Dáil Éireann Debate, Tuesday - 20 February 2024
280. Deputy Pádraig Mac Lochlainn asked the Minister for Education if she is aware of the widespread shock and dismay amongst parents and carers, caused by the changes to the allocation of the special education teaching hours; and if she will urgently review this decision. [7622/24]
View answerI want to thank the Deputy for his query in relation to the Special Education Teacher Allocations for mainstream schools which were issued on the 6th February.
There has been a limited change to the method used to allocate Special Education teachers to mainstream classes. The previous Special Education Teacher allocation model was in place since 2017. The Department commenced a review of the model in late 2022 to ensure that it was meeting the changing needs in special education. This review involved consulting with unions, management bodies, and schools to hear what their views were on the strengths and shortcomings of the allocation model.
The allocation model for 2024/25 distributes the total available number of Special education Teacher posts in line with each school’s profile of need. The model makes an allocation on the basis of a number of inputs, including enrolment numbers. It also uses school-level data from standardised tests in order to reflect relative levels of overall needed. It seeks to distribute teaching resources in the fairest possible manner, taking into account as much evidence as possible in respect of individual schools and evidence in respect of the best possible use of resources.
The complex needs input, which was introduced in the 2017 model, was predicated on the provision of data from the HSE Children Disability Network Teams on children entering junior infants with special education needs who were assessed or triaged for a waiting list for assessment.
The review highlighted concerns in relation to the veracity and the consistency of the data provided on a national basis by the CDNT.
The Standardised test results identify pupils who are achieving below the average and may require some degree of additional teaching support.
The Educational Teaching needs profile is calculated based on educational outcome data which are collected and held within schools and submitted to the Department of Education. Hence, the profiles are directly correlated to, and focused on, pupils with the greatest level of need in the areas of literacy and numeracy.
These are a consistent and reliable indicator to identify additional learning need, particularly those with the highest level of need.
In the review of the model consideration was given to those students with multiple needs and who may not have undertaken standardised testing and this has been incorporated in the model. Pupils who are marked as exempt (approx. 1% of the population) are included in the calculations to ensure that the school receives an allocation to support them.
To ensure that schools are not negatively impacted by these issues, all existing hours assigned for complex needs are being maintained for each school. This exercise strengthens the model to give a sustainable allocation to schools, which recognises where there are significant learning needs.
Of schools across the country, 67 % of schools have either increased their allocation or retained their previous allocation. Of those schools whose allocation has been decreased, 70 % of these schools have reduced their hours by 5 hours or less.
