Concerns raised over end of support for young adults with special educational needs in Northern Ireland

Caroline Campbell traveled from Londonderry to Stormont on Monday to inform assembly members (MLAs) and other attendees about the “cliff-edge” her 17-year-old autistic son, Oscar, will encounter. Oscar is scheduled to complete his special school education in two years, at which point, as Ms. Campbell stated, “He would go from having five days a week in school in a supported environment with his peers to basically having nothing and being at home with me.” This situation arises because Oscar will not automatically receive continued support for education or training after leaving school. Ms. Campbell explained to BBC News NI that “Because there’s no legislation, which is what we’re all here fighting for, he’s not protected once he’s 19.” She further elaborated, “Once that statement of special educational needs runs out at 19, that’s it, he has no protection legally.” Economy Minister Conor Murphy acknowledged the “injustice” faced by young individuals with special educational needs (SEN), such as Oscar, upon their departure from school. Minister Murphy made these remarks at a Stormont event organized by parents of children with SEN. The minister stressed the necessity for ongoing provision for young people, stating, “We have a responsibility not just in my department, but across departments, to address that.” He added, “We can’t just say, ‘we’re done with you, the education and training system is done with you at 19 because you have learning or other disabilities.'” First Minister Michelle O’Neill, Deputy First Minister Emma Little-Pengelly, Health Minister Mike Nesbitt, Education Minister Paul Givan, and various assembly members were also present at the Stormont event to meet with parents. In England, an Education, Health and Care plan (EHCP) serves as a legal document that details a young person’s special educational needs up to the age of 25. It also specifies the additional support required for their education or training and the desired outcomes. However, EHCPs are exclusively for young people in England, where some councils have been criticized for failing to meet plan deadlines. Conversely, Wales and Scotland have implemented recent reforms aimed at assisting young people with SEN in their transition from school. In Northern Ireland, a child may be issued a statement of SEN, which is a legal document outlining the support they should receive within school. Nevertheless, this statement, and the support it mandates, concludes when the child leaves school, rather than extending until the age of 25. This disparity has led some special school principals in Northern Ireland to describe their pupils as encountering a “cliff edge” upon leaving school. While some organizations provide training and support to young adults with SEN to facilitate career entry, there are sometimes insufficient places on specialist further education courses to meet the existing demand. Parents gathered at Stormont to advocate for a legislative change that would guarantee support for further education, training, and employment for all young people with SEN once they complete school. Jaclyn Harron, whose nine-year-old daughter Aoife attends Knockavoe Special School in Strabane, County Tyrone, also shared her concerns. Aoife has autism and a severe intellectual development disorder. Ms. Harron told BBC News NI, “Aoife has a dual diagnosis, which means she’s never really going to be independent.” She added, “Aoife just thrives on her routine, she loves her school.” Expressing her apprehension, Ms. Harron stated, “My biggest fear is that when that comes to an end at 19 there is going to be nowhere for Aoife to go.” Ms. Harron described the uncertainty surrounding Aoife’s future at age 19 as a “really scary thought.” She also noted that friends with children who have special educational needs are nearing school leaving age “and there isn’t anything in place.” Alma White is another parent actively campaigning for a change in the law. She named her campaign Caleb’s Cause, after her son Caleb, who lives with complex special needs, including autism, ADHD, and Obsessive Compulsive Disorder (OCD). Ms. White mentioned that the Department for the Economy (DfE) has established a task force to explore options for change. She stated, “So we’re just kind of waiting to see, but obviously I’m pushing for it in this mandate.” Emphasizing the need for tangible progress, she asserted, “Actions are going to speak louder than words.” Ms. White concluded, “What I would like to see is a public declaration of support and I would like to see it move forward.” This issue is not new to MLAs or executive departments. Stormont’s own research department has identified “multiple reviews” conducted over the past two decades concerning the transition of young people with SEN from school. Its most recent study observed, “Transition planning has been subject to considerable review and recommendation over the last two decades.” Despite these efforts, the study indicated that “issues persist.” The research further characterized transitions from school as “a long-standing policy challenge, compounded by growth in the population and complexity of need of children with disabilities.” Additionally, a recent review of Northern Ireland’s entire education system highlighted that “many learners with special needs face particular difficulties at the point of leaving school and embarking upon adult life.”