'Landmark' NCSE report recommends inclusive education system

The NCSE recommendations represent a substantial systemic reform for Irish education which will impact curriculum, school buildings and facilities as well as professional standards for teachers.

The National Council for Special Education (NCSE) has launched a “landmark” policy advice paper recommending an inclusive education system which would see all schools catering to students.

The advice paper would see schools resourced and equipped to educate all children in their local community, including children with special educational needs.

The recommendations represent a substantial systemic reform for Irish education which will impact curriculum, school buildings and facilities as well as professional standards for teachers.

There are now almost 3,000 special classes across the country providing for over 18,500 children while the number of special schools will increase to 134 in September, providing for 9,000 students.

The advice paper would see children with special educational needs educated in their local school “rather than having to travel long distances to access a special class or special school”.

The NCSE said this would also help to create a greater understanding and respect for those who experience exclusion and discrimination.

It also recommends the establishment of a strategic planning group to oversee the development as “bringing about an inclusive education system in Ireland will not be a straightforward or short-term process”.

The NCSE said “it was clear” from consultations that shortcomings relating to therapy services and behaviour supports for students with special educational needs prevail and these services and supports should be expanded and rolled out to all schools.

This recommendation will require the employment of a significant number of speech and language therapists, occupational therapists, behaviour practitioners, and NEPS psychologists over time.

Teacher professional learning

The advice paper also recommends the enhancement of teacher knowledge, skills, and competencies to support the education of students with special educational needs through career-long professional learning.

This would also involve a detailed audit and review of established learning programmes, including special and inclusive education modules in undergraduate and postgraduate courses.

The NCSE said the Teaching Council should set out standards for the knowledge, skills, and competencies required by all teachers so they can provide an education appropriate to all of their students.

Although special schools and special classes will continue to be part of the provision for students with special educational needs, the NCSE said schools will require support to ensure that students are appropriately placed and that such places are based on student need.

The NCSE said student placements should be reviewed annually as concern was expressed that once a student is placed in a special school or special class, only on very rare occasions does this student transfer to mainstream education.

It was also noted that many school buildings were old and although some adaptations had been made, it was still challenging to include students with additional needs as a result of the poor quality of some buildings.

'Significant challenges'

NCSE chief executive John Kearney acknowledged there will be “significant challenges in achieving the ambitious goals of this policy advice”.

On the foot of the advice paper, the Department of Education applied to the European Commission’s DG Reform Office Technical Support Instrument (TSI) process.

The TSI programme is designed to support member states that are intending to initiate system reforms.

The DG Reform Office has appointed the European Agency for Special Needs and Inclusive Education to provide support to Ireland to progress the development which will take account of the NCSE’s findings and recommendations.

Education Minister Norma Foley welcomed the report and added that special schools will continue to play a vital role in meeting the needs of children with the most complex educational needs well into the future.

“To the greatest extent possible, we want children, whatever their ability, to have the opportunity to learn in their local school with their siblings and peers, be it in a mainstream class or a special class,” she said.