I propose to take Questions Nos. 33, 444 and 448 together.
I am aware of the views of the Parents for Integration Association regarding the integration of mentally handicapped children into ordinary schools.
Arrangements have been made for representatives of the association to meet with senior officials of my Department's inspectorate in the very near future to discuss the association's concerns. While it is my policy to encourage the maximum possible level of integration of handicapped children into ordinary schools, the pace of such development and the degree to which integration can be achieved will vary depending on the specific and evolving needs of the children concerned.
I should point out that I am currently making arrangements to publish the report of the Special Education Review Committee, which is giving particular attention to the question of integration of children with disabilities and the support services required in this area. I intend to invite those who made submissions, including Parents for Integration Association, to study the report and attend a one day seminar organised by my Department to respond to its findings.
Children with special needs are provided for in a number of ways. Depending on their abilities they can attend special schools, special classes in ordinary national schools or can be integrated into ordinary classes in national schools. Children with special needs who are capable of attending mainstream classes have access to a range of supports. The largest category of such pupils, those in need of remedial tuition, receive the support of 1,032 remedial teachers operating within the primary school sector: 86 additional remedial teachers were appointed to this service in September, 1993. The location of these posts were as outlined in my reply to Parliamentary Questions Nos. 218 and 228 of 9 June 1993
The Visiting Teacher Service, which traditionally dealt only with visual and hearing impaired children, was expanded in 1992 as part of a development aimed at meeting the needs of other categories of handicapped children in ordinary schools. An additional eight visiting teachers were appointed for this purpose, bringing the total of such teachers to 38. As a first step in the process, the service was extended to embrace 44 Downs Syndrome children, identified by the Downs Syndrome Association as requiring support. Additional Downs Syndrome children will receive the support of this service as the caseloads of the visiting teachers permit.
As part of a further initiative in this area, my Department has already appointed seven special resource teachers in selected schools to support ordinary teaching staff in dealing with children with special needs. While no such appointments have been made to date in 1993, the question of further such appointments is being actively considered.
At post primary level, approximately 354 whole-time teacher equivalents have been sanctioned by my Department to support the integration of children with special needs at post-primary level. Eight whole-time teacher equivalents were allocated for the first time in 1993-94.