Dáil Éireann Debate, Tuesday - 9 March 2004
252 Mr. J. Bruton asked the Minister for Education and Science the reason for the delay in approving south County Dublin CABAS in view of the fact that the parents themselves have a site, the CABAS expertise is available, a comprehensive submission was sent to him some time ago and that the required 18 pupils have had psychological reports stating that CABAS is appropriate for them; and if he will make a statement on the matter. [7598/04]
View answerMy Department is actively considering an application for the establishment of a CABAS facility for children with autism in south County Dublin. A response will issue to the applicants as soon as possible. I should also point out to the Deputy that, while the initial application proposed to cater for 18 pupils, my Department has received details in respect of only six children. Details of the other children who would attend the facility have been requested. A response from the applicants is awaited. I can assure the Deputy of my Department's commitment to processing this application as quickly and thoroughly as possible.
253 Mr. Stanton asked the Minister for Education and Science further to circular letter SPEO 24/03, the education partners which have been involved in discussions that have already taken place or that he intends to hold in order to develop a weighted system of allocation of resource teachers and allocation and deployment of special needs assistants; the progress that has been made in this issue; the way in which he plans to predict incidence of special educational needs; and if he will make a statement on the matter. [7609/04]
View answerMy officials are consulting with the Irish National Teachers' Organisation, the Catholic Primary School Managers' Association and the National Parents' Council, primary schools section, regarding the weighted system of allocation of resource teachers. Consultations with the other primary school management representatives are also proposed. The proposed weighted system will take account of the prevalence of pupils with low achievement and pupils with special educational needs as indicated by national and international research. The matter of the allocation and deployment of special needs assistants is also being considered at present in my Department.
254 Mr. Stanton asked the Minister for Education and Science, further to circular letter SPEO 24/03, the extent and the nature of the misapplication of the terms of circulars mentioned and identified following reviews of applications and allocations by the national educational psychological service and the inspectorate in 2002 and 2003; and if he will make a statement on the matter. [7610/04]
View answerIn Autumn 2002, my Department's inspectorate conducted a review of 25 primary schools which had been allocated resource teacher and special needs assistant support. 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.
The survey established that of the 6,908 pupils enrolled in the schools surveyed, 3% were enrolled in special classes, 6% were in receipt of resource teacher support and 12% were in receipt of learning support provision. Thus a total of 9% of pupils in the sample had been identified as having significant physical, sensory, intellectual or emotional disabilities. The survey report contrasted this 9% figure with the findings of the special education review committee, which estimated that pupils with such significant disabilities amounted to an estimated 2% of the school population, of which half, 1%, were being educated in mainstream schools.
In England and Wales, approximately 275,000 pupils have statements of special educational needs. This equates with approximately 3% of all pupils and would be in line with expected levels internationally. While expressing concern at the higher than expected incidence of significant disability, 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, it expressed concern that the greater availability of resource teachers in recent years may also have led to over-identification of special needs in schools.
The potential for such over-identification arises particularly in regard to children who are on the borderline of intellectual disability. While many such children have been the subject of applications for resource teacher and or special needs assistant support, it is considered that their needs could more appropriately be addressed by the learning support teacher service.
In general, there is concern that some applications for special supports reflect an approach which is based on what the child might benefit from, as opposed to what a child is actually entitled to, having regard to the professionally-assessed needs involved and the terms of departmental circulars which specify the support rates applicable to each disability category.
In winter 2002, a review was carried out by the national educational psychological service and covered a total of 788 applications from schools for resource teacher and/or special needs assistant support. The applications in question involved a total of 1,590 individual pupils in respect of whom support was sought. Of the 1,590 pupils involved, the review concluded that the applications in respect of 948, 60%, of these pupils conformed with departmental circulars and the resources sought in these cases have been sanctioned. Deficiencies were identified in the remaining 642 cases. Where possible in such cases, NEPS made a recommendation as to the nature and level of the resources which should be provided and such resources have been sanctioned. However, in some cases, for example, where the school was unable to produce the relevant assessment report, no recommendation for resources could be made.
Applications for special educational needs received between 15 February and 31 August 2003 are being considered at present. In all, more than 5,000 such applications were received. Priority was given to cases involving children starting school last September. All of these cases were responded to and resources granted where applications complied with the relevant circulars. We continue to respond to emergency applications.
The balance of more than 4,000 applications has been reviewed by a dedicated team comprising members of my Department's inspectorate and the National Educational Psychological Service. These applications are being further considered in the context of the outcome of surveys of SER provision conducted over the past year or so. Account is also being taken of the data submitted by schools as part of the recent nation-wide census of SER provision.
The processing of the applications is a complex and time-consuming operation. However, my Department is endeavouring to have this completed as quickly as possible and my officials will then respond to all applicant schools. Pending a response, schools are advised to refer to circular 24/03, which issued in September 2003. This circular contains practical advice on how to achieve the most effective deployment of resources already allocated for special educational needs within the school.
255 Mr. Noonan asked the Minister for Education and Science when a decision will be made on an application made on behalf of a person (details supplied) in a school in County Limerick who has a learning disability that requires resource teaching; and if he will make a statement on the matter. [7635/04]
View answerI can confirm that my Department has received applications for special educational resources, SER, from the school referred to by the Deputy, including an application for the pupil in question. SER applications received between 15 February and 31 August 2003 are currently being considered. In all, more than 5,000 such applications were received. Priority was given to cases involving children starting school last September and all of these cases were responded to before or soon after the commencement of the current school year.
The balance of more than 4,000 applications has been reviewed by a dedicated team comprising members of my Department's inspectorate and the national educational psychological service. These applications are being further considered in the context of the outcome of surveys of SER provision conducted over the past year or so. Account is also being taken of the data submitted by schools as part of the recent nationwide census of SER provision.
The processing of the applications is a complex and time-consuming operation. However, my Department is endeavouring to have this completed as quickly as possible and my officials will then respond to all applicant schools. Pending a response, schools are advised to refer to circular 24/03, which issued in September 2003. This circular contains practical advice on how to achieve the most effective deployment of resources already allocated for special educational needs within the school.
The arrangements for processing applications received after the 31 August 2003, including the application for the pupil in question, will be considered in the context of the outcome of discussions on a weighted system of allocation of resource teaching support. A further communication will be sent to schools in this regard.
