Mr. P?iric Clerkin:

In its widest sense, inclusive education aims to enable participation, raise achievements, support well-being and create a sense of belonging for all learners, including those with additional needs and those who are most vulnerable to exclusion. Special needs are either met or they are not and, if not, there is a consequential impact not only on the child with special needs but also on the other children in the class.

The IPPN recognises the current pressure within the system in terms of a shortage of places for children with complex additional needs in special classes and special schools in Dublin and elsewhere. We fully support the principle of ensuring equal access to quality inclusive education for all learners, alongside their siblings and friends in the local area in which they live. This inclusion must be planned, supported and fully resourced.

Under section 37A of the Education Act 1998, the Minister has the power to direct schools to make additional special education provision available and ensure sufficient places are provided. It must be recognised that a requirement to exercise those powers means that the system has already failed to adequately prepare for the placement of children with complex additional needs into schools alongside their peers.

The IPPN encourages all schools to undertake to open a special class if or when an application is received on behalf of a child within their catchment area who has a recommendation for placement in a special class. The reduced timeframe for the admissions process required under legislation does not afford sufficient time for the planning, support and resourcing to be undertaken that is required to facilitate the placement of children with complex additional needs in their local national school. This was raised by the IPPN as an issue at the time the legislation was enacted. We believe an amendment to the legislation to allow schools to receive advance applications on behalf of children who have a recommendation for placement in a special class 24 months in advance of their school start date would alleviate this difficulty. This extended period would allow the school, in consultation with the SENO and parents, to address what needs to be put in place to ensure the child’s access to quality inclusive education. It would provide certainty to the parents about school placement, would obviate the need to invoke section 37A and, most importantly, would ensure that children with complex additional needs will be able to attend the same local national schools as their brothers, sisters or friends.

At the heart of the issues we hear about from our members is a need to differentiate between high-incidence special needs and more complex low-incidence special needs and how such needs are planned for, supported and resourced. Adopting the same approach to both is problematic and incompatible with the differing challenges they present.