Martin Ferris (Kerry North, Sinn Fein)

I will read a number of quotes from letters I have received from parents. One states, "The Department of Education has failed miserably in its duty to educate my son who has autism." Another writer asserts, "I write this in shock, frustration and anger at the obvious inefficiency in places designed to allegedly help children with autism in Kerry.""This will be a return to the dark ages as regards the level of education that we will be able to provide if this system is implemented as it stands," according to another writer. One writer asks, "Please inform the Minister and her office that the treatment of our correct submission through the SEN is shameful."

These are only some of the comments I have received from parents and school principals in Kerry on the subject of the delivery of special educational resources. I will forward copies of letters from parents of autistic children to the Minister of State. These parents and others wanted to be in the House to meet the education spokespersons of each party. However, it was not possible for them to do so. It is a sad indictment of the Government's policies which fail to provide for the disadvantaged and vulnerable members of society. These parents have become so physically and mentally exhausted, not only by the lack of resources and assistance but also the refusal of necessary resources, that none of them was able to leave their home and come to the House to advocate on behalf of their children.

From the result of a survey undertaken by the Sinn Féin office in Tralee, it is clear there is a great deal of dissatisfaction and frustration among principals, teachers and parents. It is apparent that most schools do not receive sufficient resources to ensure that the educational needs of all children are identified and provided for as mandated by the Education Act 1998. Despite the advances made in some areas, there are serious shortcomings in the system of allocating resources to meet the needs of children with special educational needs. In addition, children seeking assessment must endure a waiting list, some for as long as a year.

The children most affected by the shortcomings of our education system are the most vulnerable who need help to access the school curriculum, develop their skills and reach their potential. For example, the proposed weighting system for the allocation of resource teachers seems to have the potential to reduce the bureaucracy of the system and the unacceptable delays in responding to individual requests regarding children with special educational needs. However, it represents a backward step in meeting the needs of children and schools. This approach contradicts the belief in some circles that Ireland has a child-centred education system and flies in the face of the objectives set out in the Education for Persons with Special Educational Needs Act 2004 and the Equal Status Act 2000.

The structure of the new quota system, for that is what the weighted system is, discriminates between rural and urban schools and between boys' and girls' schools. Even considering the higher incidence of special needs in boys' schools, the proposed ratios are considerably out of balance. Some rural schools, many of them in my county, will end up with fewer teachers and teaching hours notwithstanding a possibly greater need. Even if we were to put these issues aside, the basic and most important concern is that the proposed system is not based on meeting the needs of children as they exist.

Some 72 schools in Kerry will lose 38 full-time special educational needs teacher positions, most of those from the smaller schools which often have a higher percentage of disadvantaged students in need of special assistance. I appreciate that the Minister of State is committed to a review of the proposed allocation system. This review must be thorough, transparent and concluded quickly so that a more equitable and realistic approach can be taken as soon as possible.

Another issue I wish to address is that of the educational resources available to children with autism. The Government is failing autistic children and their families. Providing a few hours per week of special teacher time does not address the problem. Throughout the special education system, particularly in the area of autism, there are insufficient teachers and training, inadequate facilities and a lack of support for families. I am repeatedly told that home-school-community liaison teachers, occupational and speech therapists, psychiatric assistants and respite care providers are badly needed. Every Member of this House encounters the same problems daily.

This is an issue that affects the entire family and the child with autism is not the only person who needs assistance. I have spoken to parents whose marriages are breaking down or have ended and who are so exhausted and stressed that they cannot relate to their other children. Some of these parents have had to leave their jobs. I am aware of autistic children whose behavioural problems have not been addressed, potentially leading to injury or other tragedy. One mother told me that her nine year old child is suicidal. I am not being dramatic. The situation I have described is a reality for too many families.

Recently in Lixnaw I met a teacher with a class of 25 pupils who in the first two hours of class every morning must deal with one nine year old pupil with serious behavioural problems. As he cannot give him the attention he requires, he had to suspend the child. The sentiments of a parent of an autistic child, a constituent, best sum up their plight. She claims the Government is failing our children who are our future, our hope. She feels distress and pain watching days turn into months and months into years of inaction by the Department of Education and Science to honour its obligations to educate her son.

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