APPENDIX 1
Memorandum from the National Deaf blind
and Rubella Association (Sense) Northern Ireland
SPECIAL NEEDS EDUCATION IN NORTHERN IRELAND
Sense is the National Deafblind and Rubella
Association. We are a UK wide organisation and we provide information,
advice and support for people who have sight and hearing impairments,
their families and involved professionals. Many of our clients
also have additional learning and/or physical difficulties. Sense
started in England in 1955 as a parents' support group for families
whose children were affected by rubella. A Sense parents' group
was set up in Northern Ireland in 1985 and in 1990 the first two
staff members were employed. We have now grown to a staff team
of over 60 people working with elderly people, adults, adolescents
and children who have multi-sensory impairments. Our latest development
is to establish a nursery for children with special needs at our
Family Centre at Mallusk in north Belfast.
PROVISION AND
RESOURCING CONCERNS
1. Currently there is a range of provision for
children with special needs, including: mainstream, special units,
special schools, and support services. From our visits to the
SLD schools in particular, we believe that the children with the
more severe special needs are being well taught by dedicated staff
who are attempting to make the Common Curriculum appropriate to
their needs. Children with a single sight or hearing problem,
whose needs cannot be met in mainstream, are being well provided
for at Jordanstown School for Children with Sight and Hearing
Impairments.
2. A Sense survey of 1996 identified 41 children
with dual sensory impairments in the SLD schools. These children
require a very specialised approach due to their impaired sight
and hearing and additional needs. At present, only the Southern
Education and Library Board has set aside funding for an educational
advisory service to provide training and support for these children
and their staff. Sense provides this service and is well equipped
to provide a similar service to the other boards.
3. There is very limited pre-school provision
for young children with special needs. Pre-school provision should
be increased to meet the needs of young children in the crucial
years when intervention can be most effective in helping to minimise
the effects of disabilities. Provision should include supported
places in mainstream playgroups and nurseries, as well as specialist
early intervention centres for children who need a more specialist
input.
4. In some SLD schools, classes are too large
and more staffing is needed in order to meet fully the complex
needs of all the children.
5. The argument that all children should be
included within the mainstream system is not realistic for many
children with severe, complex or profound special needs. Many
children with severe special needs require a specialised approach
and equipment, an appropriate setting and trained staff. This
level of support often cannot be provided in a mainstream school.
Trying to fit all children into mainstream schools, even with
support, does not adequately provided for their needs. Children
inevitably suffer in inappropriate settings and staff cannot possibly
be trained to meet the needs of all children. In America, the
trend towards complete inclusion has had to be reversed, as children
have suffered and staff specialism has declined. Sense believes
that a range of provision should be available to meet the needs
of all children.
6. More specialist training is required for
staff working with children who have special needs. Staff working
with children who have special needs require access to specialised
training courses at the initial stage and during the in-service
stage. Funding and secondment opportunities should be made available
to encourage teachers and classroom assistants to develop their
specialist skills in the various areas of special needs.
7. There is an ongoing need for summer scheme
provision. Children in special schools develop because they have
a very strict routine that suits them. A child with profound needs
is very stressful to live with, and parents can just about manage
whilst the child is at school, but during the nine weeks of the
summer holiday, the situation at home can be extremely difficult.
During recent years, the summer scheme programme has been cut
back to virtually nothing. We believe that a break of three weeks
is essential to maintain the child's progress, and to help families
to cope.
8. There is a need to upgrade the adult services
available when the children leave school at 19. They will have
had 15 excellent years at well resourced schools, with programmes
geared to meet their needs. Adult services, although run by very
keen staff, cope with large groups of young adults and older people
with minimal resources and insufficient staff. The transition
from school to adult services, where their needs cannot possibly
be met, can be traumatic. We suggest that adult services need
to be brought into line with children's services, as these people
have special needs which need to be met, no matter what age they
are.
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