Thomas Pringle (Donegal, Independent) | Oireachtas source

I welcome the opportunity to speak on this important issue of the circumstances of special needs assistants. SNAs are the vital links between children with special needs and the school community. This important relationship should be protected and supported in every way. However, the cuts imposed on SNAs to date have disproportionately impacted on children with disabilities and their future prospects as a result. For that reason, I welcome the 18 month review of the SNA programme which called for the broadening of the roles of SNAs from the current model of basic care provision to the assistance of delivery of speech and language and occupational therapy. However, I call on the Government to put in place the necessary supports, financial or otherwise, so that the burden of implementing the new system is not put entirely on the shoulders of SNAs.

I am delighted to hear that under the new system it will no longer be necessary for a child to receive a diagnosis of disability in order to access SNA services. Under the new model they will receive additional training and will be known as inclusive supports assistants. I hope that under the new model pupils will have unfettered access to necessary supports based on their needs rather than a disability diagnosis, which should have always been the case. I am also concerned over whether the Government will provide funding for existing SNAs to attend a national training programme if they do not have the requisite level of relevant training or for inclusion support assistants on appointment.

I also call on the Government to look at existing inequalities in special needs provision in schools across the country. The Irish Times recently found that 29% of mainstream secondary schools have special classes which rises to 42% in DEIS schools. However, it is interesting that there are no special classes in the 52 secondary schools that make up the fee-paying sector. This should be looked into, and seriously, because it makes a lie of the idea that education is for everybody. The only thing that they recognise is the ability to pay.

Now that we have got rid of the baptism barrier, we need to look at the soft barriers used by schools which claim that they do not have room or resources for special classes even though money should follow the student. Schools must be stewards of inclusivity and pave the way for all children regardless of ability to lead full and complete lives full of opportunities on an equal footing to each other. Let us hope that the Government's treatment of this new model departs drastically from its own past actions and treatment of the education system so far so that they can do more than provide an education but also provide for the growth and stability of the people who need it.

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