Dáil Éireann Debate, Tuesday - 25 May 2004
183 Mr. Crowe asked the Minister for Education and Science if his attention has been drawn to the problems facing primary schools throughout Ireland in September 2004 due to the fact that his Department has not informed school management if they will be getting resource teachers for children who have been assessed as being in need of resource teaching as long as 15 months ago. [15474/04]
View answerMy Department received more than 8,400 applications for special education resources since 15 February 2003. Approximately 5,000 applications received between 15 February and 31 August 2003 are currently being considered.
Priority was given to almost 1,000 cases involving children starting school last September and all those cases were responded to on or before the commencement of the current school year. The remaining 4,000 applications have been reviewed by a dedicated team comprising members of my Department's inspectorate and the National Educational Psychological Service. Those applications are being further considered in the context of the outcome of surveys of special education resource provision conducted during the past year and the data submitted by schools as part of a nationwide census of such 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 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.
In the case of teacher resources, the outcome for each applicant school will be based on a new weighted system of allocation which I announced recently. This system, as part of which an additional 350 teaching posts will be allocated, will involve two main elements: making a staffing allocation to schools based on a predicted incidence of pupils with special educational needs; and making individual allocations in the case of children with more acute lower-prevalence special educational needs.
It is expected that the change to a weighted system will bring with it a number of benefits. The new system will: reduce the need for individualised educational psychological assessment; reduce the volume of applications to my Department for additional resources for individual pupils; and give greater flexibility to schools, which will facilitate the development and implementation of improved systems and procedures in schools to meet the needs of pupils with low achievement and pupils with special educational needs.
Transitional arrangements for the introduction of the weighted system are being developed at present in consultation with representative interests. As soon as those consultations have been completed, the detailed arrangements for responding to applications for resource teaching support will be set out in a circular to be issued to schools before the end of the current school year.
