Articles

Those who attended the IPPN Autumn meetings were made aware that the NCSE were preparing a policy paper for the Minister in relation to Special Schools, Special Classes and Article 24 of the UN Convention on the Rights of Persons with Disabilities (CRPD). Article 24 of the CRPD provides not only that children with disabilities should not be discriminated against but also that they are not excluded from the general education system on the basis of disability" and "can access an inclusive, quality and free primary and secondary education on an equal basis with others in their communities”.

The NCSE have quoted two jurisdictions that have adopted the practice of full inclusion, New Brunswick in Canada and Portugal. Of the other nine Canadian provinces and three territories, no one else has adopted this approach. There were 163 signatories of Article 24 which include countries or regional integration organizations that have signed the Convention and its Optional Protocol. 161 have not followed the full inclusion model. Some countries placed restrictions on their ratification. When the UK government ratified the UNCRPD in June 2009 it placed restrictions on its obligations. Two of those relate to Article 24. The first changes the UK’s definition of a ‘general education system’ to include segregated education:

“The United Kingdom Government is committed to continuing to develop an inclusive system where parents of disabled children have increasing access to mainstream schools and staff, which have the capacity to meet the needs of disabled children. The General Education System in the United Kingdom includes mainstream, and special schools, which the UK Government understands is allowed under the Convention. The second reserves the UK’s right to send disabled children to special schools outside their local area:

“The United Kingdom reserves the right for disabled children to be educated outside their local community where more appropriate education provision is available elsewhere. Nevertheless, parents of disabled children have the same opportunity as other parents to state a preference for the school at which they wish their child to be educated.”

There is not a lot that we might copy from the British system but it is interesting to see their interpretation. So what does that mean for us as school leaders in relation to this policy advice. First it is important to recognise that actually the NCSE made no recommendations. Secondly the words of the Minister for Education are important.

“This Government is continuing the huge increase in investment in special education. It is unprecedented. Special education is an ongoing priority. By next year we’ve funding for 1,886 special classes, 13,620 special education teachers and 17,014 Special Needs Assistants.

“All of this investment is to try and ensure that children are educated in an inclusive setting as far as practicable. Each child should be educated with their peers in mainstream wherever feasible and this is very much reflected in what the NCSE has stated in this progress report.”

On the initial findings of the NCSE report, the Minister said: “Any decision about whether to move towards greater inclusion of all students in mainstream requires very careful consideration”.

The Minister acknowledges that inclusive settings are preferred ‘where practicable’ and SEN pupils educated with their peers ‘wherever feasible’. Many of us would agree with these sentiments. There is a different reality that exists for many schools in Ireland. In New Brunswick each school has their own support team. For many schools in Ireland this would be a dream as many have no access to NEPS, no CAMHS, no access to therapists, no nursing support, limited supports in their school in terms of SNA and extra teaching support.

As school leaders we need to debate these issues but we also need to ensure that the rational voice of practitioners is heard during the next six months of consultation. We owe that to all of our pupils, parents and staff.