When Families Lead: Transforming Speech & Language Therapy Access in a Special School

Background: Access to regular, direct speech and language therapy (SLT) for autistic children in Ireland is severely limited, with long waiting lists and few school-based services. Families often feel powerless and distressed in the absence of support.

 

Approach: My son had no access to SLT for two years and was not speaking. I knew there was no “cure” for autism, but I also knew I could help improve his opportunities. When he moved to a new special school at age six, I approached the school Principal with the idea of bringing private SLT directly into the school.

 

I had previously fundraised to provide therapies in another school, so I used this experience to mobilise parents and raise funds again. The Principal was supportive and agreed to collaborate with the Health Service Executive (HSE) so that families would not risk losing their public entitlement. I organised a joint meeting to reassure parents and involve them in decision-making. We identified a private service provider and began the SLT service with five children in 2015. We expanded slowly and sustainably. I ensured that fundraising always covered at least one full year of service. Each year, I sent a letter to all parents informing them about the service. Where places were limited, children’s names were drawn at random in the Principal’s office to ensure fairness. Over time, we also funded music therapy.

 

Fundraising activities ranged from community events, such as afternoon teas and barn dances, to an annual Autism Golf Classic and church collections. We also received generous private donations and support from individuals taking on sponsored challenges, including a climb of Kilimanjaro. As the fundraising grew over the years, a dedicated charity was established to ensure transparency and to retain appropriate oversight of how the funds were allocated. Parents supported fundraising, but day-to-day coordination and planning were led by me.

 

Three years ago, my dream became reality: the service expanded and every child in the school could access SLT if required. Today, approximately half of the pupils receive individual SLT sessions, other get support within the classroom setting. The service is embedded as part of school life, and parents, teachers and SLTs work together to plan SLT support.

 

Results: A sustainable, inclusive, school-based SLT service has been established, benefiting all students - not only my own child. The model demonstrates how school leadership, parental initiative, and collaboration with health services (private and public) can be successful. For my son, while his spoken language remains limited, his understanding is strong and his ability to express love and connection is clear. That alone is a powerful outcome.

 

Implications: This experience shows that parents can be catalysts for change, even within complex systems and during major reform of the HSE. While many parents express frustration about lack of services, collective action — rather than waiting — can transform opportunities for entire school communities. My message is: never underestimate what you can do. Love may not need words, but change begins when love takes action.