I wish to advise the Deputy that the level of resources being made available by my Department to support students with special educational needs nationally has grown significantly in recent years. At primary level, there are now over 6,000 teachers working directly with children with special educational needs, including those requiring learning support, compared with fewer than 1,500 in 1998. At post-primary level, over 2,450 wholetime equivalent teachers support special needs students compared with 200 in 1998. This includes 566 learning support teachers. Significant progress has been made in relation to increasing the number of SNAs in our schools who specifically cater for children with care needs. There are over 8,800 whole time equivalent SNAs in primary and post-primary schools supporting the care needs of these students compared with approximately 300 in 1998.
Additional teaching supports are allocated as necessary by the National Council for Special Education (NCSE) in line with my Department's policy to support children with special educational needs. As a result, there is no current shortfall in the number of teacher posts being allocated for children with special educational needs.
Going forward, the NCSE has produced an Implementation Report regarding the Education for Persons with Special Educational Needs (EPSEN Act), which is currently receiving detailed consideration within my Department. As part of this process, my officials have met with the education partners to obtain their views on the report and its recommendations. Arising from this process and taking account of the Council's implementation report, a Working Group in my Department has been developing proposals for the implementation of the Act and this work will be completed shortly. In this context, I am satisfied that effective progress is being made to advance development of the necessary policy and supports to enable formal commencement of the remaining provisions of the Act.