Seán Power
Question:326 Mr. Power asked the Minister for Education and Science his plans to provide greater access to education for people with disabilities; and if he will make a statement on the matter. [29613/01]
Written Answers. - Special Educational Needs.
The Government has presided over an unprecedented level of development in special education services. In October 1998 the Government decided that all children with special needs in primary schools should have an automatic entitlement to a response to their needs irrespective of their level of need or location. As a result of this decision, the number of resource teachers in place in primary schools has been increased from 104 to more than 1,000. The number of special needs assistants in the system has been increased from less than 300 to more than 2,500 over the same period.
In September 1999 the learning support teacher service was extended to every first and second level school in the country with a pupil teacher ratio of 10:1 or more. At present, there are 1,485 learning support teachers in place in primary schools and a further 560 in place at second level. In addition, since 1999 all special schools and special classes dedicated to children with disabilities have been operating at the special reduced pupil teacher ratios recommended by the special education review committee.
The nature and level of the special education service provided in each case is based on the assessed needs of the individual child. The availability of professional assessment services is, therefore, of crucial importance in accessing special education services. The national educational psychological service, NEPS, which was established in 1999, has responsibility for providing assessment services. At the time of its establishment, the development plan for NEPS envisaged that it would achieve nationwide coverage by the end of 2004. However, in July of this year the Government approved my proposals for the accelerated development of NEPS with a view to its achieving nationwide coverage by the end of next year. This decision was taken to facilitate more ready access to assessment services for children with special needs. I have also made funding of £1.25 million available in the current year to facilitate the engagement of private educational psychologists to conduct assessments where NEPS is not in a position to deliver such services on a timely basis.
In addition to the substantial increase in support services outlined above, the Government has approved my proposals for the establishment of a national council for special education. The council will be charged with providing research and expert advice and carrying out certain operational functions in relation to services for children with disabilities. Work is also proceeding in my Department on the preparation of legislation which will put in place a comprehensive structure to ensure, as far as practicable, that the educational needs of children and young people with disabilities are met in a comprehensive and timely fashion. The measures I have outlined will ensure that all persons with disabilities will have access to the services they require when and where they require them.
At third level, my Department administers the special fund for students with disabilities. This fund, which is ESF aided, provides grants towards the provision of services and the purchase of equipment for students with disabilities attending courses in third level institutions or post-leaving certificate courses. There is a provision within the national development plan for a third level access fund totalling £95 million over the period 2000 to 2006, which is aimed at tackling under-representation of students from disadvantaged backgrounds, mature students and students with disabilities in third level education.
Last July I launched the report of the action group on access to third level education, which I set up to advise me on the development of a co-ordinated strategy to increase participation by the three target groups. Many of the report's recommendations are aimed at improving access of students with disabilities to third level education and I am committed to progressing implementation of the group's recommendations as resources permit.