Dáil Éireann Debate, Thursday - 23 June 2005
225 Mr. P. McGrath asked the Minister for Education and Science if she will investigate the allocation of resource teaching facilities at a school (details supplied) in County Westmeath in order that a person and others who have had assessments and recommendations for resource hours have the facilities to which they are entitled. [21668/05]
Amharc ar fhreagra246 Mr. Penrose asked the Minister for Education and Science if her attention has been drawn to the fact that resource teachers allocated to a school (details supplied) in County Westmeath have been reduced from four to 1.4 for the forthcoming academic year; if she is satisfied that this is adequate; if she is further satisfied with these arrangements; if she will immediately order a review of this provision; and if she will make a statement on the matter. [21836/05]
Amharc ar fhreagraI propose to take Questions Nos. 225 and 246 together.
As the Deputies are aware, a new general allocation scheme has been announced under which schools will be provided with resource teaching hours based on their enrolment figures to cater for children with high incidence special needs, such as dyslexia, and those with learning support needs. The general allocation for the school in question is one full-time teaching post and ten part-time hours. The school may also retain 2.5 part-time hours under transitional arrangements.
I can confirm that the school contacted my Department with a proposal to retain additional resource teaching posts in the school. My officials recently agreed a position with the school authorities resulting in the retention of extra resource teaching posts through a combination of general allocation hours, low incidence hours and also transitional hours. Liaison with the school is ongoing in this regard. It is a matter for each school to determine the pupils with high incidence special education and learning support needs who will receive this support. Each school will have enough resource teaching hours to provide its pupils with a level of support appropriate to their needs. The school can then use its professional judgment to decide how these hours are divided between different children in the school to ensure all their needs are met.
Research shows that some children with special needs will respond better with one-to-one tuition. Others do better when taught in small groups. Often, it is best for resource teachers to work with children in the classroom rather than taking them away to a separate room as the children then have to catch up on work done by the rest of the class in their absence. The type of response needed depends on the child. I can confirm that the local special educational needs organiser, SENO, will meet with the school authorities in the coming days to discuss a number of issues concerning special education resources in the school. This discussion will also include the special educational needs, SEN, of the pupil in question.
