Dáil Éireann Debate, Tuesday - 24 July 2018
538. Deputy Michael Healy-Rae asked the Minister for Education and Skills his views on a matter (details supplied) with regard to assistance for students with disabilities; and if he will make a statement on the matter. [33654/18]
Amharc ar fhreagraAs the Deputy may be aware my Department’s National Educational Psychological Service (NEPS) provides educational psychological support to all primary and post-primary schools. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to a NEPS psychologist for responses to queries arising, and access to individual pupil casework via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments. (SCPA).
I can inform the Deputy that, following on from an increase allowed in the 2017 Budget, the sanctioned number for NEPS psychologist was increased from 173 w.t.e to 184, an increase of 11 psychologists. Additionally the Deputy may be aware that under the provisions of Budget 2018 I was pleased to announce that NEPS psychologist numbers will expand by a further 10 posts from September 2018 bringing the sanctioned w.t.e. level to 194 from September 2018. In total under the Partnership for Government this represents an increase of 21 psychologist posts in a two year period. This represents the highest number of psychologists to be employed within NEPS since the inception of the service in 2000.
In relation to investment in teacher numbers, the criteria used for the allocation of teaching posts is published annually on the Department website. The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally irrespective of location.
The configuration of classes and the deployment of classroom teachers are carried out at local school level. My Department's guidance to schools is that the number of pupils in any class is kept as low as possible taking all relevant contextual factors into account (e.g. classroom accommodation, fluctuating enrolment etc.). School authorities are also requested, where possible, to use their autonomy under the staffing schedule to implement smaller class sizes for junior classes. Given that the staffing schedule operates to a general average of 1 classroom teacher for every 26 pupils, if a school has a large class it generally also has a small class.
The staffing schedule includes an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Appeals Board.
In order to ensure that inclusive education can be provided for, very significant investment has been made in the area of special educational needs supports. In 2018, almost €1.8 billion will be invested in Special Education, nearly one fifth of the overall Education budget, and up 43% since 2011. This funding provides for a range of additional supports in schools, including the provision of additional special education teachers, special needs assistants and special school and special class placements.
At present, all schools are encouraged to use Individual Education, or Student Support Plans. In line with Circular 30/2014, schools are required to put in place a Personal Pupil Plan including a care plan for all pupils availing of SNA support. DES Circulars 0013 and 0014 2017 and the accompanying Guidelines which have been provided to schools in relation to the provision of additional special education teaching support in schools, also advise schools of the importance of ensuring that individual education planning or student support plans are in place for students with special educational needs.
My Department's Inspectorate's advice is that the majority of schools are now using some form of individual education planning for children with special needs.
The National Council for Special Education (NCSE), which is a separate statutory agency, through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports. SENOs are the key contact and support persons in relation to the provision of educational supports for students with disabilities. Information in relation to the contact details for SENOS is available at www.ncse.ie.
