Principal says policy is ‘gaslighting kids with severe dyslexia’

Neasa Sheahan, the principal of the Catherine McAuley National School on Dublin’s Baggot Street, does not want to be sending children away.

The special school is for children with severe dyslexia, who can attend for two years from the age of eight.

This year the school, like many other special schools across Ireland, is experiencing higher demand than ever for limited places.

It has received 161 applications for just 52 places.

“The greatest level of need should have the greatest level of support. But nobody wants to talk about these kids who need specialised support,” Ms Sheahan said.

When the school is forced to turn children away, Ms Sheahan often gives parents advice on how to lobby local politicians or the Department of Education for more special-school places.

“It is not a situation any of us want to be in,” she said.

Ms Sheahan describes having seen a remarkable change in children who have benefited from getting a place in the reading school, which better prepares them for secondary school.

“Those children are left in limbo,” she said.

The Catherine McAuley school principal describes the uphill battle special schools are facing.

Both the National Council for Special Education and the Department of Education are openly pursuing what is known as an “inclusion” policy. While the State agrees there will always be a place for some special schools, it proposes that children with special educational needs would remain in mainstream classes, in their community. On paper, it is a noble idea.

But in reality, those working in special schools believe Ireland is “light years” away from being able to offer these children appropriate education in a mainstream school.

Ms Sheahan said policies that “question” the need for special reading schools and classes to exist are “outrageous in light of the hundreds of applications we receive year on year from families of children who cannot read”.

“It is explicit gaslighting of children with severe dyslexia. This same suggestion is not made for children with any other identified additional need. This is planned exclusion and discrimination on the grounds of disability,” Ms Sheahan said.

“Special education settings are being labelled as ‘non-inclusionary’ when there are times this is the only setting that children have experienced inclusion. Is it inclusionary for a child to get to 11 or 12 years of age, without being able to read? Why do we think it’s acceptable for children with additional needs to have a sub-par or mediocre education?”