Vol. 523 No. 5
278 Mr. Callely asked the Minister for Education and Science if he has satisfied himself that there is equity in secondary level education for all pupils, particularly pupils in special schools; the issues that have been identified as needing to be addressed; and if he will make a statement on the matter. [21252/00]
Under current arrangements, pupils with special needs who are of second level age, can be catered for in mainstream second level schools or in the special school system.
Pupils with less serious disabilities are often capable of functioning successfully in the mainstream second level system on a fully integrated basis with the support of resource teachers and/or special needs assistants.
Where more serious special needs are involved, placement in a special school may be the required response. A range of special schools is provided, each of which is dedicated to catering for a particular disability group. All special schools operate at reduced pupil teacher ratios and attract special rates of capitation funding and special needs assistant support.
As a general rule, special schools cater for children up to the end of the school year in which the children reach their 18th birthday. On leaving the special school, these young people may transfer to one of a range of vocational training centres which offer education and training programmes for young adults.
I am aware of concerns which have been raised regarding the general adequacy of provision for children with special needs of second level age and beyond. In 1999, a special planning group was established in my Department to make recommendations on the arrangements which should be put in place to ensure the most effective provision of a high quality co-ordinated service at all stages of the education system for students with disabilities.
I expect to receive the report of the planning group in the very near future and I am confident that the group's recommendations will provide a basis for the development of a more effective range of educational responses to the needs of the children to whom the Deputy refers.
