As part of its evaluative role, my Department's inspectorate conducted a sample survey, in late 2002, 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.
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.
Arising from the findings in the report, all applications for special educational resources are subject to individual verification. In addition, my Department is reviewing 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. At this stage, it would be premature to anticipate the outcome. I can confirm, however that the basic purpose of that review is to ensure that each school has the level of resources required to cater for its pupils with special educational needs.
Pending the conclusion of discussions with the representative interests, 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.
