Rose Conway-Walsh: Calls for strengths-based autism education reform
Rose Conway-Walsh called for action to turn discussion on autism and education into concrete change, urging investment in the exceptional abilities of autistic children and adults. She criticised protectionism in the education system and advocated representation of people with disabilities in key decision-making bodies, a strengths-based educational model and Leaving Cert reform.
Urgent call to convert debate into action
She told colleagues the day's discussion was useful but must be transformed into action, warning that an inbuilt protectionism in the system supports the status quo and must be broken down. She used the image of "the bite over the laptop for a child" to illustrate how everyday barriers persist and need tackling.
Investment in exceptional abilities
She asked for examples of good practice for investing in the exceptional abilities of autistic children and adults, arguing society is missing out by not making such investments. She stressed both resource commitments and cultural change are required to nurture autistic people's talents.
Representation at decision-making levels
She argued that putting people with disabilities and their families on key decision-making bodies would drive rapid reform. She said representation has been an afterthought to date and that meaningful inclusion in policy forums is essential.
Education reform and strengths-based approach
She advocated Leaving Cert reform to allow short courses and opportunities to gain points by pursuing interests, enabling students to work to their strengths rather than fit a deficit-focused system. She warned that a system focused on deficits is catastrophic for self-esteem and called for a strengths-based model that identifies and develops individual skills.
Practical examples and meeting people where they are
She pointed to the Centre for Talented Youth in Ireland as doing useful work and suggested it could assist further, and emphasised that every autistic person has skills and interests that education should meet where they are. Her remarks concluded with a call to combine resources, representation and cultural change to realise those opportunities.
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I found this discussion really, really useful today but obviously its usefulness needs to be transformed into action and specifically what we do from here on in but I certainly think from listening to you all and I have thought of it in my dealings with trying to access education as well that there is an inbuilt protectionism within the system that supports the status quo and it will take a collaborative and concentrated effort to break that down I mean I think Nicola summed it up well when she said the bite over the laptop for a child that is what goes on that is exactly what goes on and that has to be tackled but Adam I want to ask you the question on the investment do you know any models of good practice of investment in the exceptional abilities for autistic children and adults because I think we're missing out hugely as a society by not having investing investing in the exceptional abilities that I have seen for myself in many autistic people Thank you Deputy and I also just wanted to come to I know you asked a question earlier on so maybe I can just touch on that around I think what a lot of this conversation comes to and why Epson hasn't been commenced is I think we're all in favour of inclusion we're all in favour of equality I think sometimes what is an exception the concept of disability is that that costs money and if we're serious about it we have to be willing to do that and we're willing to invest I think representation is really important at all levels of the conversation and it's been something of an afterthought to date I think if we were to make one reform if we were to put people with disabilities and their families and the key decision making bodies in this area we would see pretty rapid reform and I think that's another thing we need to think about in terms of exceptional abilities I think there's both resources and a cultural piece here I think leaving cert reform is actually part of it because if there was more opportunities to do short courses or to gain points by pursuing your interests really important at all levels of the conversation and it's been something of an afterthought to date. I think if we were to make one reform, if we were to put people with disabilities and their families and the key decision-making bodies in this area, we would see pretty rapid reform and I think that's another thing we need to think about. In terms of exceptional abilities, I think there's both resources and a cultural piece here. I think leaving cert reform is actually part of it because if there was more opportunities to do short courses or to gain points by pursuing your interests, that would be a huge opportunity. The most autism-friendly school in the world isn't inclusive of autistic people because there's scattered skill sets so you have to be able to work to your strengths as opposed to fit within a system. Unfortunately our system to date has been very much focused on a list of deficits which aside from not working is catastrophic for people's self-esteem. So we need to create within the education system a strengths-based model that identifies what the person's skills are and helps them to work through areas of education that they might find challenging. And perhaps, you know, to continue that conversation, I know the Centre for Talented Youth in Ireland does really good work and perhaps they could assist the committee further in that area. But what I would just say is that it's not just autistic people who, you know, are amazing at computers or amazing at science. Every autistic person has a skill and ability and interest and it's about meeting that person where they're at and using that. Thank you. Thank you. Thank you. Thank you.
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