Dáil Éireann Debate, Wednesday - 5 April 2006
155 Mr. Costello asked the Minister for Education and Science if she has restored resource hours as needed to schools in disadvantaged areas who lost teachers and teaching hours due to the implementation of the weighted model; the way in which she proposes to address the future needs of schools whose needs are greater than the norms of the model; and if she will make a statement on the matter. [13505/06]
Amharc ar fhreagraThe general allocation of learning support-resource teachers, also known as LS-RTs, to schools is intended to cater for children with learning support and high incidence special educational needs. LS-RT allocations are based on pupil numbers, taking into account the differing needs of the most disadvantaged schools and the evidence that boys have greater difficulties than girls do in this regard. Disadvantaged schools eligible for additional staffing under the giving children an even break scheme have a preferential pupil-teacher allocation ratio of 80:1 under the general allocation. Small schools have also been given preferential pupil-teacher ratios under the general allocation compared to larger schools. The new system has a number of benefits associated with it, among which are that it facilitates early intervention as the resource is in place when the child enrols and it puts resources in place on a more systematic basis, thereby giving schools more certainty about their resource levels. It is also the case that it reduces the need for individual applications and supporting psychological assessments and allows flexibility to school management in the deployment of resources. It is intended that a review of the general allocation model will be undertaken within three years of operation.
While I am satisfied that the general allocation system has been welcomed by the great majority of schools, officials from my Department have discussed the concerns of a small number of disadvantaged schools with the Irish National Teachers Organisation. The Deputy will also be aware of DEIS, delivering equality of opportunity in schools, the new action plan for educational inclusion, which provides for a standardised system for identifying levels of disadvantage and a new integrated school support programme, SSP. Following a process of identifying primary and second-level schools for participation in the new school support programme 640 primary schools, comprising 320 urban-town schools and 320 rural schools, have been selected. Letters of invitation were issued to all 640 schools in late February with a request to complete and return an acceptance form by 10 March 2006. As well as the provision being made under the new school support programme for schools with a concentrated level of disadvantage, financial support will be provided for other primary schools where the level of disadvantage is more dispersed. This support will be based on the results of the new identification process and the arrangements which will apply in this regard will be notified to schools early in the autumn.
A review mechanism has been put in place to address the concerns of schools that did not qualify for inclusion in the school support programme but regard themselves as having a level of disadvantage which is of a scale sufficient to warrant their inclusion in the programme. This mechanism will operate under the direction of an independent person, charged with ensuring that all relevant identification processes and procedures were properly followed in the case of schools applying for a review. The closing date for receipt of review applications was Friday, 31 March 2006.
