Development of inclusion - Ireland

The development of inclusion in Ireland

There has been a very considerable movement towards the development of inclusive practices in Irish education over the last decade. This was initially influenced by the Special Education Review Committee (SERC) Report 1993, which advocated a continuum of education provision for students with SEN; favoured 'as much integration as is appropriate and feasible with as little segregation as is necessary'; and proposed basic principles to guide the future development of SEN provision, one of which was that appropriate education for all students with SEN should be provided in ordinary schools, except where individual circumstances made this impracticable.

The recommendation that students with SEN should be educated in ordinary (mainstream) school has been of particular significance in underpinning the allocation of increased resources for SEN provision to mainstream and special schools; in the development of new funding mechanisms for SEN provision in mainstream schools; and in the large increase in the number of student with assessed SEN in mainstream primary and post-primary schools. In 1998, the DES introduced the practice of an automatic response to applications for resources for students with SEN. This involved the allocation of resource teaching hours and special needs assistant support for students with SEN in mainstream schools. This system has been refined and revised over time. (See Section on Special Needs Education within the Mainstream System)

Current legislation supports the development and implementation of inclusive practices in Irish education. (See Section on Legal System)

The number of students with assessed SEN in mainstream schools has very significantly increased in recent years. This trend has been accompanied by a corresponding decline in the numbers attending special schools and changes in patterns of enrolment in these schools. (See Section on Special Needs Education within the Education System)

The current policy of the Department of Education and Science is to secure the maximum possible level of inclusion of students with special educational needs in mainstream primary and post-primary schools, while ensuring that specialist facilities continue to be provided for students whose needs are such that they need to be placed in special schools or in special classes attached to mainstream schools. In implementing this policy, the DES and its associated bodies work with other Government Departments, statutory bodies, voluntary agencies, schools management bodies, third-level institutions and other professional organisations in the management and delivery of education provision for students with SEN.

The DES is committed to the enhancement of services to students with special educational needs and to the improvement of service delivery through the National Council for Special Education. It will underpin SEN provision through the implementation of the Education for Persons with Special Educational Needs Act, 2004 and through special needs policy development. (Statement of Strategy 2005-2007)

For access to the Statement of Strategy 2005-2007, please consult the DES website 

Among the DES-associated bodies and other organisations that have provided essential support for inclusion are the following:

The National Council for Special Education (NCSE)

The Special Education Support Service (SESS)

The SESS was established by the Department of Education and Science in September 2003. Its remit is to consolidate, co-ordinate, develop and deliver a range of professional development initiatives and support structures for teachers teaching students with disabilities in both mainstream and special schools.

The National Council for Curriculum and Assessment (NCCA)

The Education Act 1998 specifies that the NCCA will advise the Minister on the requirements, as regards curriculum and syllabuses, of students with a disability or other special educational need. The NCCA, in consultation with education partners and other interested parties, has produced very detailed and comprehensive guidelines for teachers of children with general learning disabilities. These guidelines can be accessed on the NCCA website.

The Citizens Information Board

The National Disability Authority (NDA)

The State Examinations Commission (SEC)

Candidates with permanent or long-term conditions, including visual and hearing difficulties, or specific learning difficulties, which they believe will significantly impair their performance in the examinations can apply to the SEC for a reasonable accommodation(s) to be made to facilitate them in taking State examinations. Please visit website for details.

The Second Level Support Service (SLSS)

See link to Special Education Support Service

Centre for Early Childhood Development and Education

National Centre for Technology in Education (NCTE)

The NCTE' has a particular focus on SEN and ICT. For more detail on its activities, please visit the website.

National Education Welfare Board

Third-level teacher education institutions have made a very significant contribution to the development of inclusive practices through the graduate and post-graduate courses they provide. See section on Teacher Training