The proposed new general allocation system of resource teaching provision. In view of the fact that pupils in the high incidence disability categories of mild and borderline mild general learning disability and dyslexia are distributed throughout the education system, my Department, in consultation with educational interests, developed a general model of resource teacher allocation to schools to support students in these disability categories.
This model, which was announced by my predecessor in 2004 to come into effect from September 2005, was designed to put in place a permanent resource in primary schools to cater for pupils in these categories. I have made it clear that while I am in favour of using a general allocation model for the reasons I have just given, I am conscious of the particular difficulties that the model announced last year could cause for small and rural schools if implemented as originally announced.
For this reason, I asked my Department to conduct a review of the model announced last year. In carrying out the review, my Department consulted representative interests including the National Council for Special Education. The revised procedure for providing a general allocation of resource hours to schools will be announced shortly, in time to be implemented for the next school year. In relation to resources for children in the lower incidence disability categories, resources will continue to be allocated on the basis of individual applications.
My Department has given priority to implementing the core legislative and structural measures required to underpin service development and delivery for pupils with special needs. The Education for Persons with Special Educational Needs Act 2004 has been enacted, while on the structural front, the National Council for Special Education has been established as an independent statutory body with responsibilities as set out in the National Council for Special Education (Establishment) Order 2003. The establishment of the NCSE is a further major step in ensuring that the requirements of children with special educational needs are identified and the necessary resources put in place in a timely and effective manner.
There are 71 special education needs organisers employed by the council since September 2004 who have been deployed on a nationwide basis, with at least one SENO being deployed in each county. Each SENO is responsible for the primary and second level schools in their area and they have made contact with each of their schools and informed them of their role.
In addition to processing requests for resources, the council will co-ordinate the provision of education and related support services with health boards, schools and other relevant bodies. Placing organisers in the locality will enable them to work with the parents and the schools, particularly to co-ordinate the services on a local level. That will ensure that when a child has been identified as having a special need, the services can be put in place immediately. These developments represent significant progress and I am confident they will have a positive impact on services for children with special educational needs.
I can assure the Deputy that the issue of providing adequate resources to meet the needs of children with special educational needs will continue to be a priority for me. In this regard, my Department is continuing to take steps to develop 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.