Leadership+ Issue 44 April 2008

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ISSUE 44 • APRIL 2008

FEATURES Airgead Bunscoile A Financial Package for Primary Schools Assistive Technology and Special Needs Children Communication and the Principal

SPECIAL EDUCATION DEMANDS SPECIAL RESOURCING A Phríomhoide agus a Phríomhoide Tháinistigh Principals of Special Schools and Special Classes tell us in no uncertain terms that no one single methodology can effectively address the needs of children with ASD. The perceived merits of the various teaching methodologies employed for ASD pale into insignificance as the priority issue when compared with three more fundamental concerns:

Emily Logan, Ombudsman for Children

● availability of multi-disciplinary support ● access to quality professional development for staff ● inadequate funding and resourcing.

Micra-T & Sigma-T Computerised Scoring System

The evidence shows that almost 90% of children with ASD do not have access on a regular basis to essential professional interventions such as psychological assessment, occupational, speech & language, behavioural and play therapies. These specialist professional interventions are necessary to distinguish ‘special’ from mainstream education. However, the reality is that 9 out of 10 children with ASD are being denied these critical services and other than benefiting from lower pupil-teacher ratios, are effectively in ‘ordinary classrooms’ in ‘ordinary’ schools which are ‘special’ in name only. The Departments of Education and Health are abdicating their responsibilities by shifting the blame from one to the other. The survey evidence shows that based on experience to date, Principals have little or no confidence in the abilities of the Departments of Education and Health to provide, manage and coordinate educational and multi-disciplinary supports for children with ASD. There is now an urgent need to define who has overall responsibility for resourcing the

Director: Seán Cottrell director@ippn.ie President: Larry Fleming president@ippn.ie Editor: Damien White editor@ippn.ie Assistant Director: Virginia O’Mahony Advertising: marketing@ippn.ie Irish Primary Principals’ Network Glounthaune, Co Cork T: 353 21 452 4925 F: 353 21 435 5648 The opinions expressed in Leadership + do not necessarily reflect the official policy or views of the Irish Primary Principals’ Network ISSN: 1649 -5888 Design and print: Brosna Press 090 6454327 • info@brosnapress.ie

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educational and therapeutic needs of children with ASD. Whether that rests with Education, with Health or with a ‘cross-over’ independent agency, should be a priority for Government to decide. As a vindication of the professional stance taken by Castleknock Educate Together and North Kildare Educate Together schools, nine out of ten Principals surveyed believe that Special Classes for children with ASD should not be opened without multi-disciplinary supports being already in place. As it is, only 28% of Special Schools and Classes have access to a dedicated NEPS psychologist. Significantly, in relation to methodologies employed, three out of four Principals state that, based on their experience, the eclectic model provides the best educational intervention for children with ASD from age 4 upwards, while two out of three express the belief that the ABA approach works particularly well for children of pre-school age. What is clearly emerging from the survey is that Special Schools and Special Classes for ASD must be serviced and resourced to reflect the actual needs of the children. This includes employment of Primary teachers with recognised qualifications for core instruction, SNAs appointed on a needs basis and a level of grant aid which enables the Special Class to operate without being subsidised from mainstream funds. It is now time to back-up the concept of ‘Special’ education with ‘Special’ resources. Is muidne le meas Larry Fleming Virginia O’Mahony Seán Cottrell President Assistant Director Director


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