Dáil Éireann Debate, Tuesday - 1 March 2005
363 Aengus Ó Snodaigh asked the Minister for Education and Science the number of Dublin children per school with Asperger’s syndrome, autism or ADHD who have been supported through their education in each of the past five years. [6921/05]
Amharc ar fhreagraThe information requested by the Deputy regarding pupils in an integrated mainstream setting is not available. However, my Department has sanctioned the following provision for pupils with autism for the area in question at primary level: 18 special classes for pupils with autism attached to mainstream schools; 17 special classes for pupils with autism in special schools; four special pre-school classes for pupils with autism; and four special classes for pupils with Asperger's syndrome.
All such classes operate at a pupil-teacher ratio of 6:1 with the support of a minimum of two special needs assistants.
My Department also provides funding for 24 pupils attending an autism facility on the north side of Dublin that provides an applied behavioural analysis model, ABA, of response to children with autism. My Department may also sanction a home tuition grant for children with autism for whom a home-based ABA programme is considered appropriate or in cases where such children are awaiting an appropriate school placement.
In addition to the above, there are 12 special schools for pupils with emotional disturbance that also cater for pupils with ADHD. There are also two special classes attached to mainstream schools that cater for this pupil cohort. All such classes operate at a maximum pupil teacher ratio of 8:1.
The special educational needs of the pupils in question can be addressed in special dedicated schools, special dedicated classes attached to ordinary schools or on an integrated basis in ordinary schools. Decisions regarding the most appropriate model of response in each particular case are based on the professionally assessed needs of the individual pupil. Many pupils with the conditions in question are capable of attending ordinary schools on an integrated basis with the support, where necessary, of the resource teacher and-or special needs assistant services. Where the level of the disorder is of a more serious nature, provision is made by way of special schools or special classes attached to ordinary schools.
364 Aengus Ó Snodaigh asked the Minister for Education and Science the options available to the parents of a child who has been assessed as needing a special needs assistant to help with their education and who is not receiving same. [6922/05]
Amharc ar fhreagra366 Aengus Ó Snodaigh asked the Minister for Education and Science the reason a special needs assistant has not been assigned to a person (details supplied) in Dublin 10 as recommended by the assessment carried out on them in September 2004. [6924/05]
Amharc ar fhreagra367 Aengus Ó Snodaigh asked the Minister for Education and Science the steps being taken to ensure that a person (details supplied) in Dublin 10 can be educated from 8.50 a.m. to 1.30 p.m. daily. [6925/05]
Amharc ar fhreagraI propose to take Questions Nos. 364, 366 and 367 together.
An application for special needs assistant, SNA, support for the person in question was received by the special education needs organiser for the school in January 2005. A review of the existing level of SNA support in the school referred to by the Deputy has recently been completed. A decision on the application for the pupil concerned will be conveyed to the school shortly in the context of the results of the review.
365 Aengus Ó Snodaigh asked the Minister for Education and Science the commitments which have been given this year over and above the previous year to each of the primary and secondary schools in Ballyfermot, Crumlin, Drimnagh and the south-west inner city to help children with special needs. [6923/05]
Amharc ar fhreagraThe information requested by the Deputy in respect of the specific areas in question is not available in my Department. However, I assure him that every 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.
The Deputy will be aware that, with effect from 1 January 2005, the National Council for Special Education, NCSE, assumed responsibility for processing resource applications for children with disabilities who have special educational needs. It is particularly responsible for: deciding on applications for resource teaching hours in respect of children with low incidence disabilities with special educational needs at primary level; and deciding on applications for additional teaching support in respect of children with disabilities with special educational needs at second level; 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, including those in the areas referred to by the Deputy, receive the support they require, when and where they require it.
My Department 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. My Department is continuing to prioritise the development of the network of special educational provision for children with special needs and I believe that the steps taken in recent years and those currently in hand represent significant progress in the development of those services.
There are now nearly 6,000 special needs assistants in our schools, compared to just 299 in 1998, and 2,600 resource teachers, compared to just 104 in 1998. The enactment of the Education for Persons with Special Education Needs Act and the establishment of the National Council for Special Education have provided the key building blocks to underpin service delivery in the future.
