Vol. 537 No. 5
80 Mr. Stanton asked the Minister for Education and Science the details of the weighting system that determines staffing levels in mainstream and special schools that cater for children with special needs; his plans to further develop such a weighting system; and if he will make a statement on the matter. [17083/01]
The special education review committee identified 12 distinct categories of disability and, in respect of each category, recommended a specific pupil-teacher ratio. The staffing levels provided to special schools and to special classes, attached to mainstream schools catering for children with disabilities, reflect the pupil-teacher ratios recommended by the special education review committee.
In October 1998, the Government formally recognised the distinct educational needs of certain children with autism. Provision is now made by my Department for such children in special classes, which operate at a maximum pupil-teacher ratio of 6:1. All such classes have the support of two special needs assistants.
Many children with special needs are capable of attending mainstream schools on a fully integrated basis with the support, where necessary, of the resource teacher service. In determining the level of resource teacher support provided to such children, the nature and level of the particular child's disability is considered, along with the pupil-teacher ratio applicable in special schools and special classes catering for children in that disability category.
Thus, for example, children with a mild general learning disability attending a special school or special class dedicated to this category of disability will be supported at a pupil-teacher ratio of 11:1. A child with a similar disability attending a mainstream class on a fully integrated basis would be entitled to one-eleventh of a resource teacher. However, given the varying degrees of special needs which can arise, even within a particular disability group, decisions on resource teacher allocations will always have regard to the particular needs of the individual child. Where the assessed needs of the child require it, additional resource teacher support or special needs assistant support will be provided.
My Department issued a detailed circular in 1999 advising schools of the arrangements governing staffing allocations for special needs children and the procedures to be followed by schools in seeking to access such support.
The extent of this Government's commitment to children with special needs was reflected in its decision of October 1998 that all such children should have an automatic entitlement to a response to their needs. As a result of this decision, the number of resource teachers in place in the primary system has been increased from 104 to more than 950, and further posts are being allocated as needs are identified.
I will continue to keep these arrangements under review to ensure that all children with special needs receive the support they require, irrespective of their level of need or location.
