Presentation by Dr. Flatman Watson to NDA 6th May 2010
Presentation by Dr. Flatman Watson to NDA 6th May 2010
Presentation by Dr. Flatman Watson to NDA 6th May 2010
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Access <strong>to</strong> Mainstream Primary Education<br />
Environments: the case for pupils with an<br />
intellectual and/or pervasive<br />
developmental disability<br />
<strong>Dr</strong>. Sheelah <strong>Flatman</strong> <strong>Watson</strong><br />
<strong>NDA</strong> Scholar<br />
<strong>6th</strong> <strong>May</strong> <strong>2010</strong><br />
Geography Department
Definition of ID/PDD<br />
• „A condition of arrested or incomplete development of the<br />
mind, which is especially characterized <strong>by</strong> impairment of<br />
skills manifested during the developmental period, skills<br />
which contribute <strong>to</strong> the overall level of intelligence, i.e.<br />
cognitive, language, mo<strong>to</strong>r, and social abilities. Retardation<br />
can occur with or without any other mental or physical<br />
condition’<br />
(World Health Organisation 2006:F70-F79).<br />
• ‘A group of disorders characterized <strong>by</strong> qualitative<br />
abnormalities in reciprocal social interactions and in<br />
patterns of communication, and <strong>by</strong> a restricted, stereotyped,<br />
repetitive reper<strong>to</strong>ire of interests and activities. These<br />
qualitative abnormalities are a pervasive feature of the<br />
individual's functioning in all situations’<br />
(World Health Organisation 2006 F84.…)<br />
<strong>6th</strong> <strong>May</strong> <strong>2010</strong><br />
Geography Department
Aim of the Paper<br />
To present an overview of the doc<strong>to</strong>ral research findings<br />
with respect <strong>to</strong> the capacity of the Irish Primary<br />
Education System <strong>to</strong> provide for the education of pupils<br />
with ID/PDD<br />
• Access <strong>to</strong> resources – principals’ voice<br />
• Enrolment practices – principals’ voice<br />
• Experience of accessing education spaces – parents’ voice<br />
To present recommendations for State development of<br />
structures and provision of resources <strong>to</strong> effect equitable<br />
enrolment practices and equality of opportunity in<br />
inclusive educational environments<br />
<strong>6th</strong> <strong>May</strong> <strong>2010</strong><br />
Geography Department
Local Health/developmental clinics<br />
Child guidance clinics-assessments<br />
Hospital clinics – assessments and treatment<br />
Early Intervention Centres Assessment Centre<br />
Voluntary & State intellectual disability Services<br />
Voluntary & State Autism disability services<br />
Special school system<br />
Outreach unit system<br />
Generic school teams<br />
Clinical Psychology<br />
Educational Psychology<br />
Behavioural Psychology<br />
Speech & Language Therapy<br />
Occupational Therapy<br />
Physiotherapy<br />
Play/music Therapy<br />
Nurse manager<br />
Social worker<br />
Transport service<br />
Funding<br />
Specialist<br />
schools<br />
HEALTH SERVICES<br />
Disability<br />
Services<br />
Special<br />
Schools<br />
Other<br />
STATE<br />
PROVISION<br />
Potential Support /Service Provision<br />
Special<br />
Schools<br />
ID<br />
Special<br />
Unit ASD<br />
Special<br />
School<br />
ASD/ED<br />
Potential<br />
Primary<br />
Placements<br />
Potential<br />
links<br />
ABA<br />
education<br />
centre<br />
Special<br />
class ID<br />
EDUCATION SERVICES<br />
Principal/Class teachers/Remedial teachers<br />
Resource teachers/Peri-petatic teachers<br />
NEPS psychologists/Private psychologists –<br />
Special needs assistants/Classroom assistants<br />
Home School Liaison Officer<br />
ABA tu<strong>to</strong>rs<br />
Home tuition Grant<br />
Teacher Training Pre-service in-service<br />
Teacher Education Centres<br />
Transport services<br />
Assistive technology<br />
Curriculum development<br />
Funded programmes (DEIS Schools)<br />
Local clinic mainstream school team<br />
Special<br />
Unit<br />
ASD<br />
Non-recognised<br />
Mainstream<br />
Special<br />
Unit<br />
AS<br />
Special<br />
Class S&L<br />
