Dáil Éireann debate -
Tuesday, 9 Oct 2001

Vol. 541 No. 4

Written Answers. - Special Educational Needs.

Ivor Callely

Question:

146 Mr. Callely asked the Minister for Education and Science if he has satisfied himself that all children with special needs in education are being accommodated; if children with more serious disabilities are accommodated in one of the special schools or special classes attached to ordinary primary schools; if his attention has been drawn to the difficulties that parents experience when their child is recommended for a special school which cannot make the required provision; and if he will make a statement on the matter. [22598/01]

Minister for Education and Science (Dr. Woods)

Children with special needs have access to a range of special education services. My policy is to maximise the extent to which such children can be placed on a fully integrated basis in ordinary schools. However, the extent to which this can be achieved is ultimately determined by the level of special need involved in each individual case.

In many cases, children with special needs can be accommodated in ordinary schools with the support of the resource teacher or special needs assistant service, or both. The Government has decided that all children with special needs in primary schools should have an automatic entitlement to a response to their needs. As a result of this development the number of special resource teachers supporting children with special needs in integrated settings in primary schools has been increased from 104 to approximately 1,000. The number of special needs assistants supporting children with special needs has been increased from less than 300 to approximately 2,500 over the same period.

Where the disability involved is of a more serious nature, the required response may take the form of placement in a special school or a special class attached to an ordinary school. There are more than 100 special schools and approximately 400 special classes in place at present. Each of these is dedicated to a particular disability group and all such facilities operate at the reduced pupil teacher ratios recommended by the Special Education Review Committee. The precise model of provision made available in each case is based on the professionally assessed needs of the individual child.

While every effort is made to arrange appropriate school placements for children with special needs as speedily as possible, I am aware that difficulties arise from time to time in individual situations. My Department will continue to make every effort to resolve any such difficulties so as to ensure that all children with special needs receive the support they require when and where they require it.