Mr. Jim Moore:

The National Parents Council Post Primary welcomes the opportunity to address the committee today on the issues relating to the role of special needs assistants. In addressing this issue, we wish to draw on work carried out by our organisation in supporting our young people in education.

In April, the National Parents Council Post Primary participated in a major research activity with partners in the post-primary education sector through the post-primary education forum, PPEF. The PPEF is an umbrella group comprising representation from parents, teacher unions, school leaders and management bodies involved in the post-primary education sector. Parents have been keen to address common issues and establish a shared viewpoint on priorities for the future development of second level education.

The forum published, A 2020 Vision for Education in Ireland, a coherent and authoritative position for the future for education. This document articulates common aims and ideals, presenting a view of the direction in which education should be moving. Parents strongly support this unique strategic approach of collaboration in planning future developments.

The debates that took place in the 1990s regarding the principle of students' voices in decisions that affect their lives and work in schools led to student councils being established through the Education Act 1998. Beyond these formal views of student engagement in schools, there is a pedagogical requirement which is not always realised. The relationship of teacher and student is never a one-way activity. Rather this is a relationship which centres round a sharing of a range of experiences. These are varied and they highlight the critical importance of establishing positive relationships in an environment of learning.

There has been a demand to ensure school practices are consistent in areas of equality and inclusion such as entrance policies, streaming of students, providing for special needs, as well as meeting the needs of newcomer students. Work is under way in many of these areas. Streaming of students into ability groupings is a practice that has been decreased significantly. A consequence for teachers is to become more accomplished in the delivery of teaching and learning. According to the report of the inspectorate considerable progress has been made in promoting these new forms of grouping of students in schools. This has been achieved through national support programmes for teachers.

The inspectors’ report states more work needs to be done in the achieving of integration of previously streamed students and previous special education needs students into learning environments that are more diversely constituted. While more work is not defined it is certain that it is not just about upskilling of teachers. A more long-term programme of continuous professional development is required.

The situation that now prevails in our schools has evolved and appears not to have been envisaged in scale, capacity or cost management. It is now the case that fewer than 1% of students now attend a special school. In the majority of cases, parents now choose to send their children to the local mainstream school. In line with legislation, children with special education needs should be educated, wherever possible, in an inclusive school environment with other children who do not have such needs.

What is striking in this approach for inclusivity in schools is the range of support skills that may be required. The SNA may require particular skills in the role of supporting a student with particular needs. Indeed, a range of skill sets may need to be employed in supporting a student and in a classroom where a number of students with special needs are enrolled.

Parents rely on the provision of appropriate and essential supports for their child in the classroom. They need reassurance that their decision in the first instance was in the best interest of their child. In our view, there is a particular challenge for the present system to adequately provide such supports. The classroom learning environment needs to be sustained while the teacher delivers to a classroom of students.

It must also be noted this structure is provided with the aim of increasing the independence of the student with special needs while they move through the curriculum and school life. Again, is the present structure of the delivery of these supports effective for the learning environment in the classroom? The SNA is asked to contribute and support the individual student's learning and, indirectly, the learning environment of the classroom. Many SNAs display a commitment to advancing their own capabilities by undertaking continued professional development and advanced studies. Such initiatives provide an invaluable asset to the special needs student, teacher and the entire classroom.

We also see the role of the supports required in the school extend to State examination activity where there has been an extensive requirement for reasonable accommodation for students. A review of this process should be considered as part of our proposed review for the provision of all special needs and welfare supports available in schools with a view to devising an appropriately resourced comprehensive service in this area.

The council also raises the issue of critical further provision to supporting the special needs of young people irrespective of whether they are in school or not and the provision of a 24-7 social service network.

This would address the reality that difficulties in the lives of our young people occur not only during school hours. NPC Post Primary calls for an urgent, comprehensive review of the special needs and welfare supports available in schools. We have circulated an executive summary listing those four points.