25 Years of Special Education in Ireland 1985 to 2010 By Rose Tully N.T. Dip. in Remedial Ed., M.Sc. In Ed. Management March 2010

Historical Perspective Exclusion Stage Segregation Stage – Special Schools Integration Stage – Special Classes Inclusive Stage – Parental Choice

Evolution of Special Education Early 7o’s childcare assistants were employed in special schools Circular Letter 10/76: Duties of a ‘non-teaching nature’ – catering for the physical and sensory needs of the students Special Education Review Committee 1993 – SERC Report introduced the term Special Needs Assistant(SNA)

Evolution of Special Education Provision Resource Teachers and Special Needs Assistants(SNA’s) supporting inclusion in mainstream and special settings Education Act (1998) guaranteed “support services” to students and schools – “appropriate to meeting their needs”. Micheal Martin Minister for Education 1998 in his speech stated that the Education Act provided students with special needs with an “automatic entitlement to the level of teaching and childcare support which their condition requires”

The Result This led to a significant increase in the number of SNA’s in mainstream and special schools Up to 1994 there were no SNA’s in mainstream education In 2002 – There were 200 SNA’s in post-primary schools In 2003 – 5,500 in mainstream primary schools and special schools In 2007 – There were in excess of 7,410 SNA’s in primary, post-primary and special schools

Education of Persons with Special Educational Needs Act (2004) This Act is known as the EPSEN Act The Act states that a child with special educational needs shall be educated in an inclusive environment with children who do not have such needs unless, because of the nature or degree of those needs, to do so would be inconsistent with The best interest of the child or The effective provision of education for children with whom the child is to be educated Established the National Council for Education (NCSE) NCSE employs Special Education Needs Organisers(SENO’s)

Circular No 07/02 (Primary) Outlines criteria for the appointment of SNA’s Where pupil has: - a significant need for such assistance - a significant impairment of physical or sensory function - where behaviour is such that they are a danger to themselves or others

Circular No PPT 05/01(Post-Primary) Outlines pay, qualifications and conditions of service for SNA’s Outlines same duties as Circular 10/76 for childcare assistants “non-teaching duties assigned by the principal and teacher” “care” role – may be “modified” to meet the needs of the pupil.

Circulars SNA 12/05 and 15/05 These circulars outline a revised contract of employment for SNA’s in primary post-primary and special schools Outlines the revised duties of the SNA Duties are assigned by the principal and supervised by the Principal or teacher “non-teaching” role is re-stated Three new duties outlined - involved in school development planning where appropriate - contact with parents as required and directed by school management - reassignment to other work appropriate to the grade when pupils with special needs are absent or when urgent school work demands

26/1/2000 Seven Guiding Principles for Special Education Entitlement Early Identification of Needs Promoting Inclusion Review Progress Continually Update Policy Integrated Services Right of Appeal

Other influences on Special Ed. The Education Act (1998) The National Disabilities Authority Act (1999) The National Educational Psychological Services (1999) The Equal Status Act (2000) The Education Welfare Act (2000) Autism Task Force Report (2001) The Dyslexia Task Force Report (2001) The Children’s Act (2001) The Teaching Council Act (2001) The Equality Act (2004) The EPSEN Act (2004) The National Council for Special Education (2004) The Disabilities Act (2005)

2010 → The implementation of the EPSEN Act in full. The development of the process of IEP’s with particular emphasis on parental involvement. The role and number of the SNA’s. Proper in-service training for teachers on the development of Student Profiles and IEP’s.

If we are to achieve a richer culture------we must weave one in which each diverse human gift will find a fitting place” Margaret Mead Thank You