Deirdre Clune (Fine Gael) | Oireachtas source

I am glad to have the opportunity to contribute to the debate. Senator Norris and others referred to children with Down’s syndrome. I am glad the Minister is to meet representatives of the Down's syndrome group. I understand, although I am open to correction, that children with Down's syndrome do have access to resources, but not dedicated resources, under the general allocation to schools. They would certainly have specific hours allocated to them if Down's syndrome were considered a low-incidence disability. That is the issue for the parents in question. I support them in their negotiations with the Minister on the issue. Under the programme for Government, it was agreed that a plan would be published for the implementation of the Education for Persons with Special Educational Needs Act 2004 to prioritise access for children with special needs to an individual education plan. The NCSE report has been published. The Minister is asking his Department to consult other Departments, including the Department of Children and Youth Affairs, the Department of Social Protection and the Department of Health, and the Health Service Executive on their responsibilities in regard to the report and the education of children with special educational needs. It is a question of establishing a working group to develop a proposal for new tailor-made allocations. That is very wise and pragmatic.

I acknowledge that €1.3 billion was spent in 2011. Given that €35 billion was the tax intake in that year, the expenditure was quite considerable. Nevertheless, we have come from a low base in this area.

The findings of the report make for much discussion. It struck me that the majority of parents were satisfied with the supports they are receiving. The time taken to have an assessment was criticised. From dealing with parents who have been trying to obtain an assessment for their children, I realise this. The report refers to the assessment procedure and states that if a parent or the child's school can afford to pay for an assessment, it can ensure supports will be obtained immediately. The imbalance needs to be addressed.

It is important to acknowledge that the needs of the child change as the child develops from preschool right through to adolescence. It is important that there be monitoring. The report advocates the measuring of outputs rather than inputs. The outputs are important for the individual. It is important to have a database to establish outputs. Continuing professional development of teachers so as to keep them informed and trained is necessary. We could discuss the role of the special needs assistants as a separate issue. The report highlights blockages in terms of having an input to the education of the child. Therefore, while the role of the special needs assistant has probably evolved over the years, it certainly needs to be defined.

I would like to bring a couple of specific issues to the attention of the Minister. ASD units and the provision of places for children on the autistic spectrum have come to my attention recently. There has been growth in the provision of places for children in primary schools. Preschools have supported that as children move to primary school. We are now finding there are not sufficient places at second level. Children cannot move on from primary school and places are not available for those who hoped to move from preschool to primary school. A difficulty is manifesting.

I wrote to the Minister. He highlighted the fact that it is a matter for the National Council for Special Education. I wrote to it directly and I look forward to a response. It will be a constant issue as there is growth in the population and an emphasis on ensuring children with special educational needs can be incorporated into mainstream schooling.

The motion states it is essential that children with disabilities have access to mainstream education. I am sure those who tabled the motion understand that special schools are important. There are children who have better educational attainment from attending a special school. Mainstream schools with supports do not suit all children. I spoke to some parents recently whose children are in special schools. As difficult as it was for them to move their children from mainstream schools, it has been the making of them and has made for a happier family unit. Special schools have a very important role to play.