Ms Claire Mortell:

With regard to assistive technology, Article 21 of the UNCRPD protects the right of all people with disabilities to communicate by whatever means, modes or formats they choose. Yet, lack of access to appropriate augmentative and alternative communication, AAC, pathways and speech and language therapy expertise means this right is not being upheld. Providing an AAC system is only the start. Each child requires individualised SLT interventions to ensure their device grows with them, and to support their communication partners. Without this, AAC systems may be abandoned, which is financially costly, but ultimately costly in terms of lost opportunities for communication, leaving inclusion unrealised and communicative potential unfulfilled.

Universal design is also critical. Inclusive education requires intentionally designing environments, curricula, instruction and communication systems that are accessible to all learners. Speech and language therapists play a vital role by integrating communication supports including visuals, multimodal strategies and inclusive classroom environments. By collaborating with educators SLTs have embedded communication accessibility into everyday classroom practice. When communication supports are embedded within universal design for learning frameworks, all learners benefit, fostering authentic inclusion, promoting communication equity and affirming the diverse ways pupils express and understand language.

Ireland's current education system remains misaligned with the principles of inclusive education, where access to supports is often contingent on clinical categorisation rather than individual need. Every child, regardless of communication profile, sensory processing difficulties or support requirements, has the right to an education that is inclusive, affirming and developmentally responsive. This means recognising and valuing diverse ways of communicating, engaging and learning. Inclusive education requires resourcing, training and accountability. Appropriate funding is essential to expand therapy services in education, extending beyond special schools. Robust service models, governance and evaluation alongside an interconnected framework between the Departments of education and Health are required. Specialist AAC pathways must be fully funded and implemented aligned with UNCRPD commitments.