Vol. 577 No. 3
261 Ms Enright asked the Minister for Education and Science the details of the guidelines issued by his Department to NEPS psychologists relating to the recommendations that they may make having assessed a child; and if the guidelines stipulate that the maximum level of resource assistance allocation that NEPS psychologists may recommend is five hours [30788/03]
262 Ms Enright asked the Minister for Education and Science the details of the recommendations in circular SP/ED 24/03 with regard to the efforts made by his Department to expedite the processing of applications and the issuing of responses with regard to applications for NEPS assessments; the percentage of the reviewing referred to in this circular which is undertaken by NEPS psychologists; and the percentage undertaken by school inspectors [30789/03]
I propose to take Questions Nos. 261 and 262 together.
The various levels of resource teaching support for pupils with special needs are outlined in my Department's circular 08/02. The numbers of hours available range from 2.5 hours per week to five hours per week. Each pupil allocated resource teaching provision must meet the criteria laid down in the circular. The levels of resource teaching provision in question have been in place since my Department's automatic response commenced in 1998.
In conjunction with circular letters 7/02 and 8/02, my Department has issued guidelines for all professionals who may be involved in assessing children, including NEPS psychologists. These guidelines specify levels of support that are appropriate for the different categories of disability, and are based on the recommendations contained in the report of the special education review committee. In certain very exceptional cases, a NEPS psychologist may arrive at a professional judgment that a child would benefit from resource levels above those set out in the guidelines. In such cases, the psychologist will so recommend to my Department.
Circular 24/03, which issued to all primary schools in September 2003, outlined the process involved in dealing with all applications for special educational need supports received between 15 February and 31 August, 2003. The circular indicated that a dedicated team of inspectors and psychologists would review all applications for supports together with the relevant supporting professional documentation. It is not possible at this stage to provide specific information as to the breakdown of the number of applications dealt with by inspectors and psychologists, respectively.
The Deputy should note also that circular 24/03 reminds schools that an undesirable practice has developed in recent years of using resource hours for individual tuition only. It points out that an exclusive reliance on this approach is contrary to the principle of integration in teaching and learning. Wherever possible, the circular advises, schools should provide additional help for children in the mainstream classroom or, if necessary, in small groups. This approach minimises the disruption caused by the withdrawal of pupils for individual tuition and maximises the level of resource teaching available to them.
263 Mr. Naughten asked the Minister for Education and Science further to Parliamentary Question No. 207 of 18 November 2003, if a decision has been made in relation to same; if he has satisfied himself that the delay in making a decision on this matter is acceptable; and if he will make a statement on the matter. [30790/03]
My Department is finalising its deliberations on the matter referred to by the Deputy and expects to be in a position to advise the relevant service providers of its decision before the end of the current year.
264 Mr. Hayes asked the Minister for Education and Science when the Government will implement the pre-school places needed and provide mainstream autism specific classes with supports, into the education system and address properly the entitlement of the autistic child to a proper education in a proper environment. [30806/03]
The primary responsibility for service provision for pre-school age children with autism rests with the appropriate health authority. However, my Department has established eight pre-school classes, four in Dublin and four in Cork. In addition, my Department may sanction home tuition grants, where appropriate, for children with autism who are of pre-school age or those who are of school-going age who are awaiting an appropriate educational placement.
In July, the Education for Persons with Disabilities Bill, 2003 was published. The Bill will provide a clear and enforceable statement in law of the rights of children, from birth to 18 years, who, because of disabilities, including autism, have special educational needs and will propose to put in place a statutory structure, which will guarantee their education. Provision will be made in the Bill for a formal appeals mechanism. My objective is to secure the passage of this legislation through the Oireachtas as quickly as possible.
265 Mr. Hayes asked the Minister for Education and Science if the new Disability Rights Bill will be a rights-based Bill as per the status of people with disabilities. [30809/03]
The Education for Persons with Disabilities Bill will provide a statutory guarantee of education services for people with a disability by providing a statutory framework within which the education of children and people who have special educational needs because of disabilities can be guaranteed as a right enforceable in law. The Bill sets out a range of services which must be provided, including assessments, individual education plans and support services. A central role of parents in the education of their children is also provided for. The Bill establishes the National Council for Special Education through which the Bill, as enacted, will be given effect.
266 Mr. Hayes asked the Minister for Education and Science when services for children with learning related problems, that is, ADHD, will be moved to child health services. [30812/03]
My Department has no proposals to transfer school-based services for children with learning-related problems, including ADHD, to the child health service area.
