Dáil Éireann Debate, Tuesday - 25 October 2005
578 Ms C. Murphy asked the Minister for Education and Science the reason there is such a disparity in the number of teaching staff working directly with children with special needs between primary and secondary schools; and if she will make a statement on the matter. [30769/05]
Amharc ar fhreagra579 Ms C. Murphy asked the Minister for Education and Science the number of whole-time equivalent special needs assistants employed in secondary schools here; and if she will make a statement on the matter. [30772/05]
Amharc ar fhreagraI propose to take Questions Nos. 578 and 579 together.
Enormous progress has been made in recent years in increasing the number of teachers in our schools who are specifically dedicated to providing education for children with special educational needs. At primary level there are now approximately 5,000 teachers working directly with children with special needs, including those requiring learning support. This compares with under 1,500 in 1998. One out of every five primary school teachers is now working specifically with children with special needs. At second level, there are approximately 1,600 whole-time equivalent teachers in place to support pupils with special educational needs. This compares with the approximately 200 teachers who were in place in 1998 for such pupils. In addition, there are currently approximately 1000 whole-time equivalent special needs assistants, SNAs, in our second level schools.
The general allocation model at primary level is based on the premise that all primary schools have children with learning support or high incidence special educational needs. Early intervention support at primary level ensures that many children do not need additional support at second level.
The substantial growth in special education services at second level in recent years reflects the reality that significant numbers of pupils who had been in receipt of special support in the primary sector from 1999 onwards are now transferring to the second level system. The precise model of provision made available will depend on the assessed needs of the pupils involved. Some students are capable of attending ordinary classes on an integrated basis with additional teacher and-or special needs assistant support. In other cases, placement in special dedicated classes or units attached to the school may be the more appropriate response. Such special classes operate at significantly reduced pupil-teacher ratios. My Department also supports arrangements whereby students attached to these special classes are facilitated in attending ordinary subject classes on an integrated basis wherever possible. In some cases, the level of special need involved can be such that the child's needs could not be adequately addressed within the second level system. In such cases, placement is arranged in one of the special schools which cater for students from four to 18 years of age. Each such facility is dedicated to a particular disability group.
The National Council for Special Education, NCSE, through its network of locally based special education needs organisers, is responsible for processing any applications for additional special educational needs resources. 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.
