# data[].attributes.body
Ciara- PE and students with ASD experiences

# data[].attributes.headline
Struggle to find schooling for children with autism

# data[].attributes.subject
Struggle to find schooling for children with autism

# data[].attributes.attachment_link.readable_text
A Limerick couple has told RTÉ News of their frustration and heartbreak after two years of unsuccessful attempts to get suitable education for their seven-year-old son.

Padraig O'Dwyer, who has autism, requires a place in a specialised unit, but there are none available.

The State authority, the National Council for Special Education, says additional places will open in Limerick city this coming September - but schools in the city say they will not be enough.

Seven-year-old Pádraig has been on a waiting list for a place in a special school since he was three.

When no place was forthcoming a year and a half ago his parents enrolled him in his local mainstream school, which he attends for just two and a half hours a day.

Both his parents and the school agree that any more would be too much for him.

Pádraig's mother Catherine Duffy has said the school's busy environment overwhelms him and he is not learning.

Limerick couple struggle to find specialised school for son with autism https://t.co/4EEzNu0gNL https://t.co/qo36Fs0PAf
- RTÉ News (@rtenews) March 8, 2016

The school, Milford National School, says Pádraig, who is non-verbal, needs intensive speech and language therapy, occupational therapy and physiotherapy, none of which it can offer. The school also says he is a significant flight risk.

Limerick city has just one autism unit to cater for children of Pádraig's age.

That unit, which is attached to a local primary school, has six places, all filled, and a waiting list of 13.

Another special school in Limerick is also full and oversubscribed. An additional 12 places are due to open in another city school next September.

But that school has told RTÉ News that it already has 30 applications for those 12 places.

It has described the shortage of places for children with autism as chronic and says the additional provision will not be enough.

# data[].attributes.attachment_link.title
Parents struggle to find special school for son

# data[].attributes.attachment_link.description
A Limerick couple has told RTÉ News of their frustration and heartbreak after two years of unsuccessful attempts to get suitable education for their seven-year-old son. Padraig O'Dwyer, who has autism, requires a place in a specialised unit, but there are none available.

# data[].attributes.headline
UNESCO video on 2020 GEM (Global Education Monitoring) Report

# data[].attributes.subject
UNESCO video on 2020 GEM (Global Education Monitoring) Report

# data[].attributes.attachment_link.title
Inclusion and education : All means all animation

# data[].attributes.body
Useful 5 minute video from Shelley Moore

# data[].attributes.attachment_link.title
The Evolution of Inclusion: The past and future of education

# data[].attributes.body
Resources on supporting learners in post-primary school

# data[].attributes.headline
Inclusive schooling in Ireland (and the lack thereof)

# data[].attributes.subject
Inclusive schooling in Ireland (and the lack thereof)

# data[].attributes.body
Really good read!

# data[].attributes.attachment_link.readable_text
Six-year-old Nicole McGiff should have started primary school last September. Instead, she sits at home each day and watches Mickey Mouse and Princess Sofia on her tablet.

Her father Phillip says he applied for 10 schools on Dublin's southside in the past year and received 10 rejections.

"It was the same response," he says. "We're full and we don't keep waiting lists, so reapply next year."

The last thing I want for her is to spend hours on a bus every day. It's not fair

He believes, however, there was another reason why schools didn't have a place for her: she is autistic and has an intellectual disability. She is non-verbal, has a specialised diet and doesn't interact with other children. "It makes me feel angry," says McGiff, who attended a recent protest over the lack of education for special needs pupils in the Dublin 12 area.

"You hear of other children travelling miles and miles to get to special schools. The last thing I want for her is to spend hours on a bus every day. It's not fair - the system isn't fair."

Solutions

It's a pattern replicated in many different parts of the country. Parents of children with special needs are often unable to access education in their locality. In many cases, children end up travelling long distances to access a special class or special school.

The National Council for Special Education, the State's body responsible for organising special education, believes it may have a solution to help improve access and outcomes for such children.

