SPECIAL EDUCATION IN NORTHERN IRELAND

A SHORT OVERVIEW

Childhood & Disability: Inclusion in the mainstream

AN OVERVIEW

THE SPECIAL EDUCATION CHALLENGE

STRATEGY

THE WAY AHEADTHE WAY AHEAD

MAINSTREAM SPECIAL SCHOOLSPECIAL SCHOOL

CONTEXT

Context: Where are we now?

Code of Practice: 6 years on

53,164 pupils on SEN registers

4,986 pupils in special schools

£83m>£150m

49 special schools,172 units

Unmet need remains:- CI report

SEND: inclusion issue

DE Endorsement

“In 2003-4 to take forward a review of special education provision in N. Ireland to include a range of ETI reports/surveys, research projects, information gathering both at local and international level, and a review of the use of resources in order to provide evidence to inform policy development and produce recommendations regarding future policy, strategy and provision to reflect the concept of inclusion.” May 2003

Emerging StrategyKey Strategic and Policy Objectives

• a costed policy for special education and inclusion

• recognise the broader role of special schools

• develop a culture to promote inclusion

• place resource at the fore of progressive development

Key Activities A Review of Provision for pupils with statements of Sp. Ed.

Needs in Primary and Post-primary schools in N. Ireland A Review of the Role of Special Schools Survey of Minority Groups Leavers survey ( MLD):Key stage 4 Flexibility Promoting Sp.Ed. In Early Teacher Education and Continuing

Professional Development Improving inclusion in Pre-school Education Working Group Research Partnerships: regional secondments Four Nations Sp.Ed. Stock-take Autism & Dyslexia Report recommendations Speech and Language Projects Camera Mouse Challenging Behaviour Survey

Survey of Mainstream Schools

KEY ELEMENTS ARISING

• committed leadership

• whole school acceptance

• high profile SENCO

• agreed standards

• training

• self-evaluation system

ROLE OF SPECIAL SCHOOLReport findings

 strategic shortfall

imbalance of resources and expertise

variation in access to provision

limited transdisciplinary planning

untapped skills

changing pattern in pupil profile

areas of expertise in special schools

trend toward connectivity

 

ROLE OF SPECIAL SCHOOLReport recommendations

 strategic and corporate view for special education and inclusion defining role of special school

framework/training to improve special school practices to address changing needs

commonality of funding

collaborative working arrangements with health and social services

The Way Ahead for schools

Towards a set of guiding principles:-

• all children matter

• barriers to learning are identified

• positive action is taken to remove them

• a sense of community education prevails

The Emerging Outcomes

Four Main Areas

Training INCLUSION

collaborative working &

Improving quality SP.ED. POLICY

Matching Resources

The Enriched School Early intervention

Less bureaucracySEN friendly: partnership networksParent friendly Improved accessInclusion policy /development programme Leadershipstandards

The Way Ahead

Securing entitlement/Supporting Learning

“There should be a continuum of support and services to match the continuum of special

needs encountered in every school.”

UNESCO Salamanca Statement 1994

And Finally,

• No-one said it was going to be easy!