Margaret Conlon (Cavan-Monaghan, Fianna Fail)

As an educator in my former life, I welcome the improvement and investment in education in recent years, particularly in special education. Those with special educational needs receive increased support, enabling them to be the best they can be in a positive learning environment. For too long they struggled, became disaffected with school and chose the easy option of dropping out of school. I commend the Minister for her clear commitment to those with special educational needs. This was enhanced by the Education for Persons with Special Educational Needs Act, under which each child is entitled to an educational assessment and an individual education plan. I welcome the consultation process that enables parents to have a partnership role as stakeholders in the education of their children.

The allocation of resource teaching hours has been very beneficial and the children in need of assistance can access the support immediately. Many with special educational needs do not need individual assessments to access additional support. In 1998 there were 300 special needs assistants in our schools, today there are 8,200. The special needs assistants provide students with valuable support necessary for them to cope with the complexities of life in school.

NEPS did not exist until 1999 and since its foundation resources for staffing have increased. I welcome the Minister's commitment to fill the vacancies. As a teacher, I compliment the NEPS psychologists who provide invaluable advice to teachers and, in particular, in making recommendations for students who seek reasonable accommodation in the leaving certificate examination so that they can achieve their potential. Some 2,800 sought reasonable accommodation in the State examinations last year.

Unfortunately, youth suicide is a reality. Our schools have a major role to play. Over the past few years, schools have developed critical incident policies although hopefully many will never need to act on them. It is important to be ready. Equally, a healthy mental attitude should be nurtured and fostered by schools. Our pupils need to leave school with high self-esteem and coping skills.

Students must learn complex skills and values. The transition from primary to secondary school is difficult but support is in place to ease the stress on the student. I am an advocate of the SPHE programme, which enables students to verbalise concerns and problems in a non-threatening environment. Students in primary schools learn from an early age that a problem shared is a problem halved. They quickly learn the benefit of not internalising troubles as they develop skills to discuss problems in age appropriate language. For too long we lived with the notion that children should be seen and not heard but we have moved on. We have many positive mental health programmes in schools. In transition year we ran the Mind Yourself programme, assisting in the development of a positive mental attitude.

For many school children, school is the one place in which they have a routine and feel safe. As a practitioner at the coalface, I have witnessed this at first hand. In many cases students look forward to the listening ear of a caring, considerate, compassionate teacher who makes time for the student. The increased support for teachers, such as guidance councillors, class tutors, year heads, home-school liaison officers and chaplains, assists in ensuring problems are identified quickly and concerns are referred to the HSE without delay. This ensures the necessary wheels are put in motion to assist the student and the family.

Our society has changed in the past 15 years and our schools must be equipped to help students to cope. I will work to build on the significant improvements made for all our children, in particular those with special educational needs. Our schools and society are becoming more inclusive in respect of these children and we are seeking, at all times, to recognise the individuality of all students, particularly in the context of the special people they are.

See this speech in context