Dáil Éireann Debate, Wednesday - 23 November 2005
245 Mr. Stanton asked the Minister for Education and Science the supports available to blind and visually impaired students at second level with regard to Braille; and if she will make a statement on the matter. [35875/05]
View answer246 Mr. Stanton asked the Minister for Education and Science the number of visiting teachers available to blind pupils in both primary and secondary schools respectively; the role and function of the visiting teachers; and if she will make a statement on the matter. [35876/05]
View answerI propose to take Questions Nos. 245 and 246 together.
The Department provides a range of supports to second level schools to enable them to cater for pupils with special educational needs including pupils with visual impairment. The supports in question include learning support and resource teaching support, special needs assistant support and funding for the purchase of specialised equipment.
Enormous progress has been made over the past number of years in increasing the number of teachers in our schools who are specifically dedicated to providing education for children with special educational needs including pupils with visual impairment.
At second level, approximately 1,621 whole-time equivalent additional teachers are in place to support pupils with special educational needs. This compares with the approximately 200 teachers that were in place in 1998 for such pupils. In addition, there are 532 whole-time equivalent learning support teachers and approximately 1,044 whole-time equivalent special needs assistants in our second level schools.
The National Braille Production Centre, which is fully funded by the Department, produces educational materials in Braille, large print format and text only for children who are blind or visually impaired. It is an essential service to these children and without it many such children would not be able to access mainstream education or be able to undertake the junior and senior cycle examinations.
There are 11 visiting teachers with responsibility for blind and visually impaired students supporting the needs of children-students in the primary and post-primary sectors. All 11 teachers can teach Braille but in the event that the demand for this service cannot be met by the visiting teachers themselves, arrangements are made by them for the provision of this service by an alternative competent person.
From pre-school through to third level, visiting teachers provide guidance, support and information to parents, pupils and school staff that is specifically geared to the nature of the sensory difficulties experienced by a pupil. Visiting teachers also provide tuition directly to pupils.
247 Mr. Stanton asked the Minister for Education and Science the supports available to students with disabilities in secondary schools; the extra support available to the principals of schools who have students with disabilities; and if she will make a statement on the matter. [35877/05]
View answerThe Department provides a range of supports to second level school management to enable schools to cater for pupils with special educational needs. The supports in question include remedial and resource teaching support, special needs assistant support and funding for the purchase of specialised equipment.
There has been enormous progress made over the past number of years in relation to increasing the number of teachers in our schools who are specifically dedicated to providing education for children with special educational needs.
At second level, approximately 1,621 whole-time equivalent additional teachers are in place to support pupils with special educational needs. This compares with the approximately 200 teachers that were in place in 1998 for such pupils. In addition, there are 532 whole-time equivalent learning support teachers and approximately 1,044 whole-time equivalent special needs assistants in our second level schools.
The precise model of provision made available at second level will depend on the assessed needs of the pupils involved. Some pupils are capable of attending ordinary classes on an integrated basis with additional teacher and-or special needs assistant support. In other cases, placement in special dedicated classes or units attached to the school may be the more appropriate response. Such special classes operate at significantly reduced pupil teacher ratios. Pupils attached to these special classes may be facilitated in attending ordinary subject classes on an integrated basis wherever possible.
With effect from 1 January 2005, the National Council for Special Education has taken over key functions from the Department in special educational provision. The NCSE was formally established as an independent statutory body on the 1 October 2005 under the Education for Persons with Special Educational Needs Act 2005. The council acts under the broad policy direction of my Department but has the resources and the remit to play the leading role in the delivery of education services to children with disabilities-special needs.
The NCSE co-ordinates with the health services, schools and other relevant bodies regarding the provision of education and related support services to children with disabilities-special needs. The responsibilities of the NCSE include deciding on applications for additional teaching support in respect of children with disabilities with special educational needs at second level; deciding on applications for special needs assistant hours; and processing applications for school placement in respect of children with disabilities with special education needs.
Under the new arrangements, the council, through the local special educational needs organiser, SENO, will process the relevant application for resources and inform the school of the outcome. It is important to note that in the case of decisions on additional teaching and SNA support, the SENO will outline the process to the school and parents, where appropriate, and will at the end of the process outline the basis on which the decision was made.
In addition, the Department's teacher education section has developed a strategy designed to meet the continuing professional development needs of personnel working with children with special educational needs. This involves a major expansion of the range of post-graduate professional training programmes available to teachers in the special needs area and the ongoing development of the special education support service to support schools staff locally.
The Department will continue to ensure that the necessary resources are made available for the education of children with special needs. I am confident that the advent of the NCSE will prove of major benefit in ensuring that all children with special educational needs receive the support they require, when and where they require it.
