SPECIALIST teachers who support deaf and blind pupils in mainstream schools are being used to cover staff absences instead, MSPs have heard.
Richard Hellewell, chief executive of the charity Royal Blind, said the "worrying trend" was one reason why pupils with sensory impairments were not getting the support they required.
The accusation came as part of an inquiry by the Scottish Parliament's education committee into the education of deaf and blind pupils.
The investigation follows recent figures which highlight a significant attainment gap between such pupils and the rest of the school population with growing concerns over the policy of including them in mainstream schools without support.
In a written submission, Mr Hellewell said the number of specialist staff had declined rapidly.
He added: "Within schools, we have observed many cases where staffing levels are being reduced and some pupils are then being supported by untrained and inexperienced staff who, although doing their best, do not have the skills.
"It is common experience within the field that teachers are taken from their role or duties around the visually impaired pupil to provide absence cover. This means that the visually impaired pupil does without."
Eileen Burns, headteacher of the Hamilton School for the Deaf, in South Lanarkshire, said it was "well-documented" that deaf young people placed in mainstream schools often felt isolated.
She called for all councils to provide a dedicated base in a mainstream school for deaf pupils to allow them to make friends with pupils facing similar issues.
She said: "This would allow deaf pupils to access education in a mainstream environment while benefitting from having a deaf peer group which would improve
their school social experience.
"They would also benefit from more regular onsite specialist support than they would if they were supported peripatetically by specialist deaf education staff."
She went on to call for sign language to be promoted as a positive option for deaf children to improve their linguistic skills and allow them to access the curriculum.
Meanwhile, a submission from Brian Shannan, an educational audiologist with Fife Council, said studies had shown that noise levels in schools had a negative impact upon attainment.
He stated: "In 2007, the Scottish Government issued advice that a holistic approach was required for the school building and refurbishment programme so that the learning spaces meet the needs of the new Curriculum for Excellence. One significant omission in the document was classroom acoustics."
Alison McGillivray, quality improvement officer for East Renfrewshire Council, said the authority's use of standardised tests for all pupils helped them identify those who needed additional help and support them as they progressed through school.
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