The Disability Studies Unit within the University’s Faculty for Social Wellbeing, together with the Faculty of Education’s Inclusion and Access to Learning Unit, expressed their ‘grave concern’ at the introduction of ‘banding’ in primary schools.

Both the DSU and IALU agree that the consequences of such an initiative may include further segregation for students with disabilities.

“The introduction of an inclusive education policy in 1994 meant that disabled students would finally have the opportunity to learn together with non-disabled children in mainstream schools,” they said.

They added that the creation of the college system and the removal of the Junior Lyceum and common entrance examinations further strengthened the inclusive system.

“Whilst it is appreciated that teaching a mixed ability class is by no means an easy task, it is very highly likely that banding will reinforce the negative labelling of students who are at risk within the education system. Such negative labelling would most certainly include students with disabilities and learning difficulties.”

They pointed out that inclusive education was a key building block to achieving a fully inclusive society which excluded no one.

“We therefore strongly assert that policies in the area of education should strengthen, and not weaken, the inclusion of students with disabilities in our mainstream schools.”