Private<br />
schools<br />
classes<br />
Special<br />
Class other<br />
<strong>6th</strong> <strong>May</strong> <strong>2010</strong><br />
Geography Department
CONTEXT<br />
capacity<br />
IMPLEMENTATION<br />
equality<br />
mainstream<br />
services<br />
inclusive<br />
education<br />
?<br />
universal<br />
design<br />
<strong>6th</strong> <strong>May</strong> <strong>2010</strong><br />
Geography Department
EDUCATION ACT 1998<br />
• „<strong>to</strong> promote equality of access <strong>to</strong> and participation in<br />
education and <strong>to</strong> promote the means where<strong>by</strong><br />
students may benefit from education’ (Pt.1.S6 (c))<br />
• ‘<strong>to</strong> promote the right of parents <strong>to</strong> send their<br />
children <strong>to</strong> a school of the parents’ choice having<br />
regard <strong>to</strong> the rights of patrons and the effective and<br />
efficient use of resources’ (Pt1S.6 (e)<br />
(Government of Ireland, 1998)<br />
<strong>6th</strong> <strong>May</strong> <strong>2010</strong><br />
Geography Department
Problem<br />
„…a great number of citizens are excluded from the<br />
rights and opportunities of the vast majority‟ due <strong>to</strong><br />
societies being ‘organised for an “average” citizen<br />
without any disability’ and in particular that „some<br />
young people continue <strong>to</strong> have problems of access<br />
<strong>to</strong> mainstream education…’ (European Union,<br />
1996 )<br />
<strong>6th</strong> <strong>May</strong> <strong>2010</strong><br />
Geography Department
Study Area - Dublin & Kildare<br />
<strong>6th</strong> <strong>May</strong> <strong>2010</strong><br />
Geography Department
Methodological Strategy<br />
• Multi-layered mixed methods approach<br />
– Document analyses<br />
– Networking<br />
– Quantitative<br />
Schools’ Questionnaire<br />
Parents’ Questionnaire<br />
– Qualitative<br />
Semi-structured/narrative interviews<br />
<strong>6th</strong> <strong>May</strong> <strong>2010</strong><br />
Geography Department
Resource Sensitivities<br />
Professionals<br />
• Access <strong>to</strong> knowledge, qualifications, training, experience, cross<br />
sec<strong>to</strong>ral support, cross system support, professional networks<br />
Parents<br />
• Access <strong>to</strong> trained personnel <strong>to</strong> support decision making and<br />
provide information on placements, disability services support<br />
with respect <strong>to</strong> education<br />
Pupils<br />
• Access <strong>to</strong> assessments therapy early intervention programmes<br />
and education placements supports<br />
<strong>6th</strong> <strong>May</strong> <strong>2010</strong><br />
Geography Department
Research Sample <strong>by</strong> School Designation<br />
n = 245<br />
Special/<br />
Specialist<br />
School<br />
9%<br />
Applied<br />
Behaviour<br />
Analysis<br />
Centre<br />
1%<br />
Mainstream<br />
School<br />
65%<br />
Mainstream<br />
Special<br />
Class/Unit/<br />
DEIS<br />
25%<br />
<strong>6th</strong> <strong>May</strong> <strong>2010</strong><br />
Geography Department
%<br />
%<br />
80<br />
60<br />
40<br />
20<br />
0<br />
7.2<br />
Principal<br />
71.2<br />
Class<br />
Teacher<br />
Staff posts as % of<br />
teaching staff<br />
13.3<br />
Resource<br />
Teacher<br />
7.4<br />
Learning<br />
Support<br />
Teacher<br />
0.9<br />
Peripatetic<br />
Teacher<br />
11% Teaching Staff<br />
LS/SEN<br />
Qualification<br />
% Teaching Staff with<br />
SEN Qualification<br />
n = 3381<br />
245 Principals<br />
2406 Classroom teachers<br />
448 Resource teachers<br />
251 Learning Support teachers<br />
31 Peripatetic teachers<br />
50<br />
40<br />
30<br />
20<br />
10<br />
0<br />
1.6<br />
Principals<br />
8.2<br />
Classroom<br />
Teachers<br />
18.3<br />
Resource<br />
Teachers<br />
43.6<br />
Learning<br />
Support<br />
Teachers<br />
12.9<br />
Peripetatic<br />
Teachers<br />
<strong>6th</strong> <strong>May</strong> <strong>2010</strong><br />
Geography Department
Schools’ Resources<br />
In-service training<br />
23% Class teachers<br />
28% Resource teachers<br />
28% Learning support teachers<br />
13% Peripatetic teachers<br />