On Tuesday, it will issue a report recommending that the Minister for Education commence legislation which would prohibit schools from taking into account a child's academic ability in their admissions policies.

The National Council for Special Education (NCSE) says such a step is needed to help remove "soft barriers" which parents of special needs pupils face when trying to find school places for their children.

It has also taken the dramatic step of warning that Ireland may be in breach of a UN convention by "segregating" up to 16,000 special pupils into special schools and special classes attached to mainstream schools.

The council says the State should consider moving to a "total inclusion" model, where all children are placed in mainstream schools, regardless of their level of disability.

How on earth can anyone say that a bustling mainstream class with 30 students is the right place for a child with severe and profound disabilities...?

It says all children should be educated together, with the right supports in place, unless there is strong evidence to support a different approach.

Scepticism

Among many professionals and campaigners, however, there is scepticism over whether such an approach can work.

Many campaigners and teachers worry that children with complex needs could end up much worse off.

"How on earth can anyone say that a bustling mainstream class with 30 students is the right place for a child with severe and profound disabilities and sensory issues?" says one educational psychologist, who declined to be named.

Another education expert questions whether it would have a negative impact on the education of mainstream children.

Others speculate that such changes would be a way of cutting or containing the rising cost of the special-needs sector, which now accounts for almost a fifth of the entire education budget.

Placing children in local schools, for example, could dramatically cut the €100 million cost of transporting special-needs pupils to special classes and schools, often long distances from home.

Teresa Griffin, the NCSE's chief executive, says she had reservations herself at the "total inclusion" model until she saw it in action first hand in the Canadian province of New Brunswick.

Evidence

Jody Carr, a former minister for education in the province, says its decisions to move to this model were based on evidence that students in special settings achieved less favourable longer-term outcomes than their peers in mainstream.

He says the system works by individualising education for pupils, along with strategies, goals, outcomes, targets and educational supports necessary to ensure their success in learning.

Children don't stay all day every day in the same class, he says. Students may be withdrawn at certain times for support.

"I would encourage parents, teachers, students and other partners to to consider the next steps needed to educate all your students together in their local school," he says.

"Not only because this the right thing to do - but also because it is now your country's legal obligation under the UN Convention on the Rights of People with Disabilities."

Many teachers and parents of special needs, however, say that while the idea sounds laudable, there are too many practical barriers.

Many children in the Irish system, they say, cannot access the supports and therapeutic input they need right now; moving all special education into mainstream settings, they say, would overwhelm schools and result in a worse education service.

They also point to stumbling blocks such as the large number of smaller schools in Ireland, inadequate teacher training and patchy access to crucial supports.

Not everyone is critical, however. Some schools, such as Gaelscoil Baile Brigin in Balbriggan, have a policy which is similar to "total inclusion".

I'd be tormenting her by putting her in a big classroom . . . All I know is that we have to open more schools and special classes

All its special-needs pupils have a "base class", and move out to special classes only when they require different interventions.

Their home, however, is very much in the mainstream class: their art is on the walls and they have a seats with their names on them.

As for Philip, he can't see how his daughter could cope in a mainstream class with dozens of other pupils.

However, he accepts that the current system isn't working either and some kind of change is needed.

"I'd be tormenting her by putting her in a big classroom . . . All I know is that we have to open more schools and special classes. As I see it, mainstream schools just aren't interested. My daughter has the right to be educated - and to be educated in her community."

# data[].attributes.attachment_link.title
Is a fully inclusive school system right for Ireland?

# data[].attributes.attachment_link.description
Six-year-old Nicole McGiff should have started primary school last September. Instead, she sits at home each day and watches Mickey Mouse and Princess Sofia on her tablet. Her father Phillip says he applied for 10 schools on Dublin's southside in the past year and received 10 rejections.

# data[].attributes.headline
Always assume learners have capabilities

# data[].attributes.subject
Always assume learners have capabilities

# data[].attributes.attachment_link.title
Under the Table - The Importance of Presuming Competence | Shelley Moore | TEDxLangleyED

# data[].attributes.body
Really powerful exploration of western education systems (questionable bit about ADHD though). Great animation too.

