Mr. Mark O'Connor:

Inclusion Ireland welcomes the invitation to speak here today about the current use of reduced timetables in schools. Evidence from our work suggests that the use of reduced timetables is a relatively common but hidden practice that impacts negatively on the education and well-being of children with disabilities and their families. In 2018, Inclusion Ireland published a discussion paper entitled "Shining a light on seclusion and restraint in schools in Ireland". One parent described her child missing a combined 100 school days in the same school year while another parent described waiting in the school car park as the phone would start ringing to collect her child as early as 9.10 a.m.

Some years ago Inclusion Ireland conducted a survey of parents who had a child on a reduced timetable. Almost two thirds of the children were in school for less than three hours per day, with a very worrying 12% only receiving one hour of school per day or less. A significant majority, 59%, of these children were on a reduced timetable for more than 12 weeks and this included some of the children who were in school for less than one hour per day. Several parents disclosed how they were forced to accept their child being put onto a reduced timetable or the school would move to expel the child. Other parents spoke of not agreeing to a reduced timetable and the school calling them as early as 9.10 a.m. at the slightest hint of an incident. When the parent arrived at the school, everything seemed to be fine with the child. Very few of the parents were aware of any assistance they could avail of when their child was placed on a reduced timetable. I refer to a section 29 appeal under the Education Act or the services of an education welfare officer.

Through our casework, parents tell us of the stress, shame and distress the child feels in this situation. We also hear about the great financial burden placed on parents by having to give up work and apply for a social welfare allowance such as carer's allowance.

Schools often cite a lack of resources or a child’s inability to cope with a full school day when suspending a child in this manner. Many teachers, however, have no specialist training nor are they required to have specialist training to teach children with disabilities. There is poor access to therapeutic services, including speech and language therapy. These therapies can assist children to address their sensory and communication needs in a more appropriate manner than through some of the behaviour that may lead to a reduced timetable. Possibly the most critical factor is the failure to commence parts of the Education for Persons with Special Educational Needs Act, or EPSEN Act, that would benefit children with disabilities. It is shameful that parts of the Act have still not been commenced despite being passed by this House 15 years ago.

I have outlined some of the problems and causes and will now recommend a few possible solutions. These hidden suspensions via a reduced timetable must be ceased. All children with a disability or learning need must have access to an appropriately trained teacher. Teachers should have access to more robust undergraduate training in the area of special education needs and those who are working in the area of special education could also avail of significant continuous professional development. The HSE must be funded to recruit additional therapists as a matter of urgency to address the long waiting lists that have been mentioned. Children and schools should be able to access therapy on a universal basis through the new National Council for Special Education school inclusion model being piloted. Following a successful pilot stage, the model should be resourced and rolled out nationally. Schools must be directed to collect data and report on children who are suspended via a reduced timetable. The Oireachtas must review the Education Act 1998 regulations to allow for an independent appeal relating to reduced timetables before the cumulative 20 day period. The Department of Education and Skills must be asked to produce a plan to commence the 15 year old EPSEN Act. This will ensure children with disabilities are appropriately supported in school through assessments, appropriate supports and individual education plans. I thank the committee.