Colette Kelleher (Independent) | Oireachtas source

I hope this visit will be less controversial than my previous one. I promise to behave. I commend the committee on highlighting and examining this issue. It has been hidden in plain sight. This is a really important examination, as are the testimonies of those experiencing disadvantage, including Travellers, and those with autism. I refer to the impact of the reduced timetables. There are good ways of employing a reduced timetable but there are also significantly challenging ways. I agree absolutely with Deputy Thomas Byrne that all children have a right to education. We must keep that front and centre. As a guest, I hope that the committee bears this in mind. It is not a question of if but of how. It is important that the committee examine this. My first job, as a very wet-behind-the-ears community worker in Finglas, was with a youth encounter project. It was all about children at risk of getting into all sorts of trouble. St. Paul's is still going strong and it does incredible work. There are examples such as those in New Brunswick but we have very good examples on our doorstep of how we can connect with children who might otherwise be at risk.

I attended an event about Oberstown. It was very stark. More than half of the young people there were out of school, for one reason or another, be it because of reduced timetables or because they were excluded. The costs to their lives and society are considerable when we do not address this issue.

Deputy Thomas Byrne and I worked hard on giving the NCSE additional powers with regard to autism classes. I refer to admission to schools. Does the council need more powers to tackle this issue? Does it need more resources? The council should let us know because we are legislators. We would be willing to give more powers, if needed. There is consensus that the practice should be exceptional, considering it is necessary for every child to have an education.

Ms Hanahoe works in Killinarden. I am sure my colleague, Senator Ruane, had a role in her being here today. In an ideal world, what resources would Ms Hanahoe have? If she could have anything, what resources would she need to educate all the pupils on her role as desired, bearing in mind all the pupils' circumstances, strong examples of which were given? Where does responsibility lie for the data deficit? Is it with the Department, the schools or Tusla? What is the prevalence of the practice? Is it getting worse or better? Are there clear data on who in particular is affected by the practice? I would like to hear answers to those questions.