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𧡠This is a video from advocacy groups representing families of children with AEN. More than anyone else, they hear stories from families who have been locked out of services for years. Here's a brief story of the cuts to kids with additional needs:
twitter.com/InclusionIre/status/1768353595672396087
Every two years since 2017, resources have not met the increasing needs of children. In 2019, a survey of over 900 principals revealed children with additional needs would have received more support in 2009 than in 2019 in 88.4% of schools. principalsforum.org/wp-content/uploads/2020/05/NPF-FB-Update.pptx-1.pdf
The SET Allocations Model has been working with junk data. A basic statistical analysis of the last 7 years has shown this to be true. For example, if we took SET Allocations by county, changes should be reasonably similar but they are all over the place. Sample data here:
I analysed SET Allocation data from 2017 to 2022 and found all sorts of problems, so much so, that the only conclusion one could reach was that if the data was meaningful in 2017, it became more and more meaningless as years went on:
I want to pause here to reflect on one piece of data that has always been used despite it being a very unreliable piece of data - that is literacy and numeracy scores. It is widely acknowledged that this data is next to useless. eari.ie/2013/10/19/reflections-on-standardised-testing/
In 2017, a small percentage of allocated hours were based on this very weak data (23% in 2017) with 50% of resources based on proper data on needs of children, known as Complex Needs. circulars.gov.ie/pdf/circular/education/2017/13.pdf
After 2019, things got complicated and data became very murky. Looking at the data, if a school gained an extra class, they received an extra 3 hours of support hours per week. However if they lost a class, in almost all cases, they retained their hours.
By 2022, hours given to schools were junk data. Another variable which penalised all-girls' schools was found to be deeply questionable. Developing schools were badly hit and the whole thing was a mess. A new reprofiling of the allocations was needed.
The trouble was the DoE and NCSE had no data on children at all and they couldn't get it. They had also made a rule that children didn't need a diagnosis to get support so many families didn't get diagnoses. What data could they use?
Despite being next to useless, the Department decided to use Literacy and Numeracy scores and weighted them 3 times higher than in 2017. This meant that children with complex needs who performed reasonably well in standardised test, as they often do, were no longer counted.
The Department admitted they were unable to get the data so simply used literacy and numeracy scores. These scores simply do not reflect a child's SEN needs. They didn't before 2017, they shouldn't have been introduced in 2017 and they certainly aren't valid in 2024.
However, on top of this, a cursory dive into the data indicates that there has been further tinkering with it. Again you'd expect allocations to be spread evenly enough across counties but it is still all over the shop. The data is still junk.
Essentially, up until 2017, we had a system that followed children with additional needs and it worked reasonably well (despite the cut in 2012.) Since 2017, we have a system that is based on junk data with children receiving fewer and fewer supports.
So what's the solution? For me, it's to trust schools. I created a check for schools a few years ago to see what kind of support children would receive based on the pre-2017 model. Try it here: principalsforum.org/setcheck/ It should give an indication of what's changed.
We need to trust schools to report what their children need and be able to supply evidence for it. The older model was actually fairly good and a simple calculator might be a good tool for the DoE to use with schools. Schools have to input their enrollments every year so...
...this wouldn't be too much different. It's an easy trust model. If a school looks like they are looking for too many hours, it's really easy for this to be flagged and audited quickly. Ireland is a very small country.
It is without a doubt that despite the DoE droning on about how much money they spend on Special Education, they are not allocating the money in the places it is needed. All the data shows the new allocations model penalises children with Complex Needs.