Dáil Éireann Debate, Tuesday - 4 July 2006
762 Mr. Durkan asked the Minister for Education and Science her proposals to increase the number of special needs teachers, particularly in schools with high pupil/teacher ratios; and if she will make a statement on the matter. [26452/06]
View answer770 Mr. Durkan asked the Minister for Education and Science the extent to which she expects to improve the remedial, resource and special needs teaching facilities in main stream education throughout the country in respect of both teachers, special needs assistants or other facilities required; and if she will make a statement on the matter. [26460/06]
View answerI propose to take Questions Nos. 762 and 770 together.
My Department's policy is to ensure the maximum possible integration of children with special educational needs (SEN) into ordinary mainstream schools. As the Deputy is aware, a general allocation scheme has been introduced under which mainstream primary schools have been provided with resource teaching hours, based on enrolment figures, to cater for children with high incidence SEN such as dyslexia and those with learning support needs.
The Deputy is also aware that the National Council for Special Education (NCSE), through the local special educational needs organiser (SENO), is responsible for processing applications from schools for special needs supports such as resource teaching hours and SNA support for children with low-incidence SEN, on the basis of applications in respect of individual pupils with SEN.
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 primary level there are now approximately 5,000 teachers in our primary schools working directly with children with special needs, including those requiring learning support. This compares to fewer than 1,500 in 1998. Indeed, one out of every five primary school teachers is now working specifically with children with special needs.
Under DEIS (Delivering Equality of Opportunity in Schools) the action plan for educational inclusion that I launched in May, 2005, there will be a reduction in class sizes to 24:1 at senior level and 20:1 at junior level in the 180 primary schools serving communities with the highest concentrations of disadvantage.
Over the next 2 years, my Department will put 500 extra teachers into primary schools to reduce class size and to tackle disadvantage.
At second level approximately 1,654 whole time equivalent additional teachers are in place to support pupils with special educational needs. This compares to approximately 200 teachers that were in place in 1998 for such pupils. In addition, there are 532 whole time equivalent learning support teachers.
Enormous progress has also been made in relation to increasing the number of special needs assistants (SNAs) who specifically cater for the care needs of children with special educational needs. There are over 7,300 whole time equivalent SNAs in primary and second level schools supporting children with special needs.
I can confirm that I will continue to prioritise the issue of special needs education and, in co-operation with the National Council for Special Education and the education partners, ensure that all children with special educational needs are adequately resourced to enable them to meet their full potential.
