Mr. Eddie Ward:

I wish to address the issue of planning in schools. Since the enactment of the Education Act 1998, schools have been obliged to plan and ensure an appropriate education is provided to all children attending the school. In that way teachers know their children's needs and provide for them in accordance with the resources available to them. Reference has been made to the individual education plan provided for in the 2004 EPSEN Act. That section of the Act was not commenced at the time. It reflected the thinking at the time that a student's needs were assessed and then resources were allocated to the child on the basis of the assessment. It is fair to say that policy has evolved and practice has changed considerably since then. I again emphasise the level of investment that has taken place in schools with additional teachers and SNAs since that time. In particular, since 2011 the number of special education teachers has increased by more than 40%. Likewise the number of SNAs has increased.

Reference was made to how we allocate teaching resources to schools. A new model has now meant that additional teachers are preloaded into the system in accordance with the school profile. It is then left to the school to use its professional judgment with the guidance and support available to it in allocating those resources to the children most in need. The research done by the NCSE to support this model found this to be by far the best way of doing it. The resources are allocated to the school and when the child comes to the school the resources are in place along with the supports for the teachers and the schools in making decisions on allocating the resources available to them.

Planning is a normal part of school life. Schools must ensure that every child receives an appropriate education. Considering the resources given to schools since 2011, it would be ridiculous if the school did not have planning in place to ensure the best possible allocation of those resources, resulting in the best possible education given to the children who are most in need. Planning is essential and is also good professional practice.

One of my colleagues raised the issue of planning time. All the Department's circulars about giving the additional resources to schools provide for additional planning time, but schools need to make a judgment as to what is appropriate to their needs. Clearly the amount of time needed will vary from school to school. The people on the ground are in the best position to decide how much co-ordination time is required.

The Department, the National Educational Psychological Service, NEPS, and the NCSE provide a range of supports, guidance and professional developments for teachers and schools.

The view of the Department's inspectorate which inspects schools up and down the country on a regular basis is that planning is taking place and that resources are being used well. While we continually need to tweak and enhance the guidance we give and the professional development training we provide, we are on an upward trajectory in what we want to do in providing for children with special needs. Reference has been made to therapeutic supports. The Department has taken a very innovative approach in that regard. Reference has been made to a project under way in the Kildare and Wicklow area. In-school therapies are being used to good advantage to secure better outcomes for children.

On the July provision, we take on board the point made by members. The NCSE flagged that there was an issue of equity in that regard. The provision is confined to two categories of special needs - children with severe and profound intellectual disabilities and students with autism spectrum disorder. We have a group looking at the issue. More than 9,000 students avail of the provision each year and our view is that it should be broadened to make it more equitable. Somebody summed it up very neatly when they asked who should avail of it, what the content should be and how it should be rolled out. They are very good questions and considering them will put us on a good path. When we develop proposals, something we expect to do in the coming months, we will consult on them. There will not be changes this year, but we can faithfully say we will move on the issue and that there will be some change in the next 12 months.