Ms Martina Mannion:

I join Mr. Ó Conaill in thanking the Cathaoirleach for his kind words. We are pleased to be here and to set out what we have done and what else we want to do in this area.

Four questions were asked in regard to the Department of Education. I will deal with two and ask my colleague, Mr. Hanlon, to deal with the other two. The first question related to being at 98% mainstream. We envisaged that we would see a future for 100% mainstream. The key issue in that area is to say that we want to envisage a situation where children have access to mainstream provision to the greatest degree possible. For example, in our new building programmes for special schools we are trying to colocate them on mainstream campuses in order that children can have access to mainstream provision to the greatest degree possible. We have also secured some funding through the Dormant Accounts Fund that allows us to pilot some work between special schools and mainstream campuses in order that the children in special schools have opportunities for integration and vice versa.

The key point about special schools and classes is they are buildings, teachers and SNAs within our school system. They are not resources that if we did not have special schools or classes would not be of use to us. In regard to special classes, for instance, within existing mainstream schools, the provision and the increase of special classes across the State is really building up expertise and capacity within the mainstream school system to support children with special educational needs. This expertise is underpinned by additional professional teacher training. Obviously, CPD as well as initial teacher training, which Mr. Doody spoke about, are essential to ensure inclusive practice. We fund 338 places annually on special education post-graduate courses for teachers in order to increase teacher capacity in this area.

As a concept, having qualified, expert staff with additional CPD and training in our mainstream schools, within special classes, is bringing that level of expertise and support into our mainstream schools. That will be of huge benefit to us.

I will touch on the other issue raised, which was recruitment. Both the additional funding we secured in the budget for the NCSE will allow them to recruit up to 160 additional staff. That includes special education needs organisers, SENOs, but it also includes other advisers and expert staff. That recruitment campaign will happen this summer. There is an ongoing recruitment campaign for existing SENO vacancies. However, we are going to see a big step up in the number of people working in the NCSE reaching out directly to parents and to schools. That will be very important.

We talked about the psychology service and the National Educational Psychological Service is also under my area. There is an ongoing recruitment campaign at the moment in regard to educational psychologists with the Public Appointments Service. There is a huge level of interest. Interviews are taking place. It is hoped that those psychologists will be in situ this summer. We are also supporting graduates on the existing PhD educational psychology programmes to ensure that we have a throughput of staff coming through in the area of educational psychology.

This is because it is such an important resource and support to schools.

Overall, we are confident we will have the peoplein situboth in the National Council For Special Education, NCSE, and within the Department to be able to make a real difference.

I will ask Mr. Hanlon to deal with the other two questions raised by Deputy Feighan on the timeline of the Education for Persons with Special Educational Needs, EPSEN, Act and on the expansion of the summer programme. I thank the Deputy.