New data reveals that a large portion of schools claiming a deficit in teaching resources for special education, have been unsuccessful in receiving additional support. This information has emerged amid a heated discussion about the implementation of a new funding model for students with disabilities under the mainstream school system. This change has some parent groups expressing doubts about the neutrality of the process.
The latest information, disclosed within an Oireachtas committee meeting, has shown that around 86% of schools’ appeals for additional resources for special education are rejected. However, the remaining 14% do manage to secure increased quantities of teaching hours.
The Department of Education recently revealed a restructured allocation system for special education teachers. This will decide how support is distributed to thousands of disabled students in the forthcoming September term, under the mainstream school system. According to the department’s predictions, approximately one third of schools will see a decrease in teaching hours. At the same time, two thirds can expect to either retain their current levels or see an increase based on the new model.
The Department of Education assures schools that feel disadvantaged by their received allocation of teaching hours that they can contest it. However, Dr. Adam Harris, the CEO of autism support organisation AsIAm, pointed out that the ambiguity of the allocation framework has caused sizable anxiety among families. He advocates for a pause on the new model’s implementation and a separate, independently financed appeals procedure to ensure no child is left lacking.
Until recently, the degree of support offered to disabled students within the mainstream school system relied on factors like pupil enrollment, the ratio of students with “complex needs”, the results of standardised assessments, and gender. However, the newest model removes “complex needs” as a determinant for the allocation of special education teaching hours.
Norma Foley, the Minister for Education, defended this new approach, citing that the previous standards did not adequately serve the schools. She stated that local HSE service supplied information on pupils with complex needs has proven inconsistent in the past, leading to significant fairness issues.
According to Ms Foley, the allegations that the new system would overlook the complicated requirements of children are “utterly false”. She clarified that the results from standardised assessments will be incorporated into school-based data. If a child isn’t able to take these tests or if they’re exempt from them, additional consideration will be allocated towards their needs.
“This is a novel system and I comprehend that transition can be unsettling. It could cause challenges and problems. But, we’re requesting for individuals to collaborate with us,” Ms Foley stated. Notwithstanding that, Mr Harris critiqued that standardised assessments only measure students’ literacy and numeracy abilities and fail to address other vital elements like social or emotional difficulties.
Over 700 headteachers from primary schools have supported a petition that seeks to overturn alterations to the allocation of Special Educational Needs (SEN) teachers, fearing these changes might disadvantage some children. The grassroots advocacy group known as the National Principals’ Forum, organised by primary school principals, has rallied support from 719 principals who are against the amendments. Presently, three out of four principals don’t have adequate hours to assist children who need additional support in their schools and are worried that more children might lose out due to these changes.
The petition insists on reversing the decision to exclude “complex needs” from the criteria for allocating SEN teaching hours. It also calls for the education department to rely on principals to provide their requirements annually to determine the extent of Special Educational Needs. Feel free to follow The Irish Times education section on Facebook and X (Twitter) for the latest updates.