7% CAs<br />
14% SNAs<br />
Professional Networks<br />
• 50% ILSA members<br />
• 42% IATSE members<br />
Auxiliary Supports<br />
8% Clinical psychologist<br />
54% Educational psychologist<br />
17% Speech and language therapy<br />
5% Home school liaison role<br />
1 SNS occupational therapist part-time<br />
1 SNS (Hosp) multidisciplinary<br />
1 SNS counselling psychologist<br />
Cross System Support<br />
5% Links between NS & SNS<br />
<strong>6th</strong> <strong>May</strong> <strong>2010</strong><br />
Geography Department
Principals’ Voice<br />
• 78 Schools reported denying/deferring access<br />
• 128 Reasons provided<br />
– 15 Waiting <strong>to</strong> get adequate structures in place<br />
– 63 Unable <strong>to</strong> meet the students needs<br />
– 36 Student characteristics problematic<br />
– 14 Unable <strong>to</strong> meet parents/professionals requests<br />
<strong>6th</strong> <strong>May</strong> <strong>2010</strong><br />
Geography Department
% of School Type Stated<br />
Denial of Placement<br />
28% Mainstream classes only<br />
24% Mainstream with GLD class<br />
60% Mainstream with unit (s) ASD/AS/S&L<br />
71% Mainstream with DEIS Status/GLD class<br />
55% Special/specialist system<br />
<strong>6th</strong> <strong>May</strong> <strong>2010</strong><br />
Geography Department
Principals’ Quotes<br />
• „...required extensive resources…reports<br />
supported…DES would not supply‟ (S241)<br />
• „We hadn‟t the necessary skills/resources <strong>to</strong> deal with<br />
certain students‟ (S103)<br />
• „…child with DS...advised <strong>to</strong> seek place<br />
elsewhere…already 2 other children with DS in class‟<br />
(S214)<br />
• „Pupil needed SNA speech therapist and resource<br />
teaching which was available at a near<strong>by</strong> school‟(S182)<br />
<strong>6th</strong> <strong>May</strong> <strong>2010</strong><br />
Geography Department
Research Sample <strong>by</strong> Class Placement<br />
n=119<br />
Special<br />
School PDD<br />
0.8%<br />
ABA<br />
Education<br />
Centre<br />
11.8%<br />
Mainstream<br />
Class<br />
47.1%<br />
Special<br />
School ID<br />
16.0%<br />
Mainstream<br />
Special Unit<br />
PDD<br />
16.0%<br />
Maisntream<br />
Special Class<br />
ID<br />
8.4%<br />
<strong>6th</strong> <strong>May</strong> <strong>2010</strong><br />
Geography Department
Parent Attributes<br />
• 87% No experience ID/PDD or SEN<br />
• 80% Do not understand their rights<br />
• 70% Decision-making on placement problematic<br />
• 55% Some support - assessment personnel<br />
» mainly through private assessments<br />
• 30% Some support from other parents<br />
<strong>6th</strong> <strong>May</strong> <strong>2010</strong><br />
Geography Department
Access <strong>to</strong> Information<br />
• „…lack of information…I mean there's no leaflet from the DES or<br />
the DoH…that will tell me…the way it works…cause it's such a<br />
minefield…there's just so many different things that you just don't<br />
know about…‟ … there was no input whatsoever…they [services]<br />
didn't help me at all… weren't directing me anywhere and weren't<br />
offering me anything‟ (P14:RP)<br />
• „…it‟s only a clinical diagnosis and we can‟t tell you what <strong>to</strong> do<br />
and nobody can tell you where <strong>to</strong> send your child <strong>to</strong> school‟<br />
(P53:RD)<br />
• „… all of a sudden we were out on our own looking for schools…‟<br />
(P64:RBB)<br />
<strong>6th</strong> <strong>May</strong> <strong>2010</strong><br />
Geography Department
Parents’ Voice<br />
54% denied enrolment on request (64/119)<br />
117 incidences reported<br />
• 1 Montessori (6-12 years) private<br />
• 41 Mainstream class placements<br />
• 7 Special/specialist classes in mainstream<br />
• 8 Special/specialist system<br />
• 7 Placement/type not revealed<br />
<strong>6th</strong> <strong>May</strong> <strong>2010</strong><br />
Geography Department
Reason for Denials<br />
3 No reason given - application ignored<br />
15 Special needs not catered for<br />
16 Students disability/care needs/behaviour problematic<br />
1 Particular programme not available<br />
8 Schools’ opinion child not suited <strong>to</strong> placement<br />
