Michael Ring
Question:406 Mr. Ring asked the Minister for Education and Science the educational facilities which are available for a child with special needs; and if he will make a statement on the matter. [3523/02]
Written Answers. - Special Educational Needs.
My policy is to ensure the maximum possible integration of children with special needs into ordinary mainstream schools. However, the nature and level of the special educational response provided is largely based on the professionally assessed needs of the individual child. The national educational psychological service, which was established in 1999, employs qualified educational psychologists to provide the assessment service. Students who have been assessed as having special educational needs have access to a range of special support services. The services range from special schools dedicated to particular disability groups, through special classes and units attached to ordinary schools, to placement on an integrated basis in ordinary schools, with special back-up supports.
Children attending on a fully integrated basis are supported by the resource teacher service and the special needs assistant service. At present, there are approximately 1,500 resource teachers and 3,000 special needs assistants in place in primary schools supporting children with special educational needs on an integrated basis. Children with more severe levels of disability may require placement in a special school or special class attached to an ordinary school. Each such facility is dedicated to a particular disability group and each operates at a specially reduced pupil teacher ratio. There are 108 special schools and approximately 600 special classes in the system at present. Pupils attending such facilities attract special rates of capitation funding and are entitled to avail of the special school transport service and the school bus escort service.
Under a Government decision of October 1998, all children assessed as having special educational needs in primary schools have an automatic entitlement to a response to their needs, irrespective of their level of need or location. All schools have been advised of the procedures through which they may gain access to the above range of services.