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Although a consensus wasn ’ t reached by the commissioners , Dr McEwin said special schools must close at some stage .
“ So long as you have a dual system , there will be no incentive by the mainstream schools to improve , or make their schools more accessible ,” Dr McEwin said .
“ Those who are in segregated schools are more likely to go into a group home … in other words , you ’ re almost condemned to a lifetime of segregation and being hidden away from society .”
MAINTAINING SPECIAL SCHOOLS Advocates for maintaining special schools argue that mainstream school settings are often under-resourced , with most teachers not specifically trained to work with students with disabilities .
“ Unfortunately for young learners with a disability , the mainstream setting sometimes stops working because the learning and social gap widens with age ,” Michael Farrell , the principal of two Edmund Rice Education ’ s special education schools , told Education Review .
The reality for some students is unintentional isolation ; students lacking social connection seem less likely to embrace learning , limiting their growth potential , according to Mr Farrell .
Proponents for maintaining special schools also argue that mainstream school teachers – already overwhelmed with high workloads – don ’ t have the time and resources required to develop Individual Education Plans ( IEP ) effectively .
“ Unlike in mainstream schooling , where teachers must stick to a strict curriculum , in special schools , teachers can tailor learning to enhance each student ’ s skills ,” Mr Farrell said .
“ Additionally , teachers trained in special education practices can build social awareness , communication skills , safety and wellbeing into their comprehensive educational programs .”
Most of the teachers who are trained in meeting the needs of students with disability are found in specialist schools .
“ In special schools , classes are small , with a high staff ratio ,” Mr Farrell said .
“ Education delivery is differentiated so all students can be appropriately challenged and reach their full potential .”
THE WAY FORWARD The Commission concluded that children and young people have a right to inclusive education , but in passing down a divided recommendation , education segregation will continue for the foreseeable future .
The commissioners agreed that teaching standards should include inclusive-education training across teachers ’ careers ; however , truly inclusive education is only achievable once the mainstream school system is resourced and prepared to integrate and educate people of all abilities . ■
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