10 Quota reached – no places available<br />
10 Lack of/limited personnel/resources/supports<br />
8 Waiting lists-place/assessments/transport/accessibility<br />
2 Outside catchment/religion/age/not <strong>to</strong>ilet trained<br />
<strong>6th</strong> <strong>May</strong> <strong>2010</strong><br />
Geography Department
Parent Quotes - Denial<br />
• „... no reason given but place given <strong>to</strong> our other daughter‟ (P82)<br />
• „Do not cater for Special Needs – had A.S. students before.. they<br />
presented behavioural problems (generalisation) the school could<br />
not cope with‟ (P 57)<br />
• „No SNA wanted in the class‟ (P71)<br />
• „…not a suitable candidate <strong>to</strong> maintain the standards of his<br />
school‟ (P50)<br />
• „…principal…did not think integration was best decision (his<br />
personal view)‟ (P69)<br />
<strong>6th</strong> <strong>May</strong> <strong>2010</strong><br />
Geography Department
Parent Quotes - Resources<br />
• „Head Teacher knew nothing about Autism / Special Needs<br />
„(P19)<br />
• „Quota full‟ (P1)<br />
• „All special schools are full…Autistic Units are full…‟ (P18)<br />
• „Did not have Sufficient Remedial Assistance for Darragh as a<br />
private school‟ (P73)<br />
• „No special classes or teachers‟ (P101)<br />
• „No class assistant and fear of the unknown‟ (P75)<br />
• „Principal did not 'deny' place, instead he shouted abuse down<br />
the phone and <strong>to</strong>ld me they would never get the "support" from<br />
the Department <strong>to</strong> deal with Colin. The principal never<br />
replied in writing <strong>to</strong> any correspondence I sent‟ (P31)<br />
<strong>6th</strong> <strong>May</strong> <strong>2010</strong><br />
Geography Department
Application /<br />
negotiation<br />
Phase 1: Negotiation for Placement<br />
PARENT & PUPIL<br />
DECISION-MAKING<br />
Enrolment<br />
process<br />
Source information<br />
Visit & assess schools<br />
Decide placement type<br />
Approach principal<br />
Class<br />
teachers<br />
Reported Barriers<br />
Transport<br />
Resource<br />
teachers SNA<br />
Physical<br />
access<br />
PRINCIPAL<br />
Space<br />
BoM<br />
Parents<br />
<strong>6th</strong> <strong>May</strong> <strong>2010</strong><br />
Geography Department
seek assessment<br />
Professionals<br />
Clinic/Private<br />
provide report (s)<br />
Phase 2: Enrolment Process<br />
PARENT & PUPIL<br />
Back <strong>to</strong> phase 1<br />
SENOs<br />
Apply for supports<br />
Sanction support<br />
Deny supports<br />
PRINCIPAL<br />
Provide support<br />
Deny support<br />
Enrolment<br />
denied<br />
Pupil<br />
DES<br />
Teachers Tu<strong>to</strong>rs<br />
SNAs Psychologists<br />
HSE<br />
Assessments Therapies<br />
Health Services<br />
<strong>6th</strong> <strong>May</strong> <strong>2010</strong><br />
Geography Department
Parent Quotes - Preferences<br />
• „…any setting for a child would be only appropriate<br />
if it was capable of meeting her assessed needs at<br />
time of transfer” State response (in ASD class in<br />
mainstream school)… did not meet needs‟ (P 43)<br />
• „…the principal…wants them all <strong>to</strong> be happy but<br />
fundamentally believes that there‟s nothing that can<br />
be done for them‟ ...staffs‟ belief in full potential of<br />
the child. Many special needs staffs think they are<br />
just "minding" the children they are supposed <strong>to</strong> be<br />
teaching‟ (P125:RQ)<br />
<strong>6th</strong> <strong>May</strong> <strong>2010</strong><br />
Geography Department
Parent Quotes - No Choice<br />
• „To be honest we had no choice. We got no help from<br />
the persons who diagnosed Nathan. …the travelling<br />
etc. didn't come in<strong>to</strong> our decision - we were so happy<br />
our application was successful… (P28)<br />
• „…the only school that accepted him‟ (P75)<br />
• „…it wasn‟t really choice, it was that or nothing‟ (P 20)<br />
• „We were just so glad that any school would consider<br />
taking Angela‟.(P44)<br />
<strong>6th</strong> <strong>May</strong> <strong>2010</strong><br />
Geography Department
Parent Quotes - Comments<br />
