Integration is not the answer for every special-needs child

Teaching Matters: Over the past decade special-needs education has dominated the agenda in primary schools.

Like in other countries, particularly Britain and the US, parents of children with special needs demanded the right to have their children integrated and educated along side their peers in the local primary school.

Unsurprisingly, the Irish education system moved more slowly than others in this regard, but following several legal "boots up the backside" from the courts the Department of Education now promotes the integration of children with special needs. Whether it resources the policy properly is an entirely different issue.

Parents of special-needs children now have a choice of schools. For many this choice is a dilemma. Because of the trend towards integration some parents almost feel pressured into enrolling their child in the local school. There is no doubt that schools have become more "inclusive". Special-needs children are welcomed and additional resources are available. But does one size fit all? Do we have adequate resources available in all our schools to support all our children?

There has been an improvement in resources for special education over the last few years. Many children have one-to-one teaching, while others have the support of a special-needs assistant. This level of support sustains many throughout the primary years although special-needs pupils are in classes with up to 30 others.

But there are children who require more intensive support. Their pace of learning is slower. As the years go by the academic gap between them and their classmates widens. Because they may also develop at a slower rate, sadly they can find themselves struggling to cope socially at school and some may become isolated from their peer group.

Many parents of a 10-year-old child with special needs will tell you that their child plays more happily and frequently with five and six year-olds. This is not unusual and very understandable as the child may feel more comfortable and capable in this company.

So what can parents do if they recognise that their child has special educational needs? I suggest they ask questions and research all the options available.

I was delighted recently when an old school friend contacted me. She has a lovely little girl who happens to have Down's Syndrome. She is currently researching schools for her child and asked to visit our special school to see the facilities available. She was very clear that she wished her child to join her sister in mainstream school, but is aware that sometime in the future she may wish to consider other options. She is a parent with an open mind, determined to avail of all that is best within the system.

Such an option is not available in every country. Since Labour came to power in England more than 70 special schools have closed. Last month, the pioneer of integration in England, Mary Warnock, called for a major rethink of policy. Inspectors there are also warning that the drive towards inclusion has led to many children being enrolled in schools that do not have the resources to meet their needs.

Luckily in Ireland we have maintained a choice. In this country, parents opting for non-mainstream education may choose to place their child in a special class or a special school. This would not be required or recommended for every child with special needs, but for some it can provide for a fully-tailored curriculum that meets the individual needs of the child. I have always encouraged parents to seek out what is best for their child, to weigh up the options and to make an informed choice.

My advice to any parent is to talk to other parents, teachers and other education professionals. Parents should go and visit to see at first hand what is available. When parents ring me to ask about the school, I usually invite them to come and see for themselves. Most special schools do the same, not because we are touting for business, but because we realise that many parents have never been into a special school and are daunted by the idea.

They usually find that the school appears to be just like any other except the class numbers are smaller and as they explore further they see that the curriculum is adapted, the focus in some subject areas heightened and that the emphasis is on the child's ability rather than any disability. There may also be a range of additional supports, such as speech and language therapy, available.

It is only through having the knowledge that research provides that parents can exercise a real choice. I believe that parents should feel confident and happy about the choice they make for their child. They should also know that, for any child, it may be necessary to revise the decision or make further choices at a later stage. This is particularly important when a child is preparing to leave primary school and facing into the exam-stressed post-primary sector.

On visiting a vocational training centre recently, I met a group of young adults (19- to 20-year-olds). Some were past pupils of our special school and some had travelled the integrated mainstream path of education. They were all now working together, learning specific work-related skills, preparing for an independent adult life in employment. Their different educational experiences had led them to the same place to complete their education and they were all looking forward to taking their full place in society as adults.

Isn't this what we all want for our children?

Valerie Monaghan is principal of Scoil Chiaráin, Glasnevin, Dublin