Inclusive Education: No Assessments Required for Children with Additional Educational Needs to Access Schools and Classes
Recent reforms in Ireland are set to transform the educational landscape for children with additional educational needs. Under the new guidelines, children will no longer require an assessment to access special classes or schools. This decision aims to streamline the process and reduce lengthy waiting lists.
Current Situation of Assessments in Ireland
Presently, about 18,000 individuals, predominantly children, are awaiting assessments. Unfortunately, the waiting list is anticipated to swell to 22,000 by year-end. The existing law mandates assessments occur within six months, a criterion the State has consistently struggled to meet.
New Assessment Process
Minister for Children, Norma Foley, announced a replacement for the traditional assessment of need. The revised system will focus on identifying a child’s additional needs rather than requiring a formal disability diagnosis. This shift aims to ensure timely support for children and minimize the assessment time burden on therapists.
- Current assessment time can consume up to 30 hours.
- About one-third of therapists’ time is currently spent on assessments instead of direct therapy.
Ms. Foley emphasized the importance of allowing therapists to focus on treatment rather than administrative tasks. The Department of Education plans to eliminate the need for professional reports for entry into special schools and classes.
Implementation Timeline
The goal is to implement this new assessment system by the September 2027 academic year. By October 2026, parents will be informed that a traditional assessment is no longer necessary for special class access.
Many families currently opt for private assessments, incurring significant costs, due to lengthy public waiting times. To address this, the government has agreed to establish 11 new teams consisting of over 40 specialists, including psychologists and various therapists, to expedite the process.
Challenges and Future Goals
Despite these advancements, Minister Foley could not guarantee that the government would fulfill its legal obligation for six-month assessments within its current term. She noted the complexities involved but reaffirmed the commitment to achieving this goal swiftly. Foley and Minister of State Emer Higgins made the announcement while teenage disability rights activist Cara Darmody conducted a 50-hour protest outside the Dáil, advocating for quicker access to assessments.
Minister Higgins acknowledged the urgent need for change, highlighting that children have a statutory right to timely assessments. She expressed her dedication to addressing the concerns of families facing long waits for essential evaluations and therapies.
Conclusion
These reforms represent a significant step towards inclusive education for children with additional educational needs in Ireland. With the abolition of mandatory assessments, the government aims to make educational support more accessible and efficient.