• „Resource teaching, in general, is with teachers who do not<br />
have experience of Autistic children. S.N.A.s – have no<br />
training requirements and need constant help and analysis<br />
from parents. No instruction or support for mainstream<br />
teacher on child‟s disability – dependant on personality and<br />
interest of individual teachers‟. (P14)<br />
• „Despite the wonderful teachers my son has I am disappointed<br />
that even though his school promoted integration no actual<br />
integration takes place at his school. This is a cause of some<br />
concern as he now wants <strong>to</strong> engage and interact with children<br />
he perceives as being the same age as he is. He is desperate<br />
for company and in reality is very lonely even though he has 3<br />
younger siblings‟ (P9)<br />
<strong>6th</strong> <strong>May</strong> <strong>2010</strong><br />
Geography Department
School Planning - Negative<br />
• „…the school was badly run…There was no thought going<br />
in<strong>to</strong>…what each child needed. The classes are all run<br />
absolutely differently…there were some classes that were far<br />
more suited,…it‟s all very willy nilly and you take pot luck‟<br />
(P126:RM)<br />
• „…she was incredibly rigid…she made them do the same thing<br />
every single day for the entire year…they all had <strong>to</strong> do<br />
pegs…she did them for two and a half years‟ (P68:RAA)<br />
• „…when he was in that school his pictures were always done<br />
in black. Now I don‟t know whether that is significant or<br />
anything, <strong>to</strong> us it was. He was always down‟ (P121:RR2)<br />
• „…I felt there was no communication between the teachers.<br />
The teachers weren‟t helping one another. They were working<br />
in isolation.…She [teacher] used <strong>to</strong> say, I‟m sorry…Miriam is<br />
one of my Guinea pigs,…because she was new <strong>to</strong> the whole<br />
thing…‟ (P126:RM)<br />
<strong>6th</strong> <strong>May</strong> <strong>2010</strong><br />
Geography Department
School Planning - Positive<br />
• „oh my God…his learning support teacher down there needs <strong>to</strong><br />
be canonised she‟s incredible…just really enthusiastic.<br />
embracing all of them …it was such a huge mix …‟ (P50:RO)<br />
• „…teacher…went on maternity leave there in Feb…and this<br />
new teacher came in…and Uriel <strong>to</strong>ok <strong>to</strong> her no problem…‟<br />
(P24:RU)<br />
• „…they are very attuned <strong>to</strong> him…they know that he‟s<br />
different…would always help him out…they are always very<br />
kind <strong>to</strong> him and he‟s very lucky that way…‟ (P53:RD)<br />
• „…they looked at what she could do…asked could they put her<br />
out of the outreach classes for so many hours a day and [used<br />
the outreach class] for anything that she was weak on…or that<br />
the outreach class were doing…‟ (P79:RG)<br />
<strong>6th</strong> <strong>May</strong> <strong>2010</strong><br />
Geography Department
Teacher Training - Positive<br />
• „…she just was able <strong>to</strong> deal with him from day one and had<br />
special programmes set out for him, what he needed <strong>to</strong> do for<br />
the year and worked her way through that and got more done‟<br />
(P53:RD)<br />
• „…and I think they really felt empowered <strong>by</strong> it and really felt<br />
much more capable after it, but again only two teachers in the<br />
school went …‟ (P126:RM)<br />
• „…and is actually doing a course on autistic<br />
children…learning…how <strong>to</strong> work through them [emotional<br />
and social difficulties]…has an awful lot more<br />
confidence…seems now <strong>to</strong> be thinking ahead…‟ (P22:RH)<br />
<strong>6th</strong> <strong>May</strong> <strong>2010</strong><br />
Geography Department
Parent Quotes - Positive<br />
• „We are lucky <strong>to</strong> have encountered a very positive school,<br />
with caring attitudes and very willing <strong>to</strong> learn new<br />
techniques. We are fully involved in the education and<br />
have regular meetings. But I realise this is not the same for<br />
most parents‟. (P100)<br />
• „…school has a huge amount of supervision <strong>to</strong> ensure<br />
