Denis Naughten
Question:50 Mr. Naughten asked the Minister for Education and Science the additional resources he intends to provide for mainstream special needs education; and if he will make a statement on the matter. [21494/03]
Vol. 571 No. 3
50 Mr. Naughten asked the Minister for Education and Science the additional resources he intends to provide for mainstream special needs education; and if he will make a statement on the matter. [21494/03]
The Deputy will be aware that up until October 1998, my Department's capacity to respond to individual children with special needs was limited. This changed with a Government decision in October 1998, whereby children assessed as having special educational needs in primary schools have an automatic entitlement to an appropriate response to their needs. Since this automatic entitlement to support was introduced, the number of resource teachers in the primary system has increased from approximately 100 to in excess of 2,300 and the number of special needs assistants has grown from approximately 300 to almost 5,500 full – and part-time posts.
The nature and level of the educational response is based on the professionally-assessed needs of each individual child. While my Department's policy is to ensure the maximum possible integration of pupils with special needs into ordinary mainstream schools, those 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 backup supports. The response will normally take the form of resource teacher or special needs assistant support, or both, depending on the level of need involved.
In some cases, the level of special need involved may be such as to require placement in a special class attached to a mainstream school. The number of special classes has grown from 350 to more than 500 since 1998. Each such class is dedicated to a particular disability category and operates at a significantly reduced pupil teacher ratio. Pupils attending these special classes also attract special increased rates of capitation funding. It is only in exceptional cases that my Department considers an educational placement outside the country as being necessary. In general, where children have significant care needs, these are met in an education context through the special needs assistant service.