CMETB to monitor inclusive special classes model

THE Cavan and Monaghan Education and Training Board (CMETB) is closely monitoring developments in the field of special education for secondary school students as experts worldwide ask if a new inclusive class model could be the most beneficial to pupils with additional needs.

“That’s the general movement of travel,” Director of Schools at CMETB, Paddy Flood, told the last meeting of the board for this academic year.

Mr Flood said CMETB was receiving applications from schools in Cavan and Monaghan which require additional Special Needs Assistants (SNAs) and special classrooms “right up until the last day of the school term”.

Under the current model, secondary school students with complex physical or severe learning needs should be offered a place in a dedicated special school, which caters to their individual needs.

Other students with, for example, autism could attend either a specialist autism unit or special needs classroom within their local mainstream school with supports including an SNA.

For other students with additional needs, it is considered best that they attend general classes with neurotypical peers, potentially qualifying for additional learning support or access to an SNA.

Finding the right fit often involves balancing academic and social inclusion with the child’s mental well-being and need for specialised support.

“There is a perceived national value in being in one of the special classes,” Paddy Flood told the meeting. “But, for the first time, the Department [of education] have listened a bit on this.”

He pointed to research conducted at home and abroad, which asks if the best classroom model for secondary school students with additional needs is an inclusive one.

The National Council for Special Education (NCSE) is the agency charged with providing independent, expert policy advice to the Education Minister. In 2024, NCSE published a report, which asked are there any better ways to educate our young people with additional needs.

“Many countries around the world are considering moving to educating all children together, where all really does mean all including students with complex physical, communication and learning needs,” the NCSE website reads.

“The NCSE has not, to date, found any substantial evidence that students with additional needs have better outcomes in special schools/classes.”

Speaking to the Celt after the July CMETB meeting, Paddy Flood said: “There’s probably a move in the direction of inclusive education but it’s not for every child. Some absolutely need to be in a withdrawn class. Any decision would be needs-based and on what is best for every child.”

Mr Flood also explains that this model is being adopted because it’s best for students not because it is cheaper for the Government.

“People probably think this is the cheaper model but, it’s using existing resources. It just means the government doesn’t have to build more classrooms.”

In a secondary school of 900 pupils, the Director of Teaching explained, there will be three to four special classes and a minimum of 12 SNAs on staff.

If inclusive classes are introduced, then it will be up to each school to re-allocate its human resources to the students and classrooms where they are needed.

“It’s up to schools to use their SNAs in the best way that is targeted to the needs of its pupils,” Mr Flood explained. “If a child needs one-to-one they should still get that. You will also find that, as children get older, they want a part of their day when they don’t have a SNA with them.

“We want as many students as possible to be socialised with their peers and getting them to the point where they are independent and skilled beyond secondary school and into employment, apprenticeships or further study,” he continued.

Mr Flood conceded that everyone including teachers and policy experts are adopting a wait-and-see approach to inclusive special needs classrooms because there’s not a lot of experience to go by yet.

In April, the Department of Education announced five new inclusive special classes in schools across Ireland.

“It’s so new that we have to wait and see,” Paddy Flood said. “It is not going to be the dominant model overnight.”