# data[].attributes.attachment_link.readable_text
This RSA Animate was adapted from a talk given at the RSA by Sir Ken Robinson, world-renowned education and creativity expert and recipient of the RSA's Benjamin Franklin award.

The RSA is a 258 year-old charity devoted to driving social progress and spreading world-changing ideas.

# data[].attributes.attachment_link.title
Sir Ken Robinson on Changing Education Paradigms

# data[].attributes.attachment_link.description
This RSA Animate was adapted from a talk given at the RSA by Sir Ken Robinson, world-renowned education and creativity expert and recipient of the RSA's Benjamin Franklin award. The RSA is a 258 year-old charity devoted to driving social progress and spreading world-changing ideas.

# data[].attributes.body
Importance of the teacher-learner relationship especially when we are working with difficulty

# data[].attributes.attachment_link.description
Rita Pierson, a teacher for 40 years, once heard a colleague say, “They don’t pay me to like the kids.” Her response: “Kids don’t learn from people they don’t like.’” A rousing call to educators to believe in their students and actually connect with them on a real, human, personal level.

# data[].attributes.headline
United Nations Convention on the Rights of Persons with Disability

# data[].attributes.subject
United Nations Convention on the Rights of Persons with Disability

# data[].attributes.body
Why do we need it?

# data[].attributes.attachment_link.readable_text
Ten years on from the coming into force of the CRPD at the EU we explore what kind of progress has bee made, and what remains to be done.

10 years ago the United Convention on the Rights of Persons with Disabilities (CRPD) came into force at the European Union (EU) level. The EU is the only regional integration organisation to have ratified the CPRD. This is groundbreaking and shows global leadership. It has led to major changes in how the rights of persons with disabilities are dealt with at international, EU and national level.

10 years is an important milestone. But as Europe's 100 million persons with disabilities can testify, signing a Convention is not enough. Until persons with disabilities have the same rights as others, the same level of employment, educational attainment, social inclusion, right to travel, to work and study within the EU as others, living independently and being included in the community, the CRPD is still a work in progress.

The next EU Disability Rights Strategy is an opportunity to build the foundations for full implementation of the CRPD at the EU level.

"The impact of COVID-19 on persons with disabilities has changed everything. The discrimination, exclusion and impoverishment of persons with disabilities in Europe has been put in very sharp focus. All the people with disabilities who have lost their lives, their family members, their livelihoods, their contact with friends, family and their support network require from us, from the EU institutions to completely transform our work to include persons with disabilities.

There will be no more excuses. The CRPD has been in force for 10 years- it is time to make sure laws are adopted, laws are enforced, people are empowered, and funding is invested.

The upcoming Disability Rights Strategy should put the foundation in place for true equality for persons with disabilities in Europe." says EDF President, Yannis Vardakastanis.

Important achievements need to be built upon to make these rights a reality.

Here are 10 reasons why we still need the CRPD:

Tweet your reasons using the hashtag #CRPDEU10

1. Nothing about us without us: the CRPD has obliged governments to meaningfully involve persons with disabilities through their representative organisations (DPOs) in all matters which concern them. However structured and predictable, meaningful dialogue is still lacking and most DPOS do not have adequate resources to play their role. Article 4.3 of the CRPD and General Comment No 7 are keys in requiring the consultation and involvement of organisations of persons with disabilities.

2. Accessibility: accessibility is increasingly becoming a core aspect of Information and Communication Technologies thanks to EU initiatives such as the European Accessibility Act or the Web Accessibility Directive. Persons with disabilities can more easily find accessible devices, such as computers or smartphones, but still face great accessibility barriers on the built environment, transport services or everyday products like, for example, household appliances. Persons with disabilities are also still at greater risk of harm during emergency situations as emergency public information and communication with dedicated contact numbers are still often inaccessible. Article 9 and Article 21 of the CRPD, and General Comment No 2 require the EU to step up.

