Dáil debates

Wednesday, 3 March 2021

Reopening Schools and Leaving Certificate Examinations: Statements

 

4:15 pm

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

Táim buíoch as ucht an deis labhairt faoi chúrsaí oideachais speisialta. Táim ag súil go mór le ceisteanna na Baill.

We are one year on from the arrival of Covid-19 in Ireland. The past 12 months have been unexpected, challenging and unprecedented for all parts of our society. I do not have to tell anyone that. We see it every day and we hear the stories from our communities. Everyone is making sacrifices for the collective good of society and the protection of public health. This is absolutely the right thing to do but that does not make it any easier.

The restrictions of the past year have impacted differently on different groups in society, but those who are more vulnerable or rely on dedicated services have been especially affected. This group includes students with additional needs in our schools. The impact of school closures has been severe on students who struggle to engage in distance learning. That reality is irrefutable. Young people miss out on vital learning opportunities and families fear regression and the loss of key skills. As Minister of State with responsibility for special education, but also as a parent and a public representative, I have heard these stories and I have taken them to heart. No one knows better than the young people and their families the impact that recent weeks have had. No one wants to see regression occur and I am in awe of the many parents and advocacy groups who campaign day and night to raise awareness of these issues and who seek to vindicate the rights of these young people. The Government must also seek to vindicate their rights and that is what we strive to do. Building a society with equality of opportunity for all does not simply mean that everyone should have the same supports. It also means those with particular needs are given additional, dedicated supports. This is how the human dignity and potential of each individual is respected and empowered.

Last summer we ensured all schools were given the necessary supports for a full reopening of our education system in September. We all saw the happy faces of our young people as they returned to school after many weeks of distance learning. Over recent weeks we have seen these happy young faces again as a phased return to school has begun. Nevertheless, not all students are back at school yet. Policy in this area is always based, first and foremost, on public health advice and it will continue to be so. However, the fact is students are best off in school. While remote learning supports may be necessary, no plan B is ever as effective as in-person, in-school education, and this is particularly the case for students with additional needs. I remain determined to ensure all of these students can return to the classroom as soon as possible.

From the start, I was determined that special education would be prioritised in terms of supports and a return to school. The arguments have been well made at this stage: the impact of closure is greatest on those who cannot engage in remote learning; special education remained open in many other European countries; and routine and in-person support is crucial for students with the greatest level of need. The Government’s position that special education must be a priority was set out clearly at the start of January. The Minister for Education and I have restated this on numerous occasions, as have other Ministers. Let me be clear that this remains the case. This is the basis upon which the Department of Education has engaged with all stakeholders on the reopening of schools. We have worked to find solutions that are in line with health advice and to assuage concerns. It may have taken longer than we would have wished but I know everyone welcomed the reopening of special schools on 11 February, initially on a 50% basis but now at 100% since Monday 1 March. In addition, our special classes reopened at both primary and post-primary level from 22 February. As always, I am grateful to all our teachers, SNAs, principals and school staff for their work and dedication in making this happen.

The progress made to date is important but we know there is more work to be done.

4 o’clock

While health advice has stipulated the current phased and cautious reopening of mainstream education, many students with special educational needs in mainstream education are not yet back in the classroom. We must continue to work and engage in line with health advice to make this happen. I remain committed to a full return to school for students with special educational needs, as I have from the beginning. This process is not yet complete. It is essential that as a society we continue to make progress in curbing the spread of the disease to allow all our children to return to school as quickly as possible.

I, the Minister and all in Government and our officials know that the return to classrooms for students with additional needs and their families is much more than just a return to learning. It is a return to structure, routine and support. Families know what is best for their children and their concerns must be at the forefront. Some families and school staff still have concerns about the return. All the decisions made by Government over the past year have been about meeting the twin aims of protecting public health and delivering essential services such as education in the most appropriate way for all students. In politics, we may not always agree but I know that everyone here is united in wanting to see our country emerge from Covid-19 restrictions successfully and as soon as possible.

In recognising that pupils with additional needs can find it harder to engage in remote learning, the Department has also put in place a supplementary support scheme to provide for some home-based one-to-one support for such pupils in advance of a full return to school. Such dedicated provision recognises that in-person learning is the best approach for students with complex needs. The supplementary programme for eligible pupils who are in third to sixth classes and post-primary school will now be extended by a further two weeks, which is an additional ten hours.

As part of an ongoing commitment to ensure dedicated provision for students with complex needs, the Department is engaging with stakeholders so that the supplementary programme can also be offered in schools to increase take-up. This dedicated provision for students with SEN in mainstream education is in line with our commitments as a Government since the start of the year in the form of dedicated support for those with the greatest needs.

In addition, schools are asked to ensure that special education teachers give particular focus and support to the engagement of those pupils with SEN who are in third to sixth classes and post-primary school. This will necessitate further collaboration between special education teachers and class teachers to establish current priority learning needs among those pupils. Schools know best how to manage their staff resources and we must trust and support them in ensuring that all students are fully supported.

I would like to restate my determination to provide an enhanced summer programme for children with special educational needs this summer modelled on the programme that was provided last year. An enhanced programme this year will provide a strong foundation to support students with additional needs following many weeks of school closures. It will also allow schools and staff to identify and address educational regression in students to ensure additional supports can be made available for these students and their families.

To conclude and not wind down the clock, my commitment to special education has been clear since my appointment as Minister of State with special responsibility in this area and I will continue to support my colleague the Minister in this endeavour.

Comments

No comments

Log in or join to post a public comment.