The principals of special schools have criticised a Government decision to remove the requirement for a child to have a formal diagnosis of a specific disability in order to enrol in a special school.
The National Association of Special School Principals (NASSP) has said the move removes a critical element of the application process that informs schools' professional judgement on appropriate placement and best learning outcomes for students.
The decision was announced by Minister for Children Norma Foley in December.
Ms Foley said the aim of the reforms was to make sure children received the support they need and to reduce the time currently spent on assessments.
However, the NASSP has said the decision was announced without consultation with special schools or their leadership.
"Removing professional reports blurs the boundaries between schools and, in effect, redesignates them without due process," Co-Chairperson of NASSP Matt Swain said.
"Special schools operate under significant pressure to maintain safe and appropriate environments. This change undermines our ability to plan, provide, and ultimately protect the well-being of the vulnerable children in our care," he added.
NASSP said every special school is designated to support a clearly defined learning profile.
"Professional reports provide the essential evidence base that ensures students are placed in the most appropriate educational setting", it said.
The organisation said special schools may be required to admit students without a full understanding of diagnosis, developmental profile, or support needs, and that this would increase the risk of inappropriate placements.
It also said that in the absence of diagnostic clarity, schools would not be able to effectively plan staffing, allocate resources, or design personalised programmes.
It warned that this could potentially compromise educational provision for all students.
It also said that schools might not be able to guarantee appropriate and safe learning environments, particularly in the context of already severe staffing pressures.
NASSP has called on the Department of Education and Youth to engage with special school management and leadership on any new strategy.
It said it was seeking urgent clarification on how the terms 'complex needs’ and ‘inclusion’ were being defined and applied within current policy and educational contexts.
