We note the publication of the Department of Education and Youth’s Inspectorate report, Special Classes for Autistic Pupils in Primary Schools – Towards a Coherent, Inclusive System.
At its core, the report highlights the importance of raising consistent standards and expectations regarding the quality and educational outcomes of pupils enrolled in Autism classes. Year on year, Autistic children face major barriers simply to secure an appropriate school place that meets their needs, yet the allocation of a school place, in any setting, does not equate to inclusion in and of itself. The Inspectorate report clearly highlights the need for increased emphasis on teacher training, Autism-specific supports and approaches, the quality of teaching and learning, and the culture and accessibility of primary schools with Autism classes.
These issues have long been highlighted to the Department by our organisation and community, and will only be addressed through robust, neuroaffirmative policies and resourcing. It is of deep concern that the Inspectorate itself appears to have failed to consult Autistic pupils as part of the inspection process and recommends a number of approaches that are not rights-based or neuroaffirmative. This gap in knowledge and practice must be urgently addressed, including through an immediate update to the Autism Good Practice Guidelines for Schools. If schools are to be supported by the Department to bring about the urgent improvements needed within Autism classes, and in school communities more generally, it is regrettable that the report lacks coherence on the future — on the one hand pointing to the importance of Autism-specific practices, and on the other appearing to negate the key value of Autism assessment and supports.
To realise a quality education system for Autistic young people that is truly inclusive, it is critical that a rights-based understanding of Autism is embedded both in our schools and at policy level. AsIAm will write to Ministers McEntee and Moynihan, and to the Inspectorate, to seek meetings to further discuss the report and its findings, and the urgent need to directly involve Autistic people and families in the implementation of the report’s recommendations.”
