Written Answers. - Special Education Needs.
Ivor Callely
Question:
105
Mr. Callely
asked the
Minister for Education
her views on whether people with disabilities have been denied their educational rights; if her attention has been drawn to any such matters; the submissions, if any, she has received in this regard; and if she will make a statement on the matter.
[10217/97]
Ivor Callely
Question:
106
Mr. Callely
asked the
Minister for Education
the issues, if any, which have been brought to her attention regarding children with special needs; her understanding of the current levels of supports and services for such children; and if she will make a statement on the matter.
[10218/97]
I propose to take Questions Nos. 105 and 106 together.
Since my appointment as Minister for Education, I have attached a particular priority to ensuring that all children with special needs have full access to suitable education services.
Difficulties do arise from time to time in relation to the suitability of services made available to individual children. Such difficulties can arise where initial placement arrangements are subsequently found to have been inadequate to a particular child's needs or where the evolving needs of a child require a modified response. However, in all such cases, my Department makes every effort to ensure that any difficulties are resolved as quickly as possible and that suitable alternative arangements are put in place.
Where children with special education needs are concerned, it is important to recognise that the educational response can take a variety of forms and can require adjustment from time to time.
In some cases, children are fully capable of attending ordinary schools with the support, where necessary, of remedial, resource or visiting teachers. Where more serious disabilities are concerned, the required response may involve placement in a special school or special class dedicated to a particular disability.
Since my appointment as Minister for Education, I have deployed significant numbers of additional teacher posts to improve the level of service in all of these areas.
I am satisfied that the steps which I have already taken, coupled with the measures set out in the White Paper on Education, will ensure that all children with special needs will have access to suitably resourced education facilities and in their own areas.
Ivor Callely
Question:
107
Mr. Callely
asked the
Minister for Education
the proposals, if any, she has to develop educational services and supports for people with autism; and if she will make a statement on the matter.
[10219/97]
Children with autism have access to a range of educational support services. The precise nature of the support provided will depend on the severity of the condition in each individual case.
In some cases, children with mild features of autism are capable of being educated in ordinary schools with the support, where necessary, of remedial, resource or visiting teachers.
Children with more serious needs have traditionally been catered for in a number of special schools dedicated to children with emotional disturbance.
In the 1995-96 school year, I established a pilot programme of special education services for children with autism. Under this programme, a number of special classes dedicated specifically to the educational needs of children with autism are now in operation. The programme involves the allocation of extra teachers to specifically address the educational needs of children with autism; the delivery of specially tailored educational programmes to meet the needs of these children; and the delivery of special in-service support to the teachers concerned.
These classes are attached to special schools located in Beechpark, Stillorgan, County Dublin and Cratloe national school, Ennis, County Clare. A further special class catering for children with autism was established at St. Brigid's special school, Dundalk, County Louth in the current school year. Each of these classes cater for a maximum of seven children.
I am aware of demands for the wider provision of dedicated facilities to meet the educational needs of autistic children. However, I am anxious that any such development should be soundly based and have regard to the wide spectrum of educational need which can accompany the autistic condition.
Experience gained through the pilot programme will provide a basis for the future development of education services for the children in question.
