Dáil Éireann Debate, Thursday - 19 May 2016
10. Deputy Bernard J. Durkan asked the Minister for Education and Skills if he is satisfied with the adequacy of provisions in the special needs sector, with particular reference to the number of teachers, special needs assistants and school places; and if he will make a statement on the matter. [10757/16]
Amharc ar fhreagraSpending on provision for children with special educational needs has been prioritised in recent years, despite the enormous pressures on the public finances. Funding for special education provision in 2016 will amount to €1.4 billion, which is equivalent to approximately 17% of the gross overall current allocation for education and training. This has increased by 10% in the past two years. It provides for a range of supports and services, including additional learning and resource teaching support, access to care support, special transport arrangements, building adaptations, enhanced capitation, the purchase of specialised equipment and the services of the National Educational Psychological Service. The funding also provides for enhanced levels of capitation in special schools and special classes and additional teacher training, and home tuition support for pupils with special educational needs who are awaiting a school placement.
This year, 12,040 special needs assistants are available for allocation to primary and secondary schools to the end of the 2015-16 school year, which is an increase of almost 14% in the number available since 2011. There are currently more than 11,800 learning support and resource teacher posts in mainstream primary and post-primary schools, providing additional teaching support to pupils with special educational needs. The National Council for Special Education, NCSE, has allocated 6,832 resource teaching posts to mainstream schools this year, which is an increase of 29% since 2011. In addition, more than 150 new special classes have been opened for the 2015-16 school year. The combination of supports provided in mainstream schools, along with the increased special school and special class provision, mean that school places are available for all children with special educational needs, regardless of their level of need. There is still along way to go and, as committed to in the programme for Government, I plan to examine the adequacy of the present policies and provision and their scope for improvement, particularly with regard to speech and language difficulties and early intervention.
Arising from the Minister's reply, does he remain committed to re-evaluating the requirements? In light of demographic changes, is he is satisfied regarding the adequacy of the provision of school places, particularly with regard to teachers and special needs assistants? Is he satisfied that throughout the country in all circumstances he will be able to meet the needs as presented by various school authorities?
The purpose of the review is to assess the extent to which the needs are being met. The reply I gave outlined the provision in place and, to be fair, there has been a significant increase in resource teaching, special needs assistants and the number of special classes. The number of pupils served has considerably increased, so far more children with special needs are being supported in our schools. Clearly, this is an area where the need is always growing and there are undetected needs that we are only identifying. This is an area in which we can never say we have met all of the needs. The establishment of the national council has helped to develop policy and improve the capacity of schools to support children, particularly in the mainstream. I hope the evolution of a new model for allocating support to schools will see a step forward. It is being piloted in 47 schools and if this proves a success I hope the lessons learned can be moved to other schools to enhance the service.
Does the Minister believe it is possible to meet the needs in particular areas throughout the country where specific pressure for school places has arisen and where, annually, parents find themselves having to look for alternative places for their children, whether it be because of a need for resources or a diagnosis of autism?
That involves both teaching and accommodation requirements which may need to be met in the short term. Does the Minister think that would be possible, given the resources available?
There is, of course, always pressure on resources but there is a provision in the admission to schools Bill that it will not be possible for any school to turn away a child on grounds of his or her special needs. That implies a commitment to support children in the schools to which they seek enrolment. The figures speak for themselves. There has been a huge expansion in support services to match the needs of children who need support. I expect that the pressure on resources will continue and there will be a continuing allocation. Having special education needs organisers, SENOs, has given children and their parents a specific point of access and I hope that system is proving its value. As I said, I will review this and if there are weaknesses, either regionally or generally, I will certainly take note of the Deputy's concerns.
I thank the Minister.
