Vol. 484 No. 2
39 Mr. McDowell asked the Minister for Education and Science the additional resources, if any, which will be provided in 1998 for children with special learning difficulties; and if he will make a statement on the matter. [21700/97]
48 Mr. Spring asked the Minister for Education and Science the number of additional remedial teachers and resource teachers which were provided for each of the years from 1990 to date in 1997; the number of additional posts which will be provided in 1998; and if he will make a statement on the matter. [21696/97]
56 Mr. Callely asked the Minister for Education and Science the measures, if any, in place for children who have been assessed as having special needs; if his attention has been drawn to the fact that children have been denied these special supports; and if he will make a statement on the matter. [21613/97]
I propose to take Questions Nos. 39, 48 and 56 together.
The Government's An Action Programme for the Millennium gives particular priority to special needs children through its commitment to equal opportunity and the priority it attaches to the provision of remedial teachers and resources for children with special learning difficulties.
I can assure the Deputies that it is my intention to honour this commitment in the years ahead. As part of this process, I am currently reviewing provision across the entire special needs area to ensure that all resources which become available are utilised to maximum effect. Decisions on any additional resource allocations in 1998 to special needs areas, including the remedial and resource teacher areas, will be taken following completion of this review.
The information requested by Deputy Spring in relation to remedial and resource teacher allocations over the period 1990 to date is in the form of a tabular statement which I propose to circulate in the Official Report.
Where special needs children are concerned, it is necessary to view each case on an individual basis. For some children, the nature of the special need may be such that the child can function quite successfully in an integrated setting with the support, where necessary, of a remedial, resource or visiting teacher. Significant numbers of these special support teachers are already in place. However, there will continue to be cases where the nature or severity of the special need is such as to require placement in a special school or special class attached to an ordinary school. A wide range of such facilities are provided and each receives a special level of staffing and funding which reflects the severity of the needs being catered for. If Deputy Callely is aware of specific instances in which children with special needs have been denied access to support services, he may wish to bring these cases to the attention of my Department so that they can be investigated.
|
1990 |
1991 |
1992 |
1993 |
1994 |
1995 |
1996 |
1997 |
|
|
Remedial (Primary) |
0 |
80 |
0 |
86 |
100 |
55 |
0 |
54 |
|
Resource (Primary) |
n/a |
n/a |
7 |
6 |
13 |
10 |
10 |
32 |
|
Remedial (Post-Primary) |
0 |
0 |
0 |
0 |
25 |
73 |
0 |
0 |
|
Resource (Post-Primary) |
0 |
0 |
9 |
8 |
3 |
56 |
4 |
6 |
