Dick Spring
Ceist:82 Mr. Spring asked the Minister for Education if he will outline the resources which are available for children with special needs who are attending mainstream schools; and if he will make a statement on the matter.
Written Answers. - Facilities for Children with Special Educational Needs.
Dick Spring
Ceist:90 Mr. Spring asked the Minister for Education the number of Down's Syndrome children attending mainstream schools; the way the special needs of these children are being attended to; and if he will make a statement on the matter.
I propose to take Questions Nos. 82 and 90 together.
Children with special needs who are attending mainsteam education are provided for in a number of ways. The largest category of such pupils, those in need of remedial tuition, receive the support of 945 remedial teachers operating within the primary school sector. These include the 80 additional remedial posts allocated in the current year under theProgramme for Economic and Social Progress. In all, more than 1,400 primary schools now have a remedial service either on a full-time or shared basis.
In addition, 30 visiting teachers have to date been dedicated to providing additional tuition to children suffering from visual and hearing impairment. An additional six posts are now being added to this service as part of a process of developing a generic service which will embrace other clinical groups. As a first step in this process, arrangements are being finalised for the extension of the expanded visiting teacher service to cover Down's Syndrome children. While information on the total number of Down's Syndrome children is not readily available, data provided by the Down's Syndrome Association of Ireland on the locations of Down's Syndrome children will enable this service to be focused for maximum effect.
The existing visiting teacher service for travellers' children is also being expanded by the addition of three new visiting teachers in this area and also the appointment of a national education officer for travellers. This officer will have a central role in promoting, facilitating and co-ordinating the education of traveller children on a national basis.
As part of a further initiative, seven special resource teachers are being allocated to groups of ordinary primary schools in selected areas. These schools have a significant number of children with special needs in an integrated setting. The role of the resource teacher will be to act in support of existing teaching staff to ensure that the needs of special pupils are properly addressed.
The additional remedial teachers referred to have been in place since the commencement of the school year and I expect the additional visiting teachers and resource teachers to be appointed in the near future.
I consider the above developments to constitute a very positive contribution to the education of children with special needs.