Mr. Alan McGrath:

On the further education and training system, we can talk about the specific individual supports we are providing, which are required, but at a systems level, we are looking at how to make the system accessible, by removing hurdles at source, if you will. You can, for example, integrate literacy and numeracy supports into the provision and make sure the programme is accessible to a person who has additional requirements in literacy or numeracy. You can develop and make available assistive technology supports, which are available to every learner but within that, you are supporting the person who has additional requirements.

One of the areas we are working on is a consistent learner support services framework. That is about when a learner speaks to whosoever he or she needs to about the supports he or she requires directly or indirectly from someone outside the system, and how do we apply consistency across the education and training system. There is a lot of work ongoing. That is then married with individualised and more intensive supports, where required, such as were mentioned by the representatives from higher education. Hubs are being developed in further education and training. There are sensory gardens and spaces for people, as well as supports. There is a pilot initiative in one of the education and training boards about supporting parents and carers of learners with autism. There is a wraparound piece and an intensive, individual piece. However, at a system level, we are working to make the system much more accessible for people with diverse learning needs and that is an important piece of this.