The revised system for allocating teaching resources to mainstream national schools for special needs comprises two elements. The first element is a general weighted allocation for pupils requiring learning support and pupils with higher incidence disabilities, that is, those with dyslexia and those with mild and borderline mild general learning disability. The second element enables schools to apply for specific support for those pupils with lower incidence disabilities and those applications are considered on their individual merits. In the case of specific pupils with lower-incidence disabilities, no differentiation is made on the basis of gender.
The general weighted allocation method discriminates positively in two important respects. First, it discriminates on a gender basis as a considerable body of evidence shows that boys are more likely than girls to have learning delays and special educational needs. Data available to the Department from its census of special educational needs in primary schools support this position as do successive literacy studies. Second, it recognises the connection between learning delay and special educational need on the one hand and socio-economic disadvantage on the other.
These considerations are reflected in the following weighted allocations. In the most disadvantaged schools, as per the urban dimension of the Giving Children an Even Break scheme, a teacher of pupils with special educational needs will be allocated for every 80 pupils to cater for the subset of pupils with higher incidence special needs; in all boys schools, the ratio will be one teacher for every 140 pupils; in mixed schools or all girl schools with an enrolment of greater than 30% boys, one for every 150 pupils; and in all girl schools, including schools with mixed junior classes but with 30% or less boys overall, one for every 200 pupils. Any all girl school which comes within the most disadvantaged category indicated above will attract the most favourable allocation.
The revised system has been developed in consultation with representative interests. It is a genuine effort to improve the special education resource allocation process. The differentiation under the general weighted allocation reflects the experience of needs both within this country and internationally. I will continue to work for improvements in the provision of education services for children with special educational needs and in this context will monitor the implementation of the new system to ensure its efficiency and effectiveness.