I propose to take Questions Nos. 162, 164 and 169 together.
It is my intention that schools which have applied for special needs assistant, SNA, support will be advised of the outcome of their applications as soon as possible in advance of the next school year.
Account is being taken of existing levels of SNA support allocation in schools. In cases where a reduction in the level of special needs assistant support is proposed, there will be provision for schools to appeal, having regard to the care needs of the pupils concerned. Details of the appeals mechanism will be set out in a communication to schools.
SNAs may be approved to support pupils who have a significant medical need for such assistance, a significant impairment of physical or sensory function or where their behaviour is such that they are a danger to themselves or other pupils. The criteria used for the assessment of the need for special needs assistant support is outlined in my Department's circular 07/02, which may be accessed on my Department's website www.education.ie under the heading Children with Special Needs.
My Department continues to review the existing arrangements for the allocation of special educational supports to primary schools. The basic purpose of the review is to ensure that each school has the level of resources required to cater for its pupils with special educational needs.
I am anxious to ensure that special education support services are properly targeted at the children who require them and that the substantially increased resources which are being made available in the special educational area have the desired effect of ensuring that all children assessed as having special needs receive the support they require.
Since 1998, the number of special needs assistants in primary schools has grown from about 300 to in excess of 5,500 full-time and part-time posts. I wish to assure the Deputy that special needs assistants posts will be retained in schools where there is a continuing care need in accordance with circular 07/02.
I want also to say that my Department recognises the difficulties some schools and parents have been experiencing while awaiting the outcome of applications for special educational resources and the introduction of the weighted model of teacher allocation. The process has been complex and time-consuming and I am endeavouring to have all aspects completed as quickly as possible. I also wish to acknowledge the co-operation and support of schools in this regard.