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Special Educational Needs.

Dáil Éireann Debate, Thursday - 3 March 2005

Thursday, 3 March 2005

Ceisteanna (207)

Ruairí Quinn

Ceist:

207 Mr. Quinn asked the Minister for Education and Science the number of pupils who are availing of special needs resource assistants in terms of classroom assistants, teachers or other special and additional provisions for the academic year 2004-05 in each primary school in the Dublin 2, 4 and 6 areas; the outstanding requests for each school; and if she will make a statement on the matter. [7397/05]

Amharc ar fhreagra

Freagraí scríofa

The information requested by the Deputy in relation to the specific areas in question is not available in my Department. However, I would like to assure the Deputy 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.

With effect from 1 January 2005, the National Council for Special Education 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 will process the relevant application for resources 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 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. 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 Educational Needs Act and the establishment of the National Council for Special Education have provided the key to underpin service delivery in the future.

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