Ms Máirín Ní Chéileachair:

Gabhaim buíochas leis an gcoiste as ucht na deise teacht ina láthair inniu agus labhairt ar son Chumann Múinteoirí Éireann. The INTO is the oldest and largest teachers' trade union in Ireland and represents almost 50,000 teachers at both primary and post-primary level across 32 counties. Today we wish to address access, equality and well-being supports, particularly those relating to the education of pupils in special schools. We will also comment briefly on the Irish language and Irish medium education.

There are in excess of 3,300 primary schools on the Department of Education database and, of these, 133 are special schools. Special schools have been designated traditionally as primary schools by the Department, and the INTO represents most teachers teaching in these special schools. Many special schools enrol pupils from age four up to the age of 18, teach both the primary and post-primary curricula, and provide access to State examinations at both junior and senior cycle for their pupils where appropriate and possible.

In making this submission, the INTO is calling for continuity of curriculum experience in as far as is possible for all pupils as they navigate their way through our school system. We support the holistic development of the child, as is evidenced in the current and upcoming primary school curriculum and as promoted at junior cycle in post-primary schools. The approaches to curriculum, assessment and pedagogy in the early years, primary level and at junior cycle level reflect the societal aim of facilitating every child to reach his or her full potential.

We also recognise national and international trends towards the development of skills and competencies rather than more traditional content-based curricula.

It is widely acknowledged that a skills and competencies based curriculum would better prepare the pupil of today for living, working and engaging with the social and employment opportunities of tomorrow.

We recognise that all pupils with special educational needs should be enabled to access education in settings appropriate to their needs. The INTO acknowledges the support provided by National Educational Psychological Service, NEPS, in developing the well-being supports that are available on the Department's website. However, it is also important that students should have access to therapeutic, socio-emotional and counselling support in the school setting. These supports are required from early years right up to senior cycle.

We also hold the position that all pupils, including those with special educational needs, should be entitled to access national certification for their educational achievements. We commend the development by the NCCA of level 1, L1, and level 2, L2, learning programmes at junior cycle level. As part of the process of senior cycle and leaving certificate reform, we are calling for the development of age-appropriate curricula and learning programmes at senior cycle level that would allow the pupils catered for by L1 and L2 learning programmes at junior cycle to access certification to acknowledge their educational achievements. Therefore, additional courses at level 1 and level 2 will be required.

We acknowledge that this will require a wider variety of assessment methodologies, which are more compatible with the needs and abilities of this cohort of pupils than the current terminal examination which can exclude many students with special needs attending special schools or classes in our education system. This certification should take account of the fact that not all students may wish to access third level education and will take different paths into the post-school world of work and other activities.

Ba mhaith liom cúpla focail a rá faoi nGaeilge agus an teanga. We are aware that the question of the Irish language at leaving certificate and Irish medium education is topical and complex. We believe that in an inclusive education system, Irish at senior cycle should be inclusive of the diversity of needs, including those with special needs, those whose mother tongue is Irish and those receiving education trí mheán na Gaeilge. These students require access to assessment and certification which reflects their needs and abilities. We recommend that pupils of all abilities and levels of competence should be entitled to the development of their mother tongue, whichever language this may be. We believe that this reflects the Government's policies on languages - Languages Connect: Ireland's Strategy for Foreign Languages in Education 2017-2026. Mar fhocail scoir: any reform of the senior cycle must reflect the diversity of pupils, their needs, abilities and learning styles. The singular focus of senior cycle must not be access to third level education only, but must focus on a variety of pathways to lifelong learning.