Sorca Clarke
Question:303. Deputy Sorca Clarke asked the Minister for Education the average teacher to pupil ratio in special schools in Ireland. [19017/24]
View answerTuesday, 30 April 2024
Questions (303, 304, 306, 307)
Sorca Clarke
Question:304. Deputy Sorca Clarke asked the Minister for Education the recommended class size average in special schools in Ireland.; and if she will make a statement on the matter. [19018/24]
View answerSorca Clarke
Question:306. Deputy Sorca Clarke asked the Minister for Education the average teacher-pupil ratio in special classes in Ireland. [19025/24]
View answerSorca Clarke
Question:307. Deputy Sorca Clarke asked the Minister for Education the recommended class size average in special classes in Ireland. [19026/24]
View answerWritten answers
I propose to take Questions Nos. 303, 304, 306 and 307 together.
Enabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
For 2024, €2.7 billion is being spent on special education, an increase of €113 million, and this is dedicated to providing supports for children with special educational needs.
This includes funding to support children with special educational needs in mainstream classes; funding for new special classes and new special school places; additional special educational teachers, special needs assistants (SNAs) and funding for the National Educational Psychological Service (NEPS).
In 2024, the number of teaching and SNA posts in our schools will increase with an additional 744 teachers and 1,216 SNAs added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting these children.
The NCSE is responsible for determining the appropriate staffing levels in relation to the support of students with special educational needs in special schools, in accordance with the policies of my department.
Special school staffing allocations are reviewed and updated each year by the NCSE and special schools are staffed on the basis of each year’s current school enrolments. Staffing arrangements for special schools are in line with policy advice provided by the NCSE in 2013, which did not recommend alteration to staffing ratios established under the Special Education Review Committee (SERC) Report in 1993.
Enhanced student/teacher and SNA ratios are provided to special schools to support their students' educational and care needs. These schools are staffed on the basis of individual student profile and the disability categorisations of those students, as opposed to being based primarily on school designation, in accordance with my department's circular 0032/2019 - Appointment of Administrative Deputy Principal and Staffing in Special Schools.
The staffing levels for special schools and classes are set out in circular 0038/2010 as follows:
|
Disability |
Ratio of SNA to class group |
Student/Teacher ratio |
|
Physical Disability |
1:1 |
10:1 |
|
Hearing impairment |
1:4 |
7:1 |
|
Visual Impairment |
1:4 |
8:1 |
|
Emotional Disturbance |
1:4 |
8:1 |
|
Severe Emotional Disturbance |
1:1 |
6:1 |
|
Mild General Learning Disability |
1:4 |
11:1 |
|
Moderate General Learning Disability |
1:2 |
8:1 |
|
Severe/Profound General Learning Disability |
2:1 |
6:1 |
|
Autism/Autistic Spectrum |
2:1 |
6:1 |
|
Specific Learning Disability |
--------- |
9:1 |
|
Specific Speech and Language Disorder. |
1:3 |
7:1 |
|
Multiple Disabilities |
1:1 |
6:1 |
Where a school deems that a student requires additional support above the SERC level, they can make an application to the NCSE. The Special Educational Needs Organiser (SENO) will clarify to the school the information that is required for a review its SNA allocation.
As the allocation of teaching and SNA supports to an individual special class and special school is dependant on the needs of the students in the setting information on average supports is not available. Schools should liaise with the NCSE directly in the event that additional supports are required. The NCSE would advise my Department that on average the allocation of SNAs in special schools is higher that the basic ratios provided for and set out in the table above. There has been a significant increase in the number of SNAs assigned to special schools in recent years.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
Question No. 304 answered with Question No. 303.