Irish Travellers Movement

Primary Education

Primary Education

In 2005/2006 it is estimated that there are approximately 7,769 Traveller children enrolled in primary schools, and this equates to virtually 100% enrolment, with virtually all Traveller children now in age-appropriate classes. The exact number of Traveller children in primary schools is not known because that specific figure is not formally sought from schools. There is no data collected based on ethnicity. There are no special Traveller classes since the end of the school year 2003/2004 and there is only two Traveller-only primary school, St. Kieran’s in Bray and Thomas’s in Clonshaugh



Current Concerns in Primary Education:

Travellers and Traveller organizations have a number of concerns relating to Traveller education in Primary schools. Some Travellers still have difficulty in enrolling their children, and in some instances settled parents have taken their children out of school where a high percentage of Travellers are enrolled. The Visiting Teacher Service for Traveller Education (VTST) of the Department of Education and Science has been instrumental in empowering parents to access education for their children. The education section of the ITM Legal Pack also has details on how member organizations can support families who still face barriers, with a resource list on useful local contacts, including the VTST and the National Education Welfare Board (NEWB).  (Link to Ed section of legal pack)

Chief concern for Traveller parents is the low levels of attainment for their children in Primary education. Research under taken by the Department of Education and Science showed that parents felt that the education system was failing their children’s needs (from the Chief Inspectors Report 2001-2004, Department of Education and Science 2005).

The Chief Inspectors Report showed that “the levels of achievement of Traveller pupils were not on a par with their non-Traveller peers. An analysis of standardised test results showed that the measured achievement levels of approximately half the group surveyed were below the 10th percentile in English and Mathematics. It was found that the Traveller parents expected their children to acquire a mastery of literacy and numeracy skills in primary school. Some Traveller parents expressed their deep concerns about the low attainment of their children, particularly in relation to reading standards”.  Coupled with this are concerns about the withdrawal of Traveller children for learning support with the Resource Teacher for Travellers (RTT).

RTTs are allocated to schools on the basis of having 14 Traveller children with identified need. At present, Department of Education Policy under Circular 7/99 states that if children are to receive assistance for learning support they must have parental consent. Also the allocation of a Resource Teacher for Travellers (RTT) to a school is made on the basis that "Traveller children are taught either within their classroom with the RTT working in partnership with their classroom teacher or withdrawn in groups for intensive tuition according to their ages and perceived needs by the RTTs.” The Department of Education and Science’s Learning Support Guidelines provide a framework for how inclusive, supplementary teaching and support can be provided. Children attending the RTT are supposed to do so on the basis of perceived educational needs. Currently there are 503 RTTs employed by the Department of Education and Science. 

However it is clear to the ITM, through its consultations with Traveller parents and updates from member organisations, that parental consent for their children's referral to the RTT is often not sought, and that Traveller children are withdrawn to work with the RTT purely on the basis of ethnic identity and not on perceived educational need. The issue of withdrawal of Traveller children to the RTT during the classroom teaching of core subjects has also been raised. This means that Traveller children will not always access the whole school curriculum and greatly place them at an educational disadvantage when they transfer to post-primary school. Issues have been continually raised about the quality of RTT practice, with Traveller children often assigned "low level tasks" (drawing and colouring) when they are withdrawn from class to the RTT.  It is unclear how a child's educational attainment can be improved by withdrawing them from core curriculum subjects and assigning to them colouring tasks, or indeed how practices of this ilk are to increase student participation in post primary school. Traveller parents have continually reiterated that Traveller children who do not require additional learning supports are being withdrawn to the RTT and that they are being withdrawn from class simply because of their ethnic identity. 

The Chief Inspectors Report 2001-2004 observed “that [Traveller] pupils were frequently assigned low-level tasks that did not challenge and extend them sufficiently. Many pupils did not engage in whole-class activities especially in such areas as History, Geography or Science”.

Other concerns include some teachers having low expectations for Travellers in education and the negative treatment and discrimination of Travellers within the school system.

Traveller Specific Measures in Primary Education

Along with the allocation of Resource Teachers for Travellers, other supports are currently available in Primary Education:


Further information on The Department of Education and Science guidelines on Traveller Education in Primary Schools, including the regulations for RTTs, can be accessed at:

www.education.ie/servlet/blobservlet/padmin_traveller.pdf

Other Support Services

Travellers are entitled to access other services and supports in primary education that are not Traveller specific. These include:

The National Educational Psychological Service (NEPS) aims to support the personal, social and educational development of all children through the application of psychological theory and practice in education, having particular regard for children with special educational needs. A parent’s guide to their services “National Education Psychological Service: Working together to make a difference for children: information for parents” can be accessed at:

www.education.ie/servlet/blobservlet/neps_parent_leaflet.pdf?language=EN

Travellers are also entitled to access services such as the Home School Liaison and School Completion Programme.

For more information on the Learning Support Guidelines, they can be downloaded from:
www.education.ie/servlet/blobservlet/learning_support_guides.pdf


The Chief Inspector’s Report 2001-2004, as quoted above, can be downloaded from:
www.education.ie/servlet/blobservlet/insp_chief_inspectors_report_01_04.pdf

Intercultural Education

Intercultural education can be defined as education “which respects, celebrates and recognises the normality of diversity in all areas of human life”. The goal of intercultural education is to promote equality and human rights, to challenge unfair discrimination, and to promote the values upon which equality is built. The National Council for Curriculum and Assessment (NCCA) published “Intercultural Education in the Primary School: Guidelines for Schools” in 2005. This can be accessed at:
www.ncca.ie/uploadedfiles/Publications/Intercultural.pdf

The Irish National Teacher’s Organisation and the Equality Authority held a joint conference in Limerick, 27th March 2004, called “The Inclusive School” The proceedings can be downloaded at: 
www.into.ie/ROI/Downloads/Publications/Other/filedownload,966,en.pdf