Mr. John Kearney:

I thank the committee for the kind invitation to be here today representing the National Council for Special Education. I am privileged to be chief executive officer of the NCSE. I am accompanied by two of my colleagues who work as principal officers in the organisation: Ms Helen Walsh, head of inclusion and education support services; and Ms Jennifer Doran, head of finance, governance and research.

The NCSE has a vision of a world-class inclusive education system for Ireland in which children, young people and adults with special educational needs are supported to achieve better outcomes in their education and enabled to reach their potential. Since 2011, we have provided six policy advice publications to the Minister for Education across a range of areas relevant to the provision of special education. The most recent policy advice, on an inclusive education for an inclusive society, was requested in 2018 by the then Minister for Education. The request was in the context of Ireland's ratification in that year of the United Nations Convention on the Rights of Persons with Disabilities, UNCRPD, and on foot of significant growth in the number of special classes being opened in schools.

We were very pleased to formally present early this year to the Minister for Education, Deputy Foley, and the Minister of State with responsibility for special education and inclusive education, Deputy Madigan, our policy advice paper, An Inclusive Education for an Inclusive Society. It was prepared following an extensive period of research, consultation and deliberation undertaken by the NCSE. We took great care to establish a strong evidence basis to inform the policy advice paper. The NCSE arranged extensive consultations and school visits, carried out a multi-stranded programme of research, undertook international study visits and examined evidence of how education provision for students with special educational needs is supported in other jurisdictions.

There are already exceptional inclusive practices occurring in schools throughout the country that provide supportive and nurturing learning environments for students. Schools are using innovative approaches to teaching and learning, tailoring interventions to meet students' needs and accessing specialist support to ensure all students have access to the curriculum and can achieve their full potential. We acknowledge and celebrate these best practices and seek to embed them across the education system. Our policy advice reflects significant and positive changes that have occurred in the provision of supports for students with special education needs. It presents a comprehensive examination of the current state of special education in our schools and provides a range of recommendations for improving its provision for students. In developing the advice, we were keen to determine whether the very significant investment in special classes and special schools is spent in a way that best supports positive outcomes for students with special educational needs.

The policy paper recommends the phased development of the progressive realisation of an inclusive education system for Ireland. It is envisaged that this system will be informed by, and aligned to, the relevant articles of the United Nations Convention on the Rights of Persons with Disabilities, which Ireland ratified in 2018. The advice recommends a phased transition, with incremental changes taking place over many years and with special schools and classes remaining an important placement option for students and parents. The advice recommends that the Department of Education and the NCSE should seek the evolution of an education system that is configured specifically for the Irish context.

Specific recommendations for this emerging education system include the progressive realisation of an inclusive education system in which all local schools are enabled to educate all students in their community in line with the students' strengths and abilities. We recommend the establishment of a strategic planning group under the leadership of the Department of Education and the NCSE to further develop the Irish education system through the progressive realisation of the vision of an inclusive school system.

Regarding therapeutic, psychological and behavioural supports, our policy advice recommends that the school inclusion model should be expanded nationally to ensure all schools in the country have access to therapeutic supports. Avenues should be explored to promote the development of a co-professional model that supports professionals using a values-based approach. The strategic planning group should work with the Department of Education and the Department of Further and Higher Education, Research, Innovation and Science to ensure a sufficient number of training places for therapists and psychologists arising from the expansion of the school support services in these areas.

Regarding professional development and teacher education, we recommend that the Teaching Council should determine and explicitly set out standards for the knowledge, skills and competencies of all teachers to teach all students, including students with special educational needs. We also recommend that the strategic planning group should work with the teacher education section, the NCSE and other organisations and services that provide professional learning programmes for teachers.

Our student placement and provision recommendations include developing a structured standard framework to support a shared decision-making process on student placement and review. The NCSE should work with schools on the development of a national system to support schools to determine, measure and report on student progress and outcomes.

On curriculum and assessment, we recommend that the Department of Education, the NCSE, the National Council for Curriculum and Assessment, NCCA, and other relevant stakeholders work to bring about the development of an inclusive assessment framework to support the identification of the learning needs of students who require highly specialised supports and provision.

It is important to note that the recommendations outlined in our policy advice will be realised progressively over time, taking into account the specific needs of students in each school in their local context. The implementation of these recommendations will require careful planning, collaboration and investment. They are made with a view to the phased development of the progressive realisation of an inclusive education system for Ireland, with that system to be informed by, and aligned to, the relevant articles of the UNCRPD.

The Irish education system has benefitted from significant investment in special education. The financial package of €2.7 billion for 2024 is 26% of the Department's budget. There are almost 3,000 special classes catering for more than 18,000 children. A total of 1,800 special classes have been added in the past three years. The NCSE will lead developments in opening another 600 in the next two years. We will also assist in the opening of four special schools next September, which will see a total of 134 special schools in this country continuing to play a vital role in meeting the needs of more than 9,000 children. The benefits of improving the provision of education are clear and, with continued commitment, we can create a more inclusive and equitable education system for all students.

I thank the committee for giving me and my colleagues the opportunity to provide an update on the NCSE's policy advice paper, An Inclusive Education for an Inclusive Society. We look forward to engaging with members and addressing any questions they may have for us.