Dáil Éireann Debate, Thursday - 6 July 2006
705 Mr. Lowry asked the Minister for Education and Science if her attention has been drawn to the problems in accessing support services for post-primary pupils such as speech and language therapy, psychologists, behavioural therapists, social workers and so on; the measures she intends to take to ensure that these services can be accessed in the shortest possible time by all schools;; and if she will make a statement on the matter. [27903/06]
View answerMy 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 additional 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 1,654 whole time equivalent additional teachers are in place to support pupils with special educational needs. This compares to 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 1,102 whole time equivalent special needs assistants (SNAs) 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 (NCSE) has taken over key functions from my Department in relation to special educational provision. The NCSE was formally established as an independent statutory body on the 1st 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 the following:
•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 (SNA) hours;
•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, my 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 (SESS) to support schools staff locally.
The Deputy will be aware that my Department's National Educational Psychological Service (NEPS) provides direct contact and services to children and young adults who need the support of an Educational Psychologist.
NEPS encourages a staged assessment process, whereby each school takes responsibility for initial assessment, educational planning and remedial intervention, in consultation with their assigned NEPS psychologist. Only if there is a failure to make reasonable progress in spite of the school's best efforts, will a child be referred for individual psychological assessment. This system allows the psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually.
My 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.
The provision of speech and language therapists and other health related supports is a matter for the Health Service Executive.
