Fiona O'Loughlin (Kildare South, Fianna Fail) | Oireachtas source

The Senator has put his finger on the pulse for all of us in everything that he has said. This is something that I feel very deeply and passionately about. I have personal and professional experience in the area. I have a much-loved brother with Down's syndrome. I was a primary school teacher and will always remember a situation that arose before anyone had heard of July provision, individual education plans or SNAs. There was a little girl with Down's syndrome in second class, along with 35 other students, who had no resources or supports. I honestly believed at that time, and still believe, that I failed that child. I still think about everything that she needed and deserved but did not have. One could well ask why did she arrive in second class without those supports but she had been in a special school up to that point, when her parents decided they would like to place her in a mainstream school because her twin brother was in it. We can all understand that she did not want to feel different from her brother. I remember the bus coming from the special school to bring her back for the Christmas party and she did not want to go. She did not necessarily want to stay but she was completely caught between the two education worlds. It is something that I think about regularly, although it was many years ago. Then I worked with the Special Olympics and athletes with intellectual disability, many of whom had Down's syndrome. That is they type of experience that informs me in respect of special educational needs. I am on the Oireachtas Disability Group, which Senator Dolan chairs well. Anytime we have the opportunity to consider different areas we do so and today we are considering education for those with Down's syndrome, bearing in mind that much of what we are saying is for the benefit of all students with intellectual disability, particularly in regard to the July provision and the IEPs.

While members of the committee have outlined eloquently where we as a society are failing these children, when I look back to when my brother was born and to when I was teaching that child or even ten or 15 years ago, we have come a long way and we have to acknowledge that.

It is about continuing to improve and ensuring all children with Down's syndrome and intellectual disabilities have the chance to shine. It is within all of them to shine. Educators and legislators must ensure everything is in place to ensure that will happen, as well as ensuring teachers will have a positive educational experience in teaching children with Down’s syndrome.

I accept that there is a review under way of the July provision scheme. What is the rationale for not allowing children with Down’s syndrome to avail of the scheme? It makes no sense that, at one point, a decision was made that children with Down’s syndrome would not be able to avail of it.

Every child in the education system should have an individual education plan. What resources are needed to specifically provide for this? I agree that there has to be planning in every school and classroom. To a certain extent, there is also a need for planning for every single child. How else does the teacher relate to a child's progress, or the lack of it, at a teacher-parent meeting? Some plan has to be in place to assess and support a child in his or her progress. I cannot understand why a plan cannot be put in place for children with Down’s syndrome. Like my colleague Deputy Funchion, I cannot understand why the teacher unions would, more or less, not recommend this. I also agree with my colleague Deputy Catherine Martin on the terminology used, that a plan such as this is recommended but not mandatory. I accept that up to 86 circulars were issued last year to teachers. However, we have to close the circle. We need to look at the resources and training teachers need to ensure plans will be put in place.

Mr. Ward outlined some of the courses available. When are teachers able to avail of them? For example, can they avail of them during working hours? If so, are they eligible for the provision of substitute cover? An issue which has been raised at the committee is that while provision is made for training for teachers, no substitute cover is supplied. That is wrong. I accept that it is difficult to find substitutes, but that is another issue. In principle, substitute cover has to be provided for teachers to support them and give them the resources they need. If individual education plans are not put in place, what alternatives do the TUI and the ASTI suggest?

The Minister has replied to several parliamentary questions by stating the EPSEN Act will not be commenced for some time. Has a cost been put on the necessary measures which need to be put in place to implement it? If so, we need to know what they are. We need to engage with the Minister on this issue. As Senator Dolan said, it is 15 years since the Act was passed. It is more than regrettable that it is not in place. It is completely wrong that it is not.

If individual education plans are not put in place, what alternatives do the TUI and the ASTI suggest? Generally speaking, a child with Down’s syndrome or an intellectual disability will not be able to follow the full curriculum in a classroom. Extra thought has to put into the type of curriculum for some – not all -subjects which a child with Down’s syndrome or an intellectual disability would be able to follow. Some planning has to be done to ensure a child with Down’s syndrome or an intellectual disability has the opportunity to fulfil his or her potential.