Annual Report 2005 - The National Disability Authority
Annual Report 2005 - The National Disability Authority
Annual Report 2005 - The National Disability Authority
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<strong>National</strong> <strong>Disability</strong> <strong>Authority</strong><br />
of recommendations were made for both policy and practice. A summary report was<br />
published later in the year and circulated to over 4,000 schools in Ireland. This report is<br />
an example of how the NDA discharges its commitment to provide qualitative data to<br />
inform planning and practice in services for people with disabilities.<br />
Individual Education Plans (IEPs) were introduced on a statutory basis by the Education<br />
for Persons with Special Educational Needs (EPSEN) Act 2004. IEPs provide a tailored<br />
education plan for pupils assessed as having special educational needs. <strong>The</strong>y involve<br />
the establishment of an IEP team composed of teachers, parents, the pupil and other<br />
relevant personnel where necessary (such as psychologists, therapists, etc.). In light of<br />
the child’s strengths, abilities and needs, a plan is written which outlines a number of<br />
educational goals for the child to achieve over a certain period, usually a year. <strong>The</strong> plan<br />
also sets out the range of supports required to support the child in achieving his/her<br />
aims and objectives, and is reviewed after one year.<br />
Special education provision<br />
Special Education Provision for Children with Disabilities in Irish<br />
Schools: <strong>The</strong> Views of Stakeholders<br />
As education is one of the key policy areas in the current strategic plan, research into<br />
the provision of primary education for children with disabilities was initiated in Autumn<br />
2004. <strong>The</strong> research was commissioned to a team based in Trinity College Dublin led<br />
by Dr. Michael Shevlin. Completed in <strong>2005</strong>, the research identified a number of key<br />
findings, including: the capacities of the system and of schools to deliver was seen as<br />
placing limitations on provision; the growing complexity of the role and workload<br />
for principals and a shortfall in the range and level of skills required for teaching and<br />
support staff were identified as constraining the capacity to deliver; parents identified<br />
serious difficulties in gaining access to mainstream primary schools, particularly for<br />
some children with intellectual and emotional/behavioural difficulties; serious difficulties<br />
and delays in obtaining assessments were reported; teachers reported a lack of<br />
knowledge regarding types of disabilities and the needs associated with them; and the<br />
‘social dividend’ of inclusion in mainstream education was identified as one of the<br />
most important outcomes for children with disabilities, although this was also seen to<br />
diminish as children got older and transferred to the more complex environment at<br />
second level.<br />
A seminar was hosted by the NDA in November <strong>2005</strong> to present the findings of the<br />
research. <strong>The</strong> findings of the research are due for publication in 2006.<br />
Early School Leaving<br />
<strong>The</strong> NDA analysis of the Census 2002 data identified that young people with disabilities<br />
were three times more likely to leave school earlier than their non-disabled peers, and<br />
leave with fewer qualifications. <strong>The</strong>refore, in November <strong>2005</strong> the NDA commissioned<br />
the Children’s Research Centre in Trinity College, Dublin, to undertake research to<br />
examine the reasons why young people with disabilities were leaving school earlier<br />
than other young people. This qualitative research will involve a number of focus groups<br />
with relevant stakeholders as well as face-to-face in-depth interviews. This research is<br />
due for completion at the end of 2006.<br />
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