I propose to take Questions Nos. 261 and 262 together.
The various levels of resource teaching support for pupils with special needs are outlined in my Department's circular 08/02. The numbers of hours available range from 2.5 hours per week to five hours per week. Each pupil allocated resource teaching provision must meet the criteria laid down in the circular. The levels of resource teaching provision in question have been in place since my Department's automatic response commenced in 1998.
In conjunction with circular letters 7/02 and 8/02, my Department has issued guidelines for all professionals who may be involved in assessing children, including NEPS psychologists. These guidelines specify levels of support that are appropriate for the different categories of disability, and are based on the recommendations contained in the report of the special education review committee. In certain very exceptional cases, a NEPS psychologist may arrive at a professional judgment that a child would benefit from resource levels above those set out in the guidelines. In such cases, the psychologist will so recommend to my Department.
Circular 24/03, which issued to all primary schools in September 2003, outlined the process involved in dealing with all applications for special educational need supports received between 15 February and 31 August, 2003. The circular indicated that a dedicated team of inspectors and psychologists would review all applications for supports together with the relevant supporting professional documentation. It is not possible at this stage to provide specific information as to the breakdown of the number of applications dealt with by inspectors and psychologists, respectively.
The Deputy should note also that circular 24/03 reminds schools that an undesirable practice has developed in recent years of using resource hours for individual tuition only. It points out that an exclusive reliance on this approach is contrary to the principle of integration in teaching and learning. Wherever possible, the circular advises, schools should provide additional help for children in the mainstream classroom or, if necessary, in small groups. This approach minimises the disruption caused by the withdrawal of pupils for individual tuition and maximises the level of resource teaching available to them.