special education in northern ireland a short overview childhood & disability: inclusion in the...
TRANSCRIPT
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!