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Dáil Éireann díospóireacht -
Wednesday, 6 Oct 1993

Vol. 434 No. 2

Ceisteanna — Questions. Oral Answers. - Intergration of Mentally Handicapped Children into Ordinary Schools.

Jim Higgins

Ceist:

33 Mr. J. Higgins asked the Minister for Education if she has received a submission from the Parents for Integration Association in support of the parents' case for the integration of mentally handicapped children into orthodox primary schools; the number of additional teachers and staff appointed from September, 1993, for integration purposes; and the extra resources allocated specifically for this purpose; and if she will make a statement on the matter.

Proinsias De Rossa

Ceist:

444 Proinsias De Rossa asked the Minister for Education her policy on the integration of pupils with disability into mainstream schools.

Proinsias De Rossa

Ceist:

448 Proinsias De Rossa asked the Minister for Education the number of teachers specially employed to support the integration of children with special needs into mainstream schools at primary level; the number at post primary level; the number of additional teaching posts for this purpose which have been sanctioned for the first time for the 1993/1994 school year and the location of such posts; and if any further such posts are to be filled this year.

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.

Is the Minister aware that, irrespective of how she might voice her support for the principle of integration, the parents of Down's Syndrome children spent all last year and this summer bringing their mentally handicapped children to school after begging for admission and that the principals of those schools spent their time begging the Department of Education for the necessary resources? For example, one child, Niamh McGrath, who attends school in Killester, is benefiting by only two hours extra per week as a result of this so-called additional help. In the case of Niamh Wilson who attends Beaumont school, she is benefiting by two hours that were poached from the existing pilot project. Does the Minister regard that as adequate?

Nothing was poached from anywhere. In the case of the visiting teacher service there are 38 visiting teachers including eight teachers appointed in 1992 as part of a development aimed at extending the service to embrace Downs Syndrome children as well as the traditional group of hearing and visually impaired children. The eight new posts referred to include two posts targeted specifically at Downs Syndrome children in the Dublin area. I fully recognise that there has been intensive lobbying and concern by parents of all those children who require special care.

I trust that the Deputy and the parents will find that this Minister is responding to the problem. I have already met two deputations of parents of Downs Syndrome children and I have indicated to them that they should study the Special Education report. I will then target resources where they are most needed. I do not think there is much difference between my views and those of the Deputy in regard to the need for additional resources.

Is it fair that these people should have to beg for an adequate level of service for their children? Is it not a fact that the handicapped are at the bottom of the priority ladder, that time and again the mentally handicapped, through their parents, have had to take Ministers for Education to court in order to receive their basic constitutional entitlement, that is an adequate level of primary education?

The position in the past has not been satisfactory and as a result the Department of Education and previous Ministers set up the Special Education Review Committee in order to review the services available for the many categories of children who must be served by the Department of Education. In the Programme for Government there is a specific commitment to the mentally handicapped. In order for me to respond in a positive way which will benefit the children concerned I must make sure that the available resources are targeted where they are most needed. That is probably best done in partnership with those concerned. I refer specifically to the Parents for Integration Association which represents a number of families in Dublin city and I look forward to their response to the Special Education Report.

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