Damien English (Meath West, Fine Gael) | Oireachtas source

I thank Deputy Healy for raising the matter. The Department of Education and Skills provides for the education of children with special educational needs through a number of support mechanisms and placement options depending on the child's assessed needs. In general, education provision for children with special educational needs is made in special schools, special classes attached to ordinary schools or in integrated settings in mainstream classes.

I am not sure what wording the Deputy used. I only have the wording I have here as to the debate he raised which was on services in general. I understand that the issue was discussed at a public meeting last night and that there was a support locally from other Deputies on the issue. The Deputy did not clarify, however, what wording was different from what he submitted.

While departmental policy is to ensure the maximum possible integration of children with special educational needs into ordinary mainstream schools, students who have been assessed as having special educational needs also have access to a range of special schools or class placements. Special educational needs organisers, or SENOs, from the National Council for Special Education, or NCSE, can assist parents to identify appropriate educational placements for children with special educational needs. The NCSE has published a guide for parents and guardians on choosing schools for children and young people with special educational needs. The guide is available at the council's website.

The Department's policy on school transport is that transport is provided to the nearest school which can be resourced to provide education for the child, taking into account any recommendation made about the type of educational provision that is recommended for the child, whether special school placement, special class placement or mainstream placement with additional resources. The pertinent recommendation for consideration for school transport is the recommendation by the NCSE as to which is the nearest school which can be resourced to cater for the educational needs of the particular child taking into account the type of placement recommended in professional reports. The role of the NCSE is to advise parents on the educational and other resources which can be provided to allow a child to attend school. The availability and provision of health related services, including therapy supports, which is the issue that was raised, is the responsibility of the Health Service Executive. The Department of Education and Skills has no responsibility or mandate for such services. The availability of therapy services in a particular school is not, therefore, a factor which is taken into account by the NCSE in designating which is the nearest school placement which can be resourced to meet the educational needs of a particular child. I understand that therein lies the Deputy's problem.

I understand that the situation the Deputy is trying to raise is the difference between the services provided by the Department of Education and Skills and the Department of Health and decisions made in the latter as well. I stress, however, that the rules around school transport are designed and implemented nationally. I have to ensure they are implemented fairly across the board. In circumstances such as those the Deputy has raised in respect of a particular school, it can be difficult when different Departments provide different services. In light of that, a health and education steering committee has been established to progress the national programme on progressing disability services for children and young people. The programme is based on the recommendations of the report of the national reference group on multidisciplinary services for children aged five to 18 years which was produced by representatives of the professions and management involved in delivering multidisciplinary services to children. The long-term goal of the programme is to bring consistency to therapy service delivery and a clear pathway to services for all children with disabilities according to need. The implementation of the programme will have a positive impact on the provision of clinical services for all children requiring access to health related supports regardless of where they live or which schools they attend.

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