Written Answers. - School Staffing.
Richard Bruton
Question:
917
Mr. R. Bruton
asked the
Minister for Education and Science
the precise criteria that are used in deciding on the appointment of a resource teacher; the precise criteria that apply in deciding to put in place a special class in a primary school; the range of needs which can be provided by a resource teacher; the range of needs that can be provided in a special class; his views on the appropriateness of the present number of special classes being provided in the system compared to the number of children who are being supported through resource teachers; and the trends in these provisions in the past five years.
[9404/02]
The resource teacher service supports children with special educational needs attending school on fully integrated basis. The level of resource teacher support provided in any case is based on the professionally assessed needs of the individual child and reflects the special pupil teacher ratio applicable to the particular disability involved. Resource teacher support can be allocated on a full-time or part-time basis depending on the level of need and the number of pupils involved. Resource teachers cater for children across the spectrum of special needs provided the children are capable of attending school on an integrated basis.
Special classes can be established where there are a sufficient number of children in an area who have been assessed as requiring such a service. The number of children involved will vary depending on the disability category. For example, in the case of children with autism a special class caters for a maximum of six pupils whereas a special class for children with a mild general learning disability will cater for up to 11 pupils. In establishing special classes regard is also had to the availability of suitable school accommodation and the home locations of the children.
Resource teachers support the ordinary class teachers in catering for the special educational needs of children with disabilities. For example, assessing and recording needs and progress; setting specific, time-related targets for each child and agreeing these with the class teacher and principal; direct teaching of the children, either in a separate room or within the mainstream class; advising class teachers in regard to adapting the curriculum, teaching strategies, suitable textbooks, use of information technology and suitable software, meeting and advising parents, accompanied by the class teacher, as necessary and a range of other related matters.
Special classes are established for children with special educational needs arising from the following disabilities: visual impairment, hearing impairment, mild general learning disability, moderate general learning disability, severe-profound general learning disability, emotional disturbance, autism/autistic spectrum disorders, physical disability, multiple disabilities, specific learning disability, specific speech and language disorder. There are approximately 600 special classes in the system at present.
My policy is to ensure the maximum possible integration of children with special needs into ordinary mainstream schools. However, the model of response provided is largely based on the professionally assessed needs of the individual child and the wishes of the child's parents. In the case of pupils with significant special needs, special class provision is often the required response.
Since 1999 children with special educational needs in primary schools now have an automatic entitlement to a response to their needs irrespective of their level of need or location. The impact of this decision is reflected in the fact that the number of resource teachers supporting children in integrated settings has increased from 104 to approximately 1,600 whole-time equivalent resource teachers at present. Over the same period, the number of special needs assistants supporting children with disabilities in the primary system has increased from approximately 300 to 3,000.
I am satisfied that the unprecedented level of development in special education services undertaken by this Government will ensure that all children with special needs receive the support they require.