effectiveness of Content & Method‟ (P80) (ABA Centre of<br />
Education- Pilot Programme established <strong>by</strong> parents)<br />
• „… the school showed eagerness and willingness <strong>to</strong> help<br />
and support Harry‟ (P18)<br />
• „The staff are wonderful‟ (P3)<br />
<strong>6th</strong> <strong>May</strong> <strong>2010</strong><br />
Geography Department
Travel Distance <strong>to</strong> School as a Percentage of the<br />
School Type Attended<br />
%<br />
80<br />
73<br />
Mainstream Special Class/Unit Special School/Centre<br />
60<br />
40<br />
20<br />
0<br />
39<br />
10<br />
23<br />
21 19<br />
29<br />
21<br />
4 0<br />
19<br />
11<br />
< 3 3 - 4.9 5 - 9.9 10 - 14.9 15 - 20<br />
Miles<br />
0<br />
7<br />
23<br />
<strong>6th</strong> <strong>May</strong> <strong>2010</strong><br />
Geography Department
Positive Outcomes as % of Placement Type<br />
Attribute<br />
Full<br />
Survey<br />
Mainstream<br />
Class<br />
Special<br />
Class/Unit<br />
Special<br />
School/Centre<br />
Mainstream education is<br />
available <strong>to</strong> my child<br />
locally<br />
Choice of setting was<br />
available when required<br />
Adequate resource<br />
teaching is available<br />
Support as outlined in<br />
my child's assessment is<br />
available<br />
Education setting type is<br />
my first preference<br />
(119) (56) (29) (34)<br />
53 79 34 24<br />
40 58 24 24<br />
54 53 55 53<br />
46 54 38 38<br />
75 82 59 74<br />
<strong>6th</strong> <strong>May</strong> <strong>2010</strong><br />
Geography Department
Evidence-Based Conclusions<br />
‣ Contemporary inclusive philosophies and the ethos of Statu<strong>to</strong>ry<br />
Instruments and the UN Conventions remain elusive<br />
‣ Parents are poorly supported in accessing information and<br />
securing appropriate professional supports<br />
‣ Schools’ personnel are challenged <strong>to</strong> provide an equitable<br />
universal inclusive education service without the support of<br />
appropriate qualifications and/or in-service training<br />
‣ Pupils with ID/PDD typically do not have access <strong>to</strong> clinical<br />
supports<br />
‣ Equality of access <strong>to</strong> and participation in inclusive education<br />
environments and parents’ right <strong>to</strong> choose remain aspirational for<br />
many<br />
<strong>6th</strong> <strong>May</strong> <strong>2010</strong><br />
Geography Department
Recommendations<br />
DES<br />
• Provide enabling pre-service professional training for all personnel<br />
• Establish and maintain a database of all pupils assessed with SEN<br />
• Special Education Needs Organisers – assessment and sanction of SEN<br />
resource teaching and SNA support, parent support<br />
• NEPS support for all pupils who require it<br />
HSE<br />
• Provide a dedicated network of multi-disciplinary teams<br />
• Assessment officers– diagnoses and assessment of needs<br />
• Liaison officer – early intervention, therapies, disability services,<br />
provide continuity of support <strong>to</strong> pupils in all education settings, provide<br />
on-going support <strong>to</strong> personnel in all education settings<br />
Cross Sec<strong>to</strong>ral Linkages<br />
• SENO/Liaison Officer support parents in accessing appropriate school<br />
placements with education and clinical supports sanctioned as required<br />
prior <strong>to</strong> seeking enrolments<br />
<strong>6th</strong> <strong>May</strong> <strong>2010</strong><br />
Geography Department
Local Health/developmental clinics<br />
Child guidance clinics-assessments officers<br />
Hospital clinics – assessments and treatment<br />
Early Intervention Centres Assessment Centre<br />
Voluntary & State intellectual disability Services<br />
Voluntary & State Autism disability services<br />
Special school system<br />
Outreach unit system<br />
Generic school teams<br />
Clinical Psychology<br />
Educational Psychology<br />
Behavioural Psychology<br />
Speech & Language Therapy<br />
Occupational Therapy<br />
Physiotherapy<br />
Play/music Therapy<br />
Nurse manager<br />
Social worker<br />
Transport service<br />
Funding<br />
Specialist<br />
schools<br />
Disability<br />
