Thirty five per cent of disabled children endure seclusion, while 27% suffer restraint at school
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Some 35% of disabled schoolchildren experience seclusion, while 27% have suffered restraint at school, according to a new survey.
In the wake of the results of the survey carried out by Inclusion Ireland and AsIAm, they are calling for guidance and regulation for schools around seclusion and restraint.
During the survey, parents were asked if their child ever experienced seclusion, and/or mechanical, physical or chemical restraint in school.
Parents responded by sharing stark stories of children locked in rooms alone, sensory rooms being used inappropriately, children dragged across the floor, and children physically held and/or lifted against their will.
They also reported feeling powerless, and fearing retribution and the removal of vital supports they have had to fight long and hard for.
The survey was completed by over 400 parents, and according to one, their child who has Asperger's syndrome, was "rugby tackled to the floor by a female teacher" when he attempted to leave the school hall without permission during practice for a school play.
"She held him there for a while and shouted at him about how struggling was futile due to her superior strength," the parent revealed.
Another said their daughter "was lifted by arms and legs" by a teacher and special needs assistant, and told she was not allowed to leave.
"She was bruised from this," they said.
Another parent claimed their son "stripped naked multiple times due to distress" after being "dragged across a school floor" into an autism class.
"The door was held shut [by] multiple persons... An animal would not be treated this way."
Inclusion Ireland chief executive Derval McDonagh said: “What disabled children are enduring in schools today is hugely damaging and a violation of their rights.
"Meanwhile, parents share with us feeling powerless and facing persistent gaslighting.
"Not only is there no guidance for schools, there is no support for those who are guardians to these kids.”
She added: "Classmates are often witness to seclusion and restraint, learning that if you are different you are punished. This needs to end now. We will look back on this era with shame. But let's at least today commit to preventing further scars."
AsIAm chief executive Adam Harris said: "Whilst the findings are stark, they are sadly not surprising in the absence of a rigorous, child-centred, rights-based systems of training and regulation, not just in terms of seclusion and restraint, but in understanding and meeting the needs of autistic and neurodivergent learners.
“We urge Ministers Foley and Madigan to commit to comprehensive statutory regulations which prioritise the rights of children in our schools to be free from seclusion and inappropriate restraint."