Dáil Éireann Debate, Thursday - 3 February 2005
65 Mr. Durkan asked the Minister for Education and Science the extent to which she expects to meet the special needs teaching request as set out by the various school authorities at primary and second level throughout the country in 2005; and if she will make a statement on the matter. [2989/05]
Amharc ar fhreagraEvery effort is made to ensure that children with special educational needs, receive an education appropriate to their needs. Decisions regarding the most appropriate model of response in each particular case are based on the professionally-assessed needs of the individual child.
Children who have been assessed as having special educational needs have access to a range of special support services. The services range from special schools dedicated to particular disability groups, through special classes-units attached to ordinary schools, to placement on an integrated basis in ordinary schools, with special back-up supports.
My Department's policy is to ensure the maximum possible integration of children with special educational needs into ordinary mainstream schools. Many children with such needs are capable of attending mainstream schools on a fully integrated basis with the support, where necessary, of special resource teachers and-or special needs assistants.
Children with more severe disabilities are catered for in special schools which are dedicated to particular disability groups. There are 107 special schools in the country at present. These schools cater for children from four to 18 years of age and each school enjoys a significantly reduced pupil-teacher ratio and other staffing supports. Additional special needs assistant support is provided if deemed necessary. Special schools also receive increased rates of capitation funding.
Where placement in a special school is not considered necessary, children with special educational needs can attend special classes attached to ordinary mainstream schools. All special classes enjoy the same increased levels of staffing and funding as are made available to the special schools. Children with special educational needs attending special classes attached to ordinary schools may, where appropriate, be integrated into ordinary classes for periods of the school day and, in that way, benefit from being able to socialise with their non-disabled peers.
While children are awaiting a suitable educational placement, my Department may sanction home tuition as an interim measure, if appropriate.
The following dedicated resources are now deployed to support children with special educational needs in the primary system: more than 2,600 resource teachers — up from 104 in 1998; more than 1,500 learning support teachers — up from 1,302 in 1998; more than 1,000 teachers in special schools; more than 600 teachers in special classes; more than 5,000 special needs assistants — up from 300 in 1998; more than €30 million on school transport for special needs pupils; and more than €3 million towards specialised equipment and materials — up from €0.8million in 1998.
To appreciate the scale of improvement in the provision of resources to primary schools for special needs, it is worth reflecting on the fact that, at approximately 10,700, the number of adults providing services to children with special educational needs in primary schools today equates to more than half of the 21,100 primary teaching force in 1998.
The level of resources being made available by my Department to support students with special educational needs in the second level system has also grown significantly in recent years. In the current school year to date, my Department has allocated approximately 1,386 whole-time equivalent teachers and approximately 626 special needs assistants to second level schools and VECs to cater for the special educational needs of students at second level. This represents an increase of approximately 280 resource teacher posts and approximately 160 special needs assistant posts on the previous school year.
The Deputy will be aware that with effect from 1 January 2005 the National Council for Special Education, NCSE, has taken over responsibility for processing resource applications for children with disabilities who have special educational needs and in particular it is responsible for the following: deciding on applications for resource teaching hours in respect of children with low incidence disabilities with special educational needs at primary level; deciding on applications for additional teaching support in respect of children with disabilities with special educational needs at second level; and deciding on applications for special needs assistant, SNA, hours.
Under the new arrangements, the council, through the local special educational needs organiser, SENO, will process the relevant application for resources at primary and post-primary level and inform the school of the outcome. It is important to note that in the case of decisions on resource teaching and SNAs, the SENO will outline the process to the school and parents, where appropriate, and will at the end of the process outline the basis on which the decision was made.
I am confident that the advent of the NCSE will prove of major benefit in ensuring that all children with special educational needs receive the support they require when and where they require it.
My Department has recently issued a circular and letter advising the authorities of primary and post-primary schools, respectively, of the arrangements put in place as a result of the transfer of these functions to the NCSE.
