Potential risks and benefits pertaining to the introduction of the

working group to develop it.

This will involve developing a suite of indicators of special educational needs to underpin a tailored resource allocation model. The use of standardised test results should be explic- itly reviewed as part of the work of this group.

The NCSE accepts it will take time to refine the details of an effective new model of resource allocation, to test it, to put transition arrangements in place and to implement it. The NCSE notes that the report of the Special Education Review Committee was published in 1993 but that the Ministerial announcement giving effect to the automatic entitlement of children with special educational needs to additional resources was released in November 1998. While not suggesting that is should take five years to implement the new propos- als, we strongly advise that sufficient time be allowed for their development and for confi- dence to build that a new system will be equitable, transparent and efficient. Finally, the NCSE considers it critically important that the education partners be consulted on devel- oping the new tailored model.

5.5.5 Potential risks and benefits pertaining to the introduction of the new

model

The NCSE is aware of potential difficulties which could arise during implementation of the proposed model and considers it is important that these are anticipated so they can be addressed in advance. Some of these difficulties are:

• Generating confidence and trust among parents and schools that the new model will result in an efficient and more equitable system of resource allocation that will ensure timely and focused delivery of teaching and care supports to schools to support students with special educational needs.

• Identifying robust indicators of special educational needs to underpin the new model and the weighting that should attach to each indicator.

• Ensuring that use of standardised testing does not present a perverse incentive to schools in the sense that it is perceived that the less successful a school is, the more supports it receives.

• Reassuring parents who may prefer that a specific allocation of support continues to be provided to individual children within different categories of special educational needs.

• Ensuring that schools are supported in the implementation of the NEPS continuum of support to overcome difficulties that some schools may experience in assuming greater responsibility in the deployment of resources.

• The impact on RACE, DARE and other schemes dependent on professional assess- ments should be considered.

• A risk assessment of the likely impact of the introduction of a new resource allocation system should be undertaken by the working group set up to develop the model. The NCSE is strongly of the view that the current resource allocation system cannot continue because:

• It is inequitable since not all students with special educational needs have equitable access to the professional assessments on which the allocation of additional teaching supports is based.

• It rewards advantage as some parents/schools are able to procure professional assessments while others are not.

• It does not represent best use of State resources because allocation of additional learning support resources is not necessarily in line with the school’s profile of educa- tional need. This could result in resources being in place in some schools where they are not required relative to other schools.

The allocation of supports for low incidence special educational needs is based on disabil- ity category rather than on a student’s assessed needs. A wide range of ability/disability is represented within these categories so not all children within any given category necessar- ily have the same level of need.

However, the NCSE is confident that if the risks previously outlined are adequately addressed, the new model’s introduction will generate a more equitable resource allo- cation system with tangible benefits for students with special educational needs. These include:

• Students with special educational needs will have immediate and timely access to the additional educational resources they require, rather than having to await the outcome of a professional assessment which can involve lengthy waiting lists.

• Additional support will be linked to the student’s actual level of need rather than to their category of disability which does not necessarily provide a true indication. • A more equitable resource allocation system will be in place for students as there is

less potential for some individuals to gain access to additional resources on the basis of private assessments when other individuals do not have access to such assessments.

• The reduction in professional assessments required to establish access to additional educational resources will result in more professional time available for assessments to inform educational planning and for necessary intervention.

• The necessity for students to receive a lifelong diagnosis (sometimes from an early age) from a limited assessment process is reduced. Such a diagnosis, even if the underlying condition is fully remediated, can have ongoing difficult implications for the individual’s future employment prospects.

• Students with severe/profound learning disabilities will benefit from a reduced pupil- teacher ratio of 4:1.