Special schools funded by my Department are classified as primary national schools and are intended, in accordance with the provisions of Rule 64(1) of the Rules for National Schools, to cater for children and young persons with special educational needs from the age of 4 years until the end of the school year in which they reach their 18th year.
Special schools may however seek approval from my Department for an exemption from Rule 64(1) in respect of students over the age of 18 who are pursuing courses leading to accreditation on the National Qualifications Framework (e.g. Junior Certificate/LCA/FETAC 3).
A request for an exemption from Rule 64(1) can only be made by a school where:
1. The student is pursuing a course leading to accreditation on the National Qualifications Framework (e.g. Junior Certificate/Leaving Certificate Applied/FETAC 3)
2. The student requires one additional year in order to complete their course
3. Retaining the student in the school for one school year will not prevent a younger pupil being enrolled there
4. Plans are in place to transition the student to a post-school setting at the end of the additional school year
Special schools are invited each year to make applications for exemptions from Rule 64(1) in respect of pupils who meet the above criteria. Where the criteria are met, my Department will approve the exemptions.
The school to which the Deputy refers has engaged in this process with my Department. I can also confirm that an application for exemptions, as referenced above, was made by the school. However, as the criteria were not met, it was not possible to approve the application. The school has been notified of this decision.
Some people with a disability, over the age of 18, and who have complex needs, may require specialised support throughout their lives. Ongoing care and support services within the community, in a post-school setting, are provided by voluntary or statutory organisations. Responsibility for such care and support rests with the HSE.
Special school staff typically have extensive engagement with parents, HSE multi-disciplinary teams and the National Council for Special Education (NCSE) which involves planning for the student’s future, including options for further education, training, employment or other placement options subject to the student’s abilities, including the transition to adult services when they reach the age of 18 years.
It is important to note that students with complex special educational needs who transfer to adult service settings can continue to participate in educational programmes through further adult educational programmes or, in adult settings, which are allocated resources towards educational provision.
I understand that transition between school and post school settings can be a difficult time for students with special educational needs and their families and more so this year due to the COVID-19 crisis. I am also aware though that transition planning for these students will have been well advanced by their schools prior to the school closures.
Since schools closed last March, supports have been provided to schools and teachers engaged in distance learning. In addition to the general guidance, additional support material has also been provided specifically on how schools should provide for the continuity of education for children with special educational needs.
