Written Answers. - Special Educational Needs.
Paddy McHugh
Question:
153
Mr. McHugh
asked the
Minister for Education and Science
when funding will be made available for a special needs assistant for the benefit of a person (details supplied) in County Galway as per an application submitted to his Department; and if he will make a statement on the matter.
[29507/03]
I am aware of the application for special needs assistant support for the pupil in question. My Department is liaising with the management of the facility in question concerning the matter and further contact will be made shortly.
Tony Gregory
Question:
154
Mr. Gregory
asked the
Minister for Education and Science
the resources, funding, staffing, training and pupil transport available to autism units in national schools.
[29508/03]
It is my intention to ensure that all children, including children with autistic spectrum disorders, receive education appropriate to their needs.
All children with special educational needs within the primary school system, including children with autistic spectrum disorders, ASD, have an automatic entitlement to a response to their needs. The special educational needs of children with ASD can be addressed in special dedicated schools, special dedicated classes attached to ordinary schools or, on an integrated basis, in ordinary schools. Decisions regarding the most appropriate model of response in each particular case are based on the professionally assessed needs of the individual child.
Many children at primary school level, with disorders on the autistic spectrum, are capable of attending ordinary schools on an integrated basis with the support, where necessary, of resource teachers and-or special needs assistants.
Where the level of the condition is of a more serious nature, provision is made by way of special schools or special classes attached to ordinary schools. All such facilities receive enhanced capitation grants and operate at a maximum pupil-teacher ratio of 6:1. Special needs assistant support is also provided where required. There are currently 130 such classes for pupils with autism in the primary system. This includes four special classes for pupils with Asperger's syndrome, which is on the autistic spectrum.
It is the policy of my Department that all teachers working with children with special needs will have relevant training and continuing professional development. In this regard, the existing full-time pre-service primary teacher training courses in the colleges of education contain appropriate elements to assist the student teachers in recognising and dealing with children with special educational needs.
There has been a major increase in recent years in the level of additional teaching resources made available by my Department to schools to assist them in catering for children with special educational needs.
In order to meet the inservice training and professional development needs of these teachers, my Department has put in place a comprehensive strategy which involves: a major expansion of the range of postgraduate professional training programmes; the introduction of a range of new training programmes to provide a mix of intensive induction training and more advanced training in specific areas; the funding of a wide range of shorter courses, including on-line courses, for teachers on aspects of special education; and the establishment of a new special education support service.
Postgraduate courses in special educational needs are provided in: St. Patrick's Training College, Drumcondra – 50 places, primary; Church of Ireland Training College, Rathmines – 45 places, primary and post-primary; St. Angela's College, Sligo – 25 places, primary and post-primary; University College Dublin – 15 places, primary and post-primary; and Mary Immaculate College, Limerick – 25 places, primary and post-primary.
A postgraduate professional programme in autism is also provided in St. Patrick's Training College in association with the University of Birmingham and 75 teachers have undertaken this programme to date.
A nationwide induction-introductory programme for resource teachers is delivered by: St. Patrick's Training College, Drumcondra; Church of Ireland Training College, Rathmines; St. Angela's College, Sligo; and Mary Immaculate College, Limerick.
Up to now my Department has provided funding for a wide range of shorter courses for teachers in the special needs area. These are mainly provided through the network of education centres, through teachers' organisations and through the programme of summer courses for primary teachers. In this regard, four e-learning courses were provided on a pilot basis during July and August 2003 for teachers in the areas of autism, dyslexia, inclusion and ADHD. The courses were successfully delivered on-line and more than 900 teachers availed of them. These on-line courses are also available to teachers during this autumn term. Much of the work involved in the support of personnel working with children with special educational needs is now being devolved to the new special education support service, which has the responsibility to co-ordinate provision in this area.
The special education support service will consolidate and co-ordinate existing inservice provision at local level for personnel working with children with special educational needs. It will further explore various models of inservice and support for teachers in the classroom and will also work co-operatively with colleges of education and other agencies to maximise the effects of training and support across the spectrum.
The Education for Persons with Disabilities Bill 2003 provides for the national council for special education to advise me on the resources that will be required and the steps that must be taken to implement the Bill over a period not exceeding five years from the establishment of the council under the Bill. Any issues that arise in the context of the advice provided by the council that have implications for teacher training and continuing professional development will be considered in due course.
My Department endeavours to provide cost-effective school transport to as many special needs pupils as possible, including pupils who are placed in special autism units. In the event that suitable cost-effective transport cannot be provided, grant aid may be offered to the families concerned towards the cost of private transport arrangements. My Department allocates grant aid to boards of management of special schools participating in the school bus escort scheme to assist them in defraying the costs involved in engaging a suitable person to act as school bus escort.
