Dr. Aideen Hartney:

I thank the Deputy. I might try to answer a few of those points and my colleague Dr. Tamming can come in on a few others. In relation to the Taoiseach’s office, we have had an initial meeting with the unit and we anticipate that we would be closely involved and in close conversation as it continues its programme of work. The unit has developed a work plan and has been speaking with relevant stakeholders. I suppose this is to ensure there is no duplication of effort in the system.

Where we see the value of that office is in its ability to play some sort of co-ordinating role where, as the Deputy rightly said, there are many different parties and State actors involved. In some ways, this is a little bit similar to the role we play where we are kind of knowledge carriers throughout the system. We work closely with our own Department of Children, Disability and Equality on advising on some of the items it has progressing. Equally, however, where the Department of education, the Department of Health or any other Department sets up a working group to tackle a particular issue, we would always aim to be represented on such a group, subject to the availability of resources. That enables us to understand and see a little bit about what is going on in the system. We then know where to start looking when we do then start some more intensive investigation. This has been very useful and we hope it would continue.

In relation to the assessment of need review process, this is being led out within the Department. We are not directly involved as of yet. We anticipate probably making a submission on that and we remain ready to offer advice if called upon.

The Deputy also referred to what can be done to prepare us for investigation by the UN monitoring committee. One of the main commitments in the new national human rights strategy is the development of a roadmap to inclusive education. While it will take a considerable period of time to effect the changes that we would be advising should be made in the system, if that roadmap could be developed and agreed and a plan for implementation were to be in place by the time we come to our State dialogue, that would be recognised as a good faith gesture. I was struck by one of the countries we would have been looking at in relation to examples of good practice. Reference is made to laying the groundwork ten years out to build capacity in the system. This is just to make the point that it is a very long process.

On transitions, our key learning is that they should start as early as possible. It should not be just a few months before a student leaves their second level education. All the evidence shows that, for example, career guidance and consideration of what happens after school should start as early as age 13 for students with disabilities. Dr. Tamming might have a little bit more to say on the therapies.