Ms Lorraine Dempsey:

In the absence of full implementation, we would look for individual educational needs plans to be made a mandatory requirement for every child with special educational needs, but in keeping with the levels of needs. Once the weightings model that Mr. Stack has described is further finalised, we would seek further consultation on the weightings model as we think all stakeholders are concerned about various aspects of the weighting model.

The schools that would be facing a significant reduction in support teaching numbers as a result of calculating both the baseline component and the school profile should be allowed a significant transition period in order to allow for staffing adjustment in line with the reduced numbers.

In recognition that the Department would move from a diagnosis based system, we have addressed an issue with the Department that it looks to its other schemes that currently require a diagnosis in order to access different ranges of supports, including special class provision, and certain assistive technology autism units. We have flagged the Department on what systems it may need to look at to coincide with a non-diagnostic based system. That applies to access to scribes at second level and examination supports.

On the inclusion support service, SNPA would like to see that the new body be developed and incorporate the national education psychological service, NEPS, the behaviour support service and the special education support service. We believe that one integrated model of educational support working on a geographical basis, giving in-school support and outside school support with the ability to network with disability network teams, thereby providing a whole school package of supports, is the direction to follow. We would like to have an input into the group that is looking at the framework for the inclusion support service.

A proposal that goes beyond the model is that the Department of Education and Skills would look at the feasibility of establishing an independent education appeals office which would carry out the function of processing the appeals for every educational scheme in the Department of Education and Skills and not restricted to the current model and appeals system that has yet to be established.

In conclusion, the process of change is always challenging for parents, schools and all involved in the educational sector. SNPA would like to see a periodic review of the model once it is rolled out. We support a model based on needs and run in conjunction with the health services and the disability service for children under the age of 18 years. We understand that in order to have successful educational outcomes for children with special needs, they are intrinsically linked to the provision of therapeutic interventions to support their development, particularly in relation to communication and behavioural support. Both of these are often the greatest barriers and in some instances, the teacher does not hold the keys to opening the door.

It is beyond the remit of the committee to discuss issues in relation to the health sector and disability services support, but we know from a recent report from Inclusion Ireland that we are probably at 50% of the level of speech and language therapists required to provide an adequate service. I understand from teaching bodies they have a focus on the therapeutic interventions that would support the teachers to be able to deliver a proper education to children with special educational needs. I ask members to take it up with the relevant Ministers.