Vol. 513 No. 6
83 Mr. Durkan asked the Minister for Education and Science the extent to which the special needs of pupils are being met in primary and second level schools to include assistance in overcrowded classrooms, psychological and other services, with particular reference to disadvantaged areas; and if he will make a statement on the matter. [3349/00]
All children with special needs, including those from disadvantaged areas, have access to a range of special support services at primary and second level.
Where the special need is of a serious nature, such children can be catered for in special schools or in special classes attached to mainstream schools. At present, there are 100 special schools and 300 special classes. Each of these facilities is dedicated to a particular disability group. Each operates at a special reduced pupil teacher ratio and the pupils are also supported by child care assistants allocated by my Department. Children attending special schools and special classes also attract increased rates of capitation funding.
Where the special need is of a less serious nature, children can be catered for on a fully integrated basis in mainstream classes with the support, if necessary, of resource teachers and/or child care assistants. Arising from a Government decision in October 1998 all special needs children within the primary system now have an automatic right to the support services they need to enable them to reach their full potential within the primary system. As a result of this development, special needs children within the primary system are now supported by 329 resource teachers and 937 child care assistants.
At second level, special needs children have the support of 239 resource teachers and 68 child care assistants.
Decisions on the placement of individual children and the nature and level of special support provided in each case are based on the professionally assessed need of each child and are in line with the recommendations of the special education review committee.
The role of the resource teacher is to support the ordinary class teacher by providing special tuition and guidance to the special needs children. This can sometimes be achieved by withdrawing the special needs children from the ordinary classroom for periods of special tuition. The role of the child care assistant is to help the children in relation to mobility, toiletting etc.
Ordinary primary schools are generally staffed to operate at a maximum class size of 30 pupils. However, a maximum class size of 29 pupils operates in the case of primary schools with disadvantaged status. Disadvantaged schools which are included in the urban element of the breaking the cycle of disadvantage initiative receive further staffing to enable them to operate their junior classes at a maximum of 15 pupils. An analysis of class sizes at second level indicates an average class size of 22.3.
