When will the world wake up to the tragedy happening in front of our collective eyes? Children unable to learn, to function - at all levels, not only autism and its iterations. 22% of Irish schoolchildren are in special education, and the numbers are climbing unabated.
I teach children karate. The girls seem to be able to stand still, listen, process and make their bodies do what we ask of them. Many, and I mean many, of the boys can not stand still. Their bodies literally wobble. They need a command several times to take notice and then require extra processing time to make their bodies move. Left is right. Right is left. Crossing midline is difficult. Staying focused nearly impossible. Army crawling looks like a sea of frozen right legs being dragged. Hopping on one foot a struggle. Even running back and forth in a straight line is a challenge. Children are simply not the same. And then you have the 20+ men who are shooters. Raging. Unable to find the "this is wrong" button and control their anger.
When will eyes turn away from the nonsense of "better diagnosis" to the world of pharmaceutical and chemical interventions that are changing the brain for the worse? Teachers did not suddenly forget how to teach. Parents have not forsaken basic parenting rules. THE RAW MATERIAL is different - the children themselves are not the same.
RAPIDLY increasing numbers of children with special educational needs is causing spending to spiral, a new audit report has found.
Annual expenditure on SEN is now higher than £250 million, placing greater pressure on the system.
A report by comptroller and auditor general Kieran Donnelly published today focuses on how children with SEN are provided for within mainstream schools.
The Special Educational Needs and Disability Order places a duty on the Education Authority (EA) to ensure children can be educated in the mainstream.
Mr Donnelly's report found, however, that education bodies were unable to demonstrate value for money in terms of economy, efficiency or effectiveness in the provision of support to children with SEN in mainstream schools.
These schools were also finding it increasingly difficult to strike a balance that allowed all children to learn at a different pace and often in a different way.