Dáil Éireann debate -
Tuesday, 23 Mar 1999

Vol. 502 No. 3

Written Answers. - Special Educational Needs.

Richard Bruton

Question:

592 Mr. R. Bruton asked the Minister for Education and Science the number of children with special education needs in sixth class at primary level who are either in special classes attached to the primary school or integrated into ordinary classrooms; the number of pupils with special education needs in first year of post-primary who are either in special classes attached to the secondary school or integrated into ordinary classes; and the proportion of children who successfully make the transition from primary to second level education indicating the percentage of pupils from special classes and integrated classes who successfully make the transition. [7728/99]

Minister for Education and Science (Mr. Martin)

The most recent data available to my Department relates to the 1996-97 school year. At that time there was a total of 5,998 children with special needs attending special classes attached to ordinary primary schools. The data is broken down by reference to children's ages rather than class attended. A total of 4,842 of these children were aged 11 years or younger. The remaining 1,156 children were aged 12 or over.

The annual census of children attending primary schools conducted by my Department's statistics section indicates that of the 456,094 ordinary pupils in the primary system in 1996-97 school year, 735 did not make the transition on second level. The survey also indicated that 749 children who left special schools or special classes did not continue their participation in the education-training system and did not go to open or sheltered employment.

Data relating to the overall number of special needs children attending primary school on a fully integrated basis and the number of special needs children in the second level system is not readily available in my Department at present.

The lack of adequate statistical data relating to special needs children within the education system, particularly integrated special needs children, and the development of mechanisms to address this deficit is one of the key issues currently being considered by a special steering group which has been established in my Department to review overall provision in the special needs area. In considering this issue the group will have regard to the findings of a recent survey of special needs within the second level system.

I recently announced a major development in special education services under which all special needs children in the primary system are now entitled to an automatic response to those needs. The response in question may take the form of additional teacher or child care support, or both, depending on the needs of the particular child. My Department is currently finalising a series of circulars and information notes to advise schools on the procedures to be followed, including the supporting data required, in seeking special support under this initiative. The data in question will include particulars of the individual special needs children involved; their ages, the nature of their disabilities, etc.

The circulars and information note in question will shortly be issued to all primary schools. The data submitted by schools is expected to provide a comprehensive picture of the level of special needs within the ordinary primary system. If, following receipt of this data, it is considered that further survey data is required, the necessary arrangements will be made.