3. Equal treatment: persons with disabilities are protected against discrimination in the field of employment and vocational training through EU anti-discrimination legislation. To this day, the EU does not prohibit discrimination based on disability in access to education, health and access to goods and services. We need the EU to prohibit disability-based discrimination in all areas of life. Article 5 of the CRPD and General Comment No 6 lay fundamental obligations to ensure equality and non-discrimination of all persons with disabilities.

4. Women's rights: women and girls with disabilities continue to face higher risk of violence than other women, more discrimination than men with disabilities in access to employment, education and health, and they are exposed to human rights abuses such as forced sterilisation. Article 6 of the CRPD and General Comment No 3 compel the EU to do more.

5. Independent living: it is estimated that around 1.5 million people in the EU still live in institutions. Despite the fact that EU Regulations forbid investment in institutional care, we do not have rules to prevent funds being invested in refurbishing existing institutions to improve their energy efficiency, or towards building new care facilities that remain institutional in nature. COVID-19 has provided a grim reminder to us of the dangers facing persons with disabilities in institutions, and should act as a catalyst to action. Article 19 of the CRPD and General Comment 5 describe in detail what states should put in place to make independent living a reality.

6. Healthcare is primarily the responsibility of national governments, with the EU playing a supporting role. However, in actions taken, including during the COVID-19 pandemic, little to no consideration was given to persons with disabilities. Article 11 and Article 25 of the CRPD requires the EU to ensure disability inclusive response to emergencies and access to healthcare to all persons with disabilities.

7. Freedom of movement and European Exchange programme:

We have made a lot of progress with the Passengers Rights legislation in the EU. However, this legislation does not ensure spontaneous and independent travel, does not cover urban transport or short distance buses and still allow, in some circumstances, still allows for denial of boarding of persons with disabilities. The EU Disability Card has been created but is only available and recognised in 9 Member States. It does not allow persons with disabilities to have their disability recognised in different member states. Article 20 of the CRPD demands personal mobility with the greatest possible independence for persons with disabilities.

Young people with disabilities are under-represented in EU youth programme such as mobility programmes like Erasmus+ where less than 2,5% are participants with disabilities. The insufficient financial support, non-transferability of services, inaccessibility and lack of information about the available measures for persons with disabilities are barriers for young persons with disabilities. The EU should ensure accessibility of information, enough financial support to allow participants with disabilities to take part on an equal basis as other young people in these EU programmes. It is fundamental under article 20 and article 24 of the CRPD.

8. Implementing the CRPD: Disability rights are now included in many new policy fields, and more attention has been given to the CRPD by the EU Institutions. In 2019, we saw for the first time, the appointment of a Commissioner for Equality. However, it is really important that the EU establishes a CRPD unit and a comprehensive plan for coordinating its implementation of the CPRD. This mechanism is required by article 33of the CRPD.

9. Beyond the EU: the commitments of the EU within the Union are not always the same as beyond the Union. It must ensure coherence between internal policies on persons with disabilities and what it does in external actions throughout the world. For instance, no EU money should be used to build inaccessible infrastructure or fund institutions in non-EU countries. The EU must partner with organisations of persons with disabilities in countries in which it develops projects and ensure all EU programmes and projects are accessible and inclusive. This is a key aspect of article 32 of the CRPD on international cooperation.

10. Accountability and reporting: The EU and all of its members states have committed to the CRPD. This is a historic achievement. However, the EU and 6 member states have not ratified the Optional Protocol, which means people with disabilities cannot take complaints to the international committee of experts. In addition- some countries do not report on time to the UN Committee on the Rights of Persons with Disabilities, so they are avoiding having their performance reviewed. Article 35 of the CRPD requires prompt reporting of all States that ratified the Convention.

