Concerns Over the Impact of Redesignating Special Schools
An oireachtas committee has heard concerns from principals of special schools regarding the potential creation of “catch-all” schools. These schools, if established, could leave some children without a place where they feel supported, understood, and safe. The education committee invited in principals of special schools on Thursday, who shared their worries about pressure from the Department of Education to change their schools’ designation to include children with “complex needs.”
The principals argue that this shift would result in children with mild general learning disabilities being phased out of their current schools and placed in mainstream classes that may not be appropriate for them. While they acknowledge that children with complex needs require the support they need, they believe this should not come at the expense of other children who also need assistance.
Debbie O’Neill, principal of Scoil Eoin in Crumlin, Dublin, read out a letter from a parent of a 14-year-old child named Aoife, who has a mild general learning disability. The parent expressed concern that the plan to redesignate the school would leave children like Aoife with nowhere to go.
“Mainstream schools cannot give Aoife what she has at school,” the parent said. “Here, she plays soccer without being laughed at. She sings loudly in choir off-key and no one minds.” At Scoil Eoin, Aoife is not falling behind. She is seen for who she is. “She is confident, she is happy. That wasn’t always the case in mainstream school. She cried every day. She called herself stupid because she couldn’t keep up.”
The parent emphasized that mainstream schools lack the resources and expertise to support children like Aoife, and the cost will be high: her mental health, her confidence, and her future. “Scoil Eoin didn’t just educate Aoife, it saved her. It gave her a sense of self-worth and belonging. Please don’t take that away.”
Ms. O’Neill warned that forcing a school to expand its offerings would dilute the entire spectrum of provision that is currently available. She stressed that schools should be allowed to retain a system that works well for the children they already teach.
She added, “But make no mistake, if re-designation happens, the children we have at the moment, while they will not be forced back into mainstream, those children that we are yet to meet most definitely will.”
Challenges Faced by Schools Catering to Children with Mild Learning Disabilities
Greg Browne, principal of Catherine McAuley National School in Limerick, highlighted the challenges faced by schools that cater to the largest cohort of students with disabilities. He noted that between 5-7% of the population has a mild general learning disability.
Mr. Browne explained that a new Department of Education circular proposes to restrict the role of the board of management in admissions, which is unlike any other sector in education. “Our own system at present has its proper checks and balances in relation to admissions,” he said. “Parents approach us, often in desperation seeking our help.”
He warned that if schools are forced to change their designation, the immediate problem of a lack of places for pupils with complex needs would be replaced by a greater problem of increased school drop-out and expulsions. “We ask simply to be allowed to continue the good work we have been doing for those pupils whose disability is not as evident as others but every bit as real.”
The Need for a Balanced Approach
The principals emphasized the importance of maintaining a balanced approach to education that supports all children, regardless of their needs. They argued that the current system, which allows for specialized support for children with mild learning disabilities, is effective and should not be disrupted.
They also pointed out that the proposed changes could lead to unintended consequences, such as increased mental health issues and lower confidence among students. The focus should be on ensuring that all children receive the support they need, without compromising the existing structures that have proven successful.
In conclusion, the principals of special schools are urging the Department of Education to consider the long-term impact of their policies and to find a way to support all children equitably. They believe that a collaborative approach, rather than a one-size-fits-all solution, is essential to meeting the diverse needs of students across the country.
