers over 15 years of age with no or minimal qualifications. This programme is designed to provide the skills needed for further learning or employment. Students often aim for basic certification provided by the National Council for Vocational Awards (NCVA) (see section 6.4.1 of the mainstream Ireland Archive and section 6.5.1 below); they can also study for a Junior Certificate (see section 6.3.1 of the mainstream Ireland Archive) or a Leaving Certificate (section 6.4.1 of the mainstream Ireland Archive). Traveller training centres are run by local management committees.⁶

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. Further information is available at http://www.irlgov.ie/educ/press/press220202.htm

The Transition Year
See section 3.2.4 of the mainstream Ireland Archive in addition.

The Transition Year is a one-year optional programme that can be taken after the Junior Certificate examination (students aged 15+). This programme, offered by many mainstream schools, is designed at school level within a framework of national guidelines. These guidelines specify that each Transition Year programme should offer students a broad variety of learning experiences inside and outside the classroom. The programme should encourage activity-based, self-directed learning and provide students with an input in the assessment procedure. An element of work experience is usually included. Given the emphasis in the Transition Year on a wide range of learning and on the development of personal and social skills, the programme has considerable potential for students with special educational needs.²¹

3.2.5.1 Criteria for access to provision

See sections 3.2.1.1, 3.2.2.1, 3.2.3.1, and 3.2.4.1 of the mainstream Ireland Archive in addition.

Special schools and special classes provide an educational service for children between the ages of 4+ and 18 years. Entry to special schools and classes is usually approved after a full psychological assessment has been made, consideration given to the adequacy of the child's present learning situation, and with parental consent.⁵

A new national agency, recently set up by the Government, will have considerable input to this process. The National Educational Psychological Service, NEPS, an executive agency of the Department of Education and Science (DES), is being developed over a five-year period (from 2000). The service will eventually have a staff of 200 psychologists, and its objective will be to provide educational psychology centres supported by the DES. In time, the NEPS will become an independent statutory agency under the terms of the Education Act 1998. A comprehensive system will be established for identifying and assisting all students with learning difficulties. In relation to students with special needs, the principal role of the psychologist will be to consult with teachers and parents, to identify the special needs of the student, and to make recommendations for appropriate provision. The NEPS will also have a role at national level in the development of policy relating to students with special needs.²¹

3.2.5.2 Length of school year (in days) and day (in hours)

See sections 3.2.1.2, 3.2.2.2, 3.2.3.2, and 3.2.4.2 of the mainstream Ireland Archive in addition.

Special schools or special classes for students with mild general learning disability and moderate general learning disability (for definitions of mild and moderate general learning disability in Ireland, (see section 2.1.4), generally operate on a five-day (Monday to Friday) basis. In a small number of cases, residential accommodation is also provided (for the five days of the school week). Such accommodation may be provided either in a traditional boarding school setting or in normal house-type accommodation with house-parents.⁵

With regard to provision for students with severe and profound general learning disability, as the emphasis is on continuous education for such students, insofar as is practical, many of these students carry on their education over the summer months. That is to say, there is no long summer holiday for many such students.²²

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