Josepha Madigan (Dublin Rathdown, Fine Gael) | Oireachtas source

I welcome the opportunity to speak on the important matter of special education during the current restrictions. We are all conscious of the importance of abiding by the public health guidance and limiting our movements as part of the efforts to tackle Covid-19. The current period of restrictions comes at a very grave time for our country and is designed to reduce transmission while also allowing our essential workers to do necessary work to support our vulnerable communities. We are profoundly grateful for everything they do. It is important to recognise the essential services and supports that continue to be required.

As the first dedicated Minister of State with responsibility for special education, I remain committed to ensuring that students with special educational needs receive the supports they need at this time. I am pleased that there is a commitment to work towards a return to school for students in special schools, those in primary school special classes and those with special educational needs in mainstream primary classes from 21 January. I have always been determined to ensure that the educational and personal development of students with special educational needs are fully supported as we continue to combat the spread of Covid-19. I was very happy that the calls for in-person educational provision for students with special educational needs by me and others were recognised and accepted by the Government. That commitment to achieving agreement to bring this about never wavered. It is now vital that we continue to work with all stakeholders in education, including post-primary education, to ensure the remaining concerns are addressed in order that a partial return to school may begin from 21 January. The driving concern is, and must continue to be, the well-being, in the fullest sense, of the children who rely on specialist provision to receive their education and to progress. I am pleased that today we can provide them and their families with some certainty of a return to routine, with a staggered return for children in special classes and schools and provision for children with identified needs in mainstream classes.

My Department is very conscious of the fact that closing schools has hugely adverse consequences at individual, family, and societal level and that the effect on children with special educational needs can be even greater. School closures last year created huge difficulties for students with special educational needs in terms of their personal and educational development. I have heard this countless times from the many organisations and families I have met since the summer. For many students with special educational needs and their families, school provides important daily routines and supports. Prolonged periods without this support can lead to regression and the loss of learning and skills, and families' capacity to cope can be challenged. We know from the evidence up to now that schools can function safely during this period of the pandemic and students can have access to the necessary in-school specialist supports. As a result of this, the Department sought to prioritise in-person teaching and learning for pupils attending special schools and special classes and to allow these facilities to reopen.

There has been continuous engagement with education partners on this matter since Christmas, building on weekly engagements between partners and public health throughout the school year. There has also been regular engagement with unions and management bodies on a weekly basis since the beginning of the Covid-19 pandemic. The Department values this close collaboration with stakeholders. In my capacity as Minister of State with responsibility for special education and inclusion, I have met regularly with a wide range of organisations advocating for students with special educational needs, including AsIAm, Down Syndrome Ireland, Inclusion Ireland, the Disability Federation of Ireland, parents' groups and the management bodies of our special schools. This engagement is invaluable in ensuring that all views and voices are heard in the area of special education, and it will continue.

There are 18,552 children enrolled in specialised settings in Ireland, including 10,382 in special classes and 8,224 in special schools. These settings operate in much smaller class groups than mainstream schools, with pupil-teacher ratios ranging from 6:1 to 11:1. The Department is continuing to engage intensively with education partners, including parental representative bodies, on this matter. We recognise that in-school learning for students with special educational needs is by far the best approach to support these students in their education and we are very eager for an agreement that moves this forward. There is a willingness to engage positively from all the partners in education and I am pleased that we now have a resolution on the table.

In the interim, it is crucial to ensure that education for students with special educational needs is fully supported. This includes students with special educational needs who are in mainstream classes across the country. Their needs also have to be fully recognised and supported at this time. A number of additional supports have been put in place, reflecting the engagement with partners and unions over a number of months. I will outline some of these supports, but it is important to say that no plan B will ever be as effective as in-school, in-person education for students with complex special educational needs. This is what we want to return to and that has been recognised by all.

The Department's guidance to schools includes provision to support the continuity of teaching and learning in response to the Covid-19 restrictions for those learners unable to engage with online learning. These documents first issued to schools in spring 2020 and were subsequently updated and agreed with stakeholders later last year to reflect the experience and input of staff and students. The guidance we issued last week reflects these updates and they have now been brought together into one dedicated guidance document for schools and families supporting students with special educational needs. Key themes of the guidance include: the role of schools and teachers in engaging with pupils with special educational needs; teachers and school leaders working to support pupils with special educational needs; keeping in touch with parents and guardians; keeping pupils with special educational needs safe in the distance learning environment; and resources for teachers. The guidance also provides information on the role of the class teacher, special education teacher and SNAs.

For special classes at primary level, the guidance indicates that class teachers should phone parents three times per week and have daily phone engagement with pupils. SNAs should have twice daily engagement with parents to support them developing and maintaining the child's schedule. For special classes at post-primary level, the guidance indicates that the special educational needs co-ordinators are in daily contact with special class students so that programmes of work, individual timetables and structures are planned in collaboration with parents. For students with special educational needs in mainstream classes, guidance advises that at primary level, the special education teacher is the nominated school liaison who will engage with the parents by phone twice per week. There are currently over 13,550 special education teachers allocated to mainstream schools, supporting the additional learning needs of pupils. Teachers will also have prepared at-home support plans and every Friday will host a familiar social skills board game using online technology. This support is in addition to the support of mainstream class teachers who are providing for all pupils in their classes.

At post-primary level, the subject teacher will continue to have overall responsibility for differentiating tasks to match the learning needs of students with special educational needs. The output will be reviewed and regular feedback provided to parents at agreed times. Special educational needs co-ordinators will also have regular communication and engagement with students on their caseload. SNAs will engage with parents and students as a liaison between home and school, as well as supporting the delivery of education to the students. Class teachers will also work with special educational needs co-ordinators and the pastoral care teams to support a co-ordinated whole-school approach to students with special educational needs.

The Department’s inspectorate has confirmed that it is engaging closely with schools catering to students with special educational needs to ensure that the full supports are being provided effectively. The inspectorate confirms that since Monday it has already engaged with nine special schools. All have a plan in place for remote learning and all have distributed digital devices to parents. There is daily contact with parents and students which forms part of their planning, mostly by phone, email, or any dedicated school platform. Extensive support and advice for schools regarding the provision of distance learning is available through the Department’s support services and agencies, including for pupils with special educational needs.

The National Council for Special Education, NCSE, also provides support and assistance to parents and schools. It is providing helplines to support them. These helplines are operated daily and offer advice, support and contact with local SENOs to ensure that all possible support is being provided. The council has also developed a brand new suite of short videos for teachers on how to best support children and young people with special educational needs. The NCSE also has a visiting teacher service to provide direct support to children who are blind, visually impaired, deaf or hard of hearing and their teachers. Visiting teachers continue to be available to provide advice and support.

Schools which established their first ASD special class for 2020 or 2021 were assigned a link adviser during the four-day training course held in September and October. These advisers remain assigned to these classes and are available to provide support and advice to special class teachers.

I understand the frustration and fears of the parents and families of children with additional needs. They want their children to be in school with their teachers, SNAs and friends. When they are back in school, they will be in their regular routine and be happier and healthier in a holistic way.

I was very pleased to see an expanded summer provision programme last summer which was open to 24,000 children with special educational needs, including, for the first time ever, preschool and secondary school children who have Down's syndrome. We had a very good budget of €2 billion. The resources are there.

I assure the House that every effort has been made to resolve matters in a collaborative way. I want to thank the stakeholders for their ongoing commitment and willingness to find a resolution. It is good news that special classes in special schools and SEN classes in mainstream primary schools will return next Thursday once we get the logistics sorted out.

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