Cork parents concerned about impact of proposed code of conduct on students with autism
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Parents at a special school in Cork have raised concerns over a proposed conduct code they fear will lead to suspensions of students for simply displaying behaviours typical of autistic traits.
Carrigaline Community Special School has asked parents for feedback on a proposed document updating the special school’s policy on appropriate behaviour.
Parents who have spoken to the have highlighted how this proposed policy describes “challenging behaviours” as some of the typical symptoms of behaviours in distressed special needs children.
It is thought that many schools’ behavioural policies disproportionately impact students with autism, according to national autism charity AsIAm, which has called for a comprehensive review and reform.
Research it recently published examining 40 school codes of behaviour found that not one was fully rights compliant.
The codes exhibited a limited awareness of autism, an absence of autistic voices, and often failed to provide reasonable accommodations for students with autism, resulting in exclusionary practices such as reduced timetables, suspensions and in extreme cases the use of physical restraint.
Carrigaline Community Special School opened in 2021 in response to a shortage of special school places for students between the ages four to 18, who have a diagnosis of autism with a mild or moderate general learning disability.
The proposal lists examples of “challenging behaviours” as:
- “aggressive” behaviour including pushing, punching, kicking, biting, scratching;
- “threatening behaviour and verbal abuse” which includes “disruptive behavior, including screaming, tantrums, non-cooperation, running away”;
- “destructive” behaviour: including destruction of property and the environment;
- “withdrawn” behaviour: including refusal to respond, such as “elective mutism”;
- “stereotypical” behaviour: “particularly in children with learning disabilities and autistic spectrum disorders: which can include rocking, repetitive vocalisations, ritualistic hand movements;
- self-injurious behaviour, including “head banging, scratching and poking.”
Niamh O’Grady, whose son attends Carrigaline Community Special School, said teachers in the school are compassionate but the draft policy sparked alarm bells.
“It includes behaviours which are in fact not ‘challenging’ at all. They are behaviours where children are self-regulating, stimming. These are coping mechanisms that autistic children use to regulate themselves when they are overwhelmed from stress or from sensory issues.
Continuous instances of unacceptable behaviour may lead to an escalation to more serious consequences, the document notes. The proposed policy said suspension is “not considered a punishment” and that consideration is always given to the ability of students to understand their actions.
However, the document also states suspension may be considered for “gross misbehaviour” or repeated instances of serious misbehaviour involving a health and safety risk.
A spokeswoman for the school’s patron Cork Education and Training Board said that like all other schools, Carrigaline Community Special School periodically reviews its policies. The school is currently reviewing its pupil behaviour policy, she added.
“As part of the consultation process, a draft has been shared with all stakeholders, and the school is currently collating their feedback. No final decisions have been made regarding the policy's wording. The school will continue to liaise and engage with the parents throughout the process."
Chief executive of AsIAm Adam Harris said it is clear from experiences it is aware of across Ireland that many schools’ behaviour policies are not rooted in a rights-based, neuro-affirmative approach.
“Too often the language that is used is implicitly, explicitly and structurally ableist and discriminatory in nature,” Mr Harris said.
"It is particularly concerning when we see special schools put in place codes of behaviour which fail to acknowledge the experiences of autistic people with high support needs, using antiquated and discriminatory terminology, and failing to respect the support needs and differences of the community members such schools are established to serve.”
AsIAm notes the ongoing review of the statutory guidelines on codes of behaviour, he added.
A spokeswoman for Tusla said it acknowledges the concern felt by parents. “We would encourage parents to link in with their school to provide feedback on the proposed 'appropriate behaviour’ code of conduct and discuss their concerns. It is important that the concerns of parents are considered in the development of the document.”
Tusla Education Support Service (TESS) is currently leading a review of the Code of Behaviour Guidelines for primary and post-primary schools, she added.