Ms Breda Corr:

In response to Deputy Catherine Martin's questions on special educational needs and I welcome the fact that all the Deputies who spoke raised their concerns about this. The problem for special education lies in the post-primary sector. It is not the fault of the schools because many primary schools set up special classes but when the children move on there is nowhere for them to go. I know two schools on one campus where in one there is much more openness to children with special educational needs. They are not members of our association but I am very familiar with them. The attitude of the other school, however, is not as good, for example, it does not provide leaving certificate applied classes, etc. That is a small point but it annoys me. I was involved with both schools. I agree with the need for the NCSE to have power to compel schools but where the special school or class has had the children and found it was not the right place for them forcing the children back into the school may not be the best thing for them.

Mr. O'Mahony spoke about the points system and Deputy Catherine Martin alluded to the list published last week. That can sometimes drive the school not to take these children. In the two situations I mentioned, it is a matter of the attitude of the boards and the staff.

Deputy Nolan referred to the teachers feeling ill-equipped. That is addressed fairly well in primary schools where in the colleges there is a special education placement.

Rather it is beginning to be addressed. There is also a special education module. That is welcome. There is a longitudinal research study from NCSE that will trace the student teachers who graduated this year. The results of that study will be interesting.

There is a need for more resources to be invested in order to address the issue of teachers feeling they are ill-equipped for it and making the presumption that those in other schools are better equipped. There is an attitude to the effect that "The special school down the road would really be a better place for your child because they are all very well trained." I am representing special schools and special classes at this meeting. Not all teachers in special schools have the additional training either. It is not an easy option. Additional resources need to be put into place for training of all staff, from SNAs, teachers and bus escorts - some committee members are probably wondering what is a bus escort but others know what it is - to everyone in the school so that the child coming to school gets the best and the school day goes well for him or her. More needs to be done to encourage schools to take children with special education needs rather than simply compelling them to do so. Resources must be put into the system in order to make teachers and staff feel comfortable and boards of management need to be support them in the context of taking in students. There is no point in forcing a school to take in a child and then discovering that it is not the best place for him or her. Does that address the question?