Resources

Easy read versions of the CRPD

# data[].attributes.attachment_link.title
10th year anniversary of the CRPD in the EU and 10 reasons why we still need the Convention

# data[].attributes.attachment_link.description
Ten years on from the coming into force of the CRPD at the EU we explore what kind of progress has bee made, and what remains to be done. 10 years ago the United Convention on the Rights of Persons with Disabilities (CRPD) came into force at the European Union (EU) level.

# data[].attributes.headline
Footballer Ian Wright on teacher who supported him 

# data[].attributes.subject
Footballer Ian Wright on teacher who supported him 

# data[].attributes.body
Teachers matter

# data[].attributes.attachment_link.title
Ian Wright tearfully remembers childhood teacher

# data[].attributes.body
Ireland and Ablism: Deficit Models of Language

# data[].attributes.attachment_link.provider_name
SpunOut.ie - Ireland's Youth Information Website

# data[].attributes.attachment_link.readable_text
This author talks about why we need to be more considerate with language we use

Ableism is not a new concept, but for some people it might not be a familiar one. Ableism is discrimination against members of the disabled community, which includes those with physical disabilities, intellectual disability, neurodiversity, communication disability, deaf and blindness along with many more. It covers all of these experiences making it a quite a large topic, coming in many different forms and impacting everyone differently.

Conversations about disabilities and ableism can be difficult. I think this is because people with disabilities are not encouraged to have these conversations in case it seems like we're complaining or being ungrateful. But these are important conversations to have. Thankfully more and more conversations about disability and ableism are starting to happen now. More disabled voices being heard and more importantly listened to. These discussions can revolve around any issue facing the disabled community. One issue that many people are now talking about is around aids and adaptations, and how these are seen as a privilege.

Making daily life easier

Aids and adaptations are items and systems put in place to make life easier for those with disabilities. These are necessary for every part of daily life including education, travel, home life, work and even hobbies. You've probably seen someone use everyday aids such as frames, crutches, wheelchairs, hearing aids, guide dogs and many more. But there are some aids which are often treated as privileged such as laptops, fidget tools, reading and writing software, specialised seats and desks, examine accommodation, and travel passes.

Growing up I was told that "it didn't seem like I needed that" or I was "lucky" to have a particular aid. Some people even said they wished they had a wheelchair cause "it seems so handy." Aids and adaptations are not "perks of a disability." They are necessities. They are not "unfair advantages." They have been created to even the playing field, so to speak. Without these aids life would be much harder for members of the disability community.

Feeling ashamed when using aids

Treating aids and adaptations in this way, can have a very negative impact. For years I was ashamed and nervous to use a laptop in school, because I was told that I did not need it by one of my friends. I hated my specially adapted chair as I felt like it drew attention to me. I hated getting on public transport with others as some people would say it was "unfair" that I had a travel pass. Worst of all I started to feel as though this was true. That I didn't need these things and that I was just being dramatic. I avoid using aids or adaptations as much as I could.

But the truth is I needed these things. Without using a laptop I wouldn't have been able to complete written work. A regular chair would have played havoc on my spine and hips, making my condition worse. I was provided with a bus pass as I am unable to drive or walk long distances. These things were designed to make my life easier and they're not something to be ashamed of. I always felt uncomfortable voicing my opinion on aids. When discussing them with others it would often be easier to shrug or play it off like a joke. But being put in a position where you're forced to justify your needs is always going to be challenging.

Being mindful of our language and attitudes

As stated ableism is a large subject, which impacts everyone differently. The treatment of adaptations is just one aspect, but an important one nonetheless. So, the next time a discussion about adaptations or aids is brought up, be mindful of the language you use and the attitudes you display, because these are not advantages, they are necessities.

# data[].attributes.attachment_link.title
Why the conversation around disabilities needs to change - SpunOut.ie - Ireland's Youth Information Website

# data[].attributes.attachment_link.description
Ableism is not a new concept, but for some people it might not be a familiar one. Ableism is discrimination against members of the disabled community, which includes those with physical disabilities, intellectual disability, neurodiversity, communication disability, deaf and blindness along with many more.