Thomas Pringle (Donegal, Independent) | Oireachtas source

In the time I have, I will be brief. I wish to mention the realities of the Department's transition from a generalised education allocation model for learning supports at primary and post-primary schools to the revised allocation process we have today. The former dealt with the assessed needs of individual children, whereas the new model allocates special education teachers to mainstream schools based on the needs profile of the school. While this works in some ways for children who display so-called "high-incidence" special educational needs, it does not work for those with multiple diagnoses or complex educational needs. They fall between the cracks when a mainstream school cannot support them and the nearest special school can be a four-hour round trip away.

This is the reality facing a child whose mother has come to me in utter frustration at the lack of progress in her daughter's educational situation. Despite the fact that she is unable to cope at the level of many children who have an autism spectrum disorder, the Department has classified her as having a mild intellectual disability. Her multiple diagnoses require supports for her behavioural, emotional and intellectual difficulties, which were not provided for by mainstream schools due to the lack of training and educational supports. This mother has been asked by the mainstream school to keep her child at home for certain activities. Her parents then made the difficult decision to move her to a special school. The Department's new model did not look at the way the school could be better resourced to cater for the child's educational needs. Instead, the only option was one that was not ideally suited. It has led to lengthy travel, which has exacerbated some of her problems.

Schools need more resources to address the educational needs of individual children within the community in order that they can integrate into mainstream schools. Moreover, if a school cannot cater to certain individual children, the Government must make provision for special schools or special classes that are accessible within the local community. While I welcome this motion, more needs to be done for those with complex educational needs and for children who consistently fall between the cracks and are left behind by the Department.

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