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Irish Times
07-05-2025
- General
- Irish Times
Schools' admission policies placing barriers to children with autism, study finds
Almost all schools inspected for a sample study had clauses in their admissions policies which could restrict the enrolment of children with autism and other learning difficulties. The findings have prompted Minister for Education Helen McEntee to write to all school patron bodies requesting them to review their schools' admission policies to ensure they adhere to legal requirements. It follows the publication on Wednesday of a review of admission policies for special classes at 30 schools – 15 primary and 15 post-primary – carried out by the Department of Education's inspectorate between September and December 2024. The review found 'almost all' admission policies contained conditions which could limit access to appropriate education for autistic children such as requiring children to be able to participate in mainstream classes; restricting admission to children with a certain level of disability; or refusing to admit children on the basis of their potential behaviour. READ MORE The department's chief inspector Yvonne Keating described the findings as 'concerning'. There are more than 3,335 special classes in operation across hundreds of primary and second-level schools, catering to almost 20,000 children with autism and other conditions. The review comes as education authorities struggle to find enough appropriate school places for rising numbers of children with a diagnosis of additional needs. Schools are required to adhere to legal requirements, guidelines and circulars issued by the Department of Education on provision for children and young people with special educational needs. The report emphasises the importance of schools fulfilling their legislative responsibilities in a way that ensures 'children with the greatest need have priority access to special class placements'. [ The Irish Times view on autism and education: State is still playing catch up Opens in new window ] Special classes for autistic children are specifically designed for those unable to access the curriculum in a mainstream class, even with support, for most or all the school day. However, one post-primary school had a clause in its admissions stating that 'students who apply must have an ability to meaningfully participate in mainstream classes in order to be considered for enrolment in the ASD [autism spectrum disorder] class'. In addition, some schools were found to be limiting access to enrolments based on certain levels of learning disability, such as mild, moderate or severe/profound. In one case, a primary school's policy stated that 'if a child presents with a general learning disability, it must fall within the mild range'. Education authorities, however, specifically state that schools should not exclude students from a special class based on their category of learning disability. Many schools – 40 per cent of post-primary and 60 per cent of the primary schools in the study – also had clauses that prioritise students who were already enrolled in the school policies. Other admission policies referred to the availability of resources as a potential barrier to enrolment in a special class. In a statement, Ms McEntee said a school's admission policy was often the first point of contact between a school, prospective students and their families. 'It is vital that spaces in these classes are available to those who need them.' In addition, she requested the inspectorate to provide an annual report on the implementation of admission policies in schools. Privately, many school principals complain that they do not have the resources or expertise to meet the needs of children with more complex needs. They point to 'chaotic' planning, a lack of training among teaching staff and difficulty accessing therapeutic services which are vital in many cases in fulfilling the potential of vulnerable children. Advocacy groups for autistic children, by contrast, say families face a series of 'soft barriers' from schools and restrictive admission policies.
Irish Examiner
07-05-2025
- Politics
- Irish Examiner
Minister instructs school patrons to review enrolment policies for special classes
School patrons have been directed to review their enrolment policies for special classes following a review that highlighted 'concerning' clauses and criteria that could limit autistic students' access to education. Minister for education Helen McEntee has instructed the school patrons, who are responsible for enrolment policies, to initiate the review after the Department of Education's Inspectorate published its findings. Carried out between last September and December, the review looked at the admission policies of 30 schools, including 15 post primary schools, and 15 primary schools. The review identified issues in 14 out of 15 post primary schools, and 12 out of the 15 primary policies, "raising significant concerns", said chief inspector Yvonne Keating. Some admissions policies required children to be able to participate in mainstream lessons as a condition for admission, while other clauses 'reserved the right to withdraw the offer of a place based on a perception of the student's behaviour.' The review of policies also indicated that many schools use the possibility of a child displaying behaviours that may pose a risk to the health and safety of others as a basis for exclusion from a special class. The report noted that "clauses that use perceived behaviour as a criterion for admission to a special class may imply that children with the greatest level of need cannot be supported to regulate their behaviour". "In addition, it is not possible to predict how children will respond to the structure of the school, the special class environment and to the school's support and provision." The inspectorate also noted that the way in which some schools interpret their responsibilities under the Education Act 1998 is 'leading them to discriminate against those children with the greatest level of need'. 'This approach, which unduly qualifies the right of some children to an inclusive education, does not acknowledge the impact and influence of interconnected environmental systems on their development.' 'It does not recognise how the culture and systems in place in a school can positively impact on children and their experience of and interaction with school.' This qualified approach to inclusion may also not align with Ireland's commitments to inclusive education under the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), it added. Multi-denominational schools Meanwhile, school patron body Educate Together has called on Government to act on increasing the number of multi-denominational schools to improve choice for parents. Educate Together is the largest multi-denominational school patron in Ireland, having opened 50 schools since 2013. However, as no new schools are planned to open, it is calling for action on the schools reconfiguration for diversity initiative. Representatives from Educate Together met with TDs at Leinster House on Wednesday. Demand for Educate Together schools continues to grow, but 90% of primary schools remain under Catholic patronage, said Emer Nowlan, chief executive. "The successful transition of the first Catholic school to Educate Together opens up a pathway for others to follow, and there is broad support now for reconfiguration. We are calling on the new Government to proceed with the promised national survey of parents, and to support school communities that decide to transfer, so that more families can access this popular option." Read More Multi-denominational secondary school enrolments exceed Catholic counterparts
