Sir, – I refer to the extensive and welcome analysis of the allocation of special educational needs resources by Joe Humphreys and Pamela Duncan ("Affluent areas receive more special needs teaching hours", Front Page, September 8th).
However, the article claims that a new model of allocation “was rejected by Minister for Education and Skills Jan O’Sullivan”. This is inaccurate.
I am committed to reform of the allocation model along the lines proposed by the National Council for Special Education (NCSE). However, implementation could not proceed this year as important aspects, such as how pupils with “complex needs” would be identified, was not completed.
Changing the resource allocation model for pupils with special needs cannot be successfully achieved if important components, such as that in relation to “complex needs”, are not in place. I was not prepared to proceed with a fundamental change based on an incomplete model. In taking this decision I was also guided by the advice of the NCSE working group, which recommended additional consultation before the new model is implemented.
I have not “rejected” the new model. In fact, to maintain momentum behind the NCSE proposal, I have established a pilot which has begun in 48 schools this month. Reform of the allocation system is needed and I am committed to achieving that goal. – Yours, etc,
JAN O’SULLIVAN, TD
Minister for Education
and Skills,
Dublin 1.
Sir, – It is deeply unjust that children with special needs from all socioeconomic backgrounds in Ireland can access supports only if they fit neatly into a limited number of diagnostic categories accepted by the Department of Education.
It is deeply concerning that children with complex developmental profiles attending private practitioners may receive a diagnosis after a single appointment with a sole practitioner instead of attending the comprehensive multidisciplinary assessment that is recommended by international guidelines.
It is deeply inappropriate that the failure to develop adequately and resource early intervention and community paediatric services for children results in referrals to specialist mental health services. It is deeply neglectful that children with identified developmental needs are endlessly assessed yet do not receive the therapy and intervention they require. It is deeply unfair to parents that they are left to navigate this system while waiting for the Departments of Education and Health to liaise effectively with one another. Our five-year-old son, who has educational needs, started school last Monday without any support in place other than the goodwill and compassion of his principal and class teacher and the occasional prayer from his parents. We don’t want a diagnosis – we want him to have the education he is entitled to. – Yours, etc,
MARIA and HUGH
DUGGAN,
Ringsend, Dublin 4.