Background to the Research

• Education provision for children with disabilities in NI was the subject of considerable controversy throughout the 1990's.
• The Education and Libraries (NI) Order 1986 introduced the concept of special education needs into education legislation in NI. Amendments followed in 1987 and 1996, and were anticipated at the time of writing to occur in 2003, the last of which were expected to place more stress on the rights of children with special educational needs to be educated in mainstream environments with a view to increasing inclusion.
  

Research Approach

• This report begins by presenting data from the 1990 Disability Surveys undertaken by PPRU concerning the educational circumstances of disabled children in 1990. Children's views and experiences and parent's views in 2001 are then given.
  

Main Findings

PPRU Key Facts

• Similar proportions of disabled children aged 5-15 years in NI and GB attended mainstream primary or secondary schools.
• 64% of disabled children living in private households in NI attended mainstream schools, compared to 59% of those living in communal establishments.
• The proportion of children in special education schooling increased as children got older.
• 10% of disabled children living in communal households and 4% of children living in private households were not attending school at all - whereas in GB all children had a school place.
• Disabled children living within two parent households (32%) were more likely to attend a special school/unit compared to lone parent families.
• Children of lone parents were three times as likely to have no school provision at all (9%) compared to two parent families (3%).
• One third of disabled children had their education needs assessed.
• One fifth of those living in private households and one seventh of those living in communal establishments had received a statement of educational needs.
• Children living in two parent families were more likely to have had their needs assessed and have received a statement compared to lone parent families.
• 43% of disabled children living in private households and 16% living in communal establishments had experienced exclusion from school activities.

Children's views in 2001

• The majority of children said they liked their school and most talked about things they liked or disliked there. While they talked about school in the same way that any child might, there were also particular issues for disabled children, such as difficulties making friends and coping with bullying in relation to their impairment.
• While several children were very outgoing and had lots of friends, other children had great difficulties achieving friendships. This can lead to the young people becoming withdrawn, self-reliant and uninterested in the outside world.
• Bullying, such as name calling, swearing and sometimes hitting were reported by some children. The children who talked about bullying were very much aware that they were being bullied and that this should not happen. Some, however, still internalised this, leading to negative self-image.
• Difficulties leaving mainstream primary school were discussed, including not being able to attend their school of choice due to access problems, worries about being picked on, and coping with change. One girl highlighted the importance of children being involved in decisions about the choices.

Parents Views in 2001 on Education Provision

• Most parents believed that their child's current school met his/her educational needs.
• Parents raised issues about inadequate provision of classroom assistants, a lack of understanding about their child's needs, dissatisfaction with the education 'statementing' process, and the difficulties experienced in obtaining an appropriate school place.

Conclusions/Policy Recommendations

• The Department of Education should ensure the successful implementation of the new Special Education Needs and Disability legislation as soon as possible.
• In addition to the development of three new schools, disabled children's needs in mainstream schools should be targeted by additional funding.
• The Department of Education should set and monitor achievement of a timetable for the proportion of disabled children educated in mainstream classrooms.
• Disabled children should be more meaningfully included in the re-organisation of post-primary education.
• Disabled children should no longer be required to be educated at home or at boarding schools in other jurisdictions.
• The Department of Education should consider the needs of disabled children when implementing anti-bullying policies in schools.
• In line with the recommendations of the NI Committee, schools should be required to publish, within their annual report, how they have used that part of their budget intended to be spent on special educational needs.
• An NI wide agreement should be formulated between the Department of Education and DHSSPS to address the needs of disabled children that are within the remit of both Departments.
• A strategy should be developed to address the needs of children in the older age group and those with cognitive or consciousness disabilities.
• The process of assessment and 'statementing' should be reviewed under New Targeting Social Need to ensure that the most disadvantaged are gaining equal access.