The Teachers Union of Ireland (TUI) conference held in Killarney was informed that the Department of Education’s decision to eliminate complex needs as a basis for special education teaching hours allocation was akin to an early April Fools’ joke. The decision was reportedly due to the Department’s concerns about the authenticity of data received from local HSE services.
In her speech at the conference, Niamh Allen from Marino College in Fairview presented an urgent motion to overturn the resolution. She pointed out that the focus should have been on collaborating with the HSE to improve and standardise the data, rather than completely dispensing with the criteria. According to her, the decision would result in a 33% decrease in support hours in schools, jeopardising inclusive education and the students’ potential.
She warned attendees that the problem could possibly affect them later, or immediately impact people they know. She went on to say, “There are undoubtedly people here who either have children with additional needs or know someone that does.”
Kate, another speaker, put forward an emergency motion for increased support and training for teachers charged with conducting Assessments of Needs (AONs). These assessments are instrumental in obtaining educational support for numerous children with additional needs.
She emotionally recounted her family’s struggle to get their two daughters, both suffering from developmental language disorder, assessed for vital support. Her proposal outlined the circumstances under which teachers might be expected to execute AONs. She believed that teachers may soon be formally asked to engage in this process due to the current severe delays.
Through tears, Kate admitted that her proposal might not be the ideal solution. However, it sought to address the real-world situation for teachers being thrust into a position they never asked for.
The conference bestowed upon her an enthusiastic and prolonged applause, however, her motion was denied after an associate stressed that those undertaking AONs needed fitting qualifications and voiced doubts about a teacher’s training equipping them sufficiently for this task. Despite her defeat, Kate took it in stride, freely conceding that her adversaries might just have a valid point. Nonetheless, according to Kate, the system along with the Government seems to be persistently failing kids like her own daughters. She pointed out that while government officials keep on advocating for the principle of inclusive education, our academic system still falls short of inclusive. Children with special needs are incorporated into regular schools and subsequently left to fend for themselves. They are left unsupported and trapped in a perpetual feeling of inadequacy.