To ask the Minister of Health for his assessment of the equality of provision of speech and language therapy input for children with special educational needs in (i) primary; and (ii) post-primary, broken down by (a) mainstream schools; (b) specialist provision in mainstream schools; and (c) special schools.

Children with SEN at primary and post-primary level can access Speech and Language Therapy (SLT) support across the education sectors as follows;

Primary

Mainstream – RISE NI Children in mainstream primary schools across Northern Ireland (NI) can access SLT support as part of the Regional Integrated Support for Education (RISE) teams. These teams deliver a trans-disciplinary, early intervention service that works directly within the school environment for children from preschool to the end of Key Stage 1 where there are two or more areas of need. The service delivers input at a Universal, Targeted and Specialist level and is provided by a range of health professionals that includes Speech and Language Therapists (SLT/s), Occupational Therapists, Physiotherapists, Behaviour Therapists, Clinical Psychologists and Therapy Assistants. The RISE teams were established in 2007 as part of the Children and Young People’s Package to address barriers to learning.

Mainstream - Core SLT Services – Children in mainstream primary schools who have one area of need or are in Key stage 2 (i.e. Primary 5-7) who cannot access the trans-disciplinary model of support offered by RISE NI can access input as deemed appropriate from Trust SLT services. The input provided and model of support is dependent on the CYP’s needs and how such needs impact on their speech, language and communication development including how the SLT needs affect their learning. These services tend to be provided in community clinics, the child’s home and/or other suitable community environment dependent on Trust’s arrangements. CYP with fluency difficulties who attend mainstream primary schools also access core Trust SLT services due to the research evidence that indicates the need to work closely with parents/main carers.

Specialist Provisions in Mainstream - The SLT provision for CYP availing of Specialist Provision in Mainstream tends to be delivered by Trust core SLT services similar to the model offered for CYP with one area of need and CYP enrolled in Key Stage 2. Children referred to core SLT Services are triaged and may require a detailed assessment of their communication skills followed by appropriate intervention, if required dependent on their need. Intervention may take the form of blocks of individual or group therapy, treatment updates, home and school programmes and advice, support and training for those involved in the child’s care. Onward referral, liaison with other professionals and report writing may also be required.

Special Schools – SLT services for CYP in Special schools may be delivered within the school environment, the CYP’s home and/or the clinic setting, depending on assessed needs, service models and demands on SLT services. The historic model of specific therapists being aligned to and embedded within specific special school has had to change due to the increasing numbers of CYP with Special Education Needs and the geographical spread of their educational placements. CYP within a Special School setting continue to receive SLT support within that school.

Post-Primary

Mainstream &

Specialist Provisions in Mainstream – CYP requiring SLT support who are enrolled in these school sectors at a post-primary level are predominantly catered for by Trust core SLT services. The type, model and the environment this is provided in alongside the availability of accommodation and services demands will inform the approach taken.

Special Schools – CYP enrolled in Special schools in the post-primary sectors tend to access SLT services in a range of settings including the CYP’s home, the school environment and/or a clinical environment similar to the model operating in the primary special school sector. The model and support will be dependent on the CYP and parent/carer needs.

Whilst work is ongoing to develop a model of service provision that supports all CYP with SEN in as timely a manner as possible, the increasing number of children in this cohort has resulted in the Education Authority rapidly developing satellite/dual site campuses and specialist provision classes within a variety of existing mainstream schools, greatly widening the geographical spread of an already stretched therapeutic workforce. This has resulted in CYP having to wait longer than experienced in the past or having to travel to a community clinic to receive their therapy support. communication skills followed by appropriate intervention, if required.

It is important to note that SLT services for CYP regardless of the school environment they are enrolled in, work in close collaboration with other children’s services and agencies including other Allied Health Professionals, Community Paediatricians and Education staff. The SLT Services also operate alongside other regional pathways including those for Hearing Impairment, Autism Spectrum Disorder and Children with Disabilities.