Research report on the role of special schools and classes in Ireland

Abstract

This review of the role and operation of special schools and special classes was conducted in two phases. The first phase was commissioned by the special education section (SES) of the Department of Education and Science (DES) and the second by the National Council for Special Education (NCSE). Both studies were conducted by the special education department of St Patrick’s College in Drumcondra. The first phase, conducted between December 2005 and January 2007, was a questionnaire-based census of special schools and mainstream primary schools with special classes. Two types of information were sought: quantitative information on provision (for example, pupil and teacher number`s; availability of support services; curricular provision) and more qualitative information on the role of special schools and classes and links with mainstream. It was always intended that the results from this first phase would be built on via a more in-depth second phase commissioned by the NCSE. The aims of Phase One were to: reaffirm the status of special schools with regard to their position on the continuum of provision for children with special educational needs ; consult special schools about their vision for the future ; identify which pupils were being catered for in special schools and classes ; explore whether (or not) the pupil population of special schools was changing ; provide the basis for a more in-depth study by the NCSE. The second phase, conducted between November 2007 and November 2008, was designed to address three specific issues: (1) To review the role of special schools in the provision of education to pupils with SEN and in particular to examine ways in which special schools can act in a co-operative way with mainstream primary and post-primary schools to provide enhanced service to pupils with SEN and their parents. (2) To review the role of special classes in mainstream schools for pupils with SEN having particular regard to the principle of inclusive education as described in Section 2 of the Education for Persons with Special Educational Needs Act (2004). (3) To provide a review of international practice in the area of special education with a particular emphasis on the use of special schools and special classes. More specifically the study examined: the potential for special schools to offer expertise and services to mainstream primary and post-primary schools ; the issues related to dual enrolment ; whether special schools should cater for specified categories of special needs or a broader/full range of special needs and what implications changes in the spectrum of special needs over time has in this regard ; whether special schools should be used/developed as centres of excellence and if so, in what areas and how should they be used. This report incorporates information from both phases of the review in order to give as full a picture as possible within the constraints of time and budget.