Services<br />
HEALTH SERVICES<br />
Special<br />
Schools<br />
Other<br />
LIAISON<br />
OFFICERS<br />
STATE<br />
PROVISION<br />
Potential Support Service Provision<br />
Special<br />
Schools<br />
ID<br />
Special<br />
Unit ASD<br />
Special<br />
School<br />
ASD/ED<br />
Potential<br />
Primary<br />
Placements<br />
Potential<br />
links<br />
ABA<br />
education<br />
centre<br />
Special<br />
class ID<br />
EDUCATION SERVICES<br />
Principal/Class teachers/Remedial teachers<br />
Resource teachers/Peri-petatic teachers<br />
NEPS psychologists/Private psychologists –<br />
Special needs assistants/Classroom assistants<br />
Home School Liaison Officer<br />
ABA tu<strong>to</strong>rs<br />
Home tuition Grant<br />
Teacher Training Pre-service in-service<br />
Teacher Education Centres<br />
Transport services<br />
Assistive technology<br />
Curriculum development<br />
Funded programmes (DEIS Schools)<br />
Local clinic mainstream school team<br />
Special<br />
Unit<br />
ASD<br />
Non-recognised<br />
Mainstream<br />
Special<br />
Unit<br />
AS<br />
Special<br />
Class S&L<br />
Private<br />
education<br />
SEN<br />
OFFICERS<br />
classes<br />
Special<br />
Class other<br />
PARENTS<br />
PUPILS<br />
schools’<br />
personnel<br />
<strong>6th</strong> <strong>May</strong> <strong>2010</strong><br />
Geography Department
Mainstream Capacitation<br />
universal<br />
SEN<br />
training<br />
psychologists<br />
universal<br />
access<br />
<strong>to</strong><br />
therapists<br />
timely<br />
resource<br />
allocations<br />
Commence<br />
EPSEN Act<br />
(2004)<br />
Commence<br />
Disability Act<br />
(2005)<br />
SNAs<br />
valued citizenship<br />
inclusive constructs<br />
positive practices<br />
universal<br />
enrolment<br />
equity<br />
parent<br />
support<br />
equality of<br />
opportunity<br />
UN<br />
CRC<br />
Ratify UNCRPD<br />
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Geography Department
His<strong>to</strong>rical<br />
TRANSITIONING<br />
Contemporary<br />
Potential<br />
Thank you<br />
<strong>6th</strong> <strong>May</strong> <strong>2010</strong><br />
Geography Department
Abbreviations<br />
• ASD Autistic Spectrum Disorder<br />
• ID Intellectual Disability<br />
• DES Department of Education and Skills<br />
• HSE Health Services Executive<br />
• <strong>NDA</strong> National Disability Authority<br />
• PDD Pervasive Development Disability<br />
• SEN Special Education Needs<br />
• SENO Special Education Needs Organiser<br />
• SNA Special Needs Assistant<br />
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Geography Department
References<br />
European Union, (1996) Communication of the commission on equality of<br />
opportunity for people with disabilities: A new European Community<br />
Disability Strategy. European Communities, 1995-2008, available at<br />
www.europa.eu/employment , accessed September, 2003<br />
Government of Ireland (1962) , Investment in Education@ Annexes and<br />
Appendices <strong>to</strong> the Report of the survey team appointed <strong>by</strong> the Minister for<br />
Education in Oc<strong>to</strong>ber, 1962, Dublin.<br />
Government of Ireland (1998) Education Act. 51 of 1998<br />
World Health Organisation (2006) International Classification of disorders –10,<br />
prepared <strong>by</strong>: WHO & DIMI (German Institute of Medical Documentation<br />
and Information, available at www.who.int/classifications/ accessed 11th<br />
Dec. 2006)<br />
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Geography Department
Data References<br />
• S 1-245 School respondents – quantitative survey<br />
• P 1-119 Parent respondents – quantitative survey<br />
• R A-Z/AA-DD Parent respondents – qualitative interviews<br />
<strong>6th</strong> <strong>May</strong> <strong>2010</strong><br />
Geography Department
Sheelah <strong>Flatman</strong> <strong>Watson</strong><br />
sheelah.flatmanwatson@nuim.ie<br />
PhD Thesis available at:<br />
http://eprints.nuim.ie/2011/1/PhDThesis__Sheelah_<strong>Flatman</strong>_<strong>Watson</strong>_Oc<strong>to</strong>ber_2009.pdf<br />
<strong>6th</strong> <strong>May</strong> <strong>2010</strong><br />
Geography Department