I propose to take Questions Nos. 313 to 317, inclusive, together.
Special needs assistants may be approved to assist a pupil who has a significant medical need for such assistance, a significant impairment of physical or sensory function or where their behaviour is such that they are a danger to themselves or other pupils. The criteria used for the assessment of the need for special needs assistant support are outlined in circular 07/02 which issued to primary schools in February 2002. The criteria remain unchanged.
Since October 1998 the number of special needs assistants has increased from approximately 300 to the current number of 4,319 full time and 1,353 part time posts. In autumn 2002, as part of its evaluative role, my Department's inspectorate conducted a review of special educational resources in 25 primary schools. The objective of the review was to provide a detailed account of the additional allocation of resources for pupils with special educational needs with particular reference to the terms of the relevant departmental circulars.
While expressing concern at the higher than expected incidence of significant disability identified in the survey, the report emphasised the need for caution in drawing firm conclusions because of the small sample involved. It also noted that increased access to psychological assessment services in recent years had led to increased numbers of pupils in mainstream schools being identified as having special needs. Nonetheless, the report expressed concern that the greater availability of resources in recent years may also have led to significant over-identification of special needs in schools and that such over-identification had serious long-term implications for the future funding and development of special education services.
My Department continues to review the existing arrangements for the allocation of special educational supports to primary schools. In this context, my officials have initiated discussions on the matter with representative interests. It would be premature to anticipate the outcome. I can confirm, however, that the basic purpose of that review is to ensure each school has the level of resources required to cater for its pupils with special educational needs.
I am anxious to ensure the support services are properly targeted at the children who require them and that the substantially increased resources which are being made available in the special education area have the desired effect of ensuring all children assessed as having special needs receive the support they require.