Mary Moran (Labour)
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I thank all the witnesses for their contributions. I totally agree with Ms Lynch's comments on the baseline qualifications. We end up with too many chiefs and not enough Indians. The problem arises from the lack of clarity of the roles of the teachers and the SNAs. Parents are unclear, as has been said, on the role of the SNA. Parents may say their child has an SNA whereas the SNA has been appointed to the school rather than to the individual. I know that the guide produced by Ms Teresa Griffin last year was excellent but we need to get it out to all parents as I know several parents have not read it but would like to read something much simpler.

I am concerned about the role of the Special Educational Needs Organiser, SENO, in all of this. The SENO has a very important role. The National Parents Council has raised the issue of the individualised plan. All children in a special needs school have an individual education plan, IEP, which is an aid to better relations with the parents when they discuss the individual education plan with the teacher, with the SNA and with the SENO. I have asked before whether the SENO sits down with the parents to discuss the individualised plan before the child goes in. Clarity is being lost because of confusion about different elements that need to be pulled together.

The NCSE document states that students with complex learning needs should be taught by fully qualified and experienced teachers, equipped with the necessary skills. What extra qualifications should be provided? What is their opinion of teacher training for national school teachers? Teachers in special schools need specific skills on learning in this area.