John Minihan (Progressive Democrats)

I welcome the opportunity to discuss the important matter of special educational facilities. It is the duty of all Members of the Oireachtas to be cognisant of the most pressing issues for citizens at any given time. It is fair to say that health care, infrastructure, the economy, child care and education would make the top five of most people's lists of areas that need our constant attention.

Education, as a policy area, is vast and has far-reaching and long-lasting effects on our society. There have been challenges at all levels of the education system; many have been met and more remain. The provision of facilities and services for those with special educational needs is rightly at the forefront of education initiatives and it is the subject of the motion before us.

I am proud to say that much has been achieved in this regard by the present Government and we will continue to make progress on delivering the facilities people need and deserve. The motion before us is an opportunity to acknowledge, commend and welcome progress while giving us time to assess what we have done. We should not forget that special needs education is an area that suffers from a history of under-provision. We must be realistic, we are trying to catch up but we are succeeding. There will be problems and it will take time to improve services to an appropriate level but we are committed to doing that and making progress.

The history of under-provision has taken its toll on special educational facilities as it has on other priority policy areas. When this Government was elected in 1997, we resolved to make amends and address this issue in a strategic and meaningful way. The strategic and planned approach is key, it is not just a question of ploughing resources ad hoc into a sector. Simplistic arguments to this effect from some parties only frustrate progress. Progress will not be frustrated, we will continue to be strategic because it is the right thing to do for those who need special educational facilities.

Contrary to the claims of some, strategy does not mean delay or inaction. We have prioritised the implementation of the core legislative and structural measures. To this end the Government enacted the Education for Persons with Special Educational Needs Act 2004. The establishment of the National Council for Special Education and the transfer of functions to it are integral to the Government's strategic approach. It is responsible for processing applications for special educational needs support. It has been in operation since 1 January 2005 and the council will resolve many of the difficulties inherited from the past. Real progress has been made since the Government took on this issue. In more general terms, the average class size at primary level is 23.9 pupils. This is down from 26.6 in the 1996-97 school year. The number of special needs resource teachers has increased from 104 in 1998 to more than 2,600. There are now 1,500 learning support teachers, 1,000 teachers in special schools and almost 6,000 special needs assistants in schools generally. Real progress has been made and it should be acknowledged, commended and welcomed.

The provision of services for those with special needs is closely linked to the provision of general education services. The impact of the Government's actions on the wider pupil-teacher ratio is having a positive effect on special needs education. The ratio takes into account all teachers in schools, including resource teachers. When the Government took office in 1997, the pupil-teacher ratio was approximately 22:1, but had been reduced by 2004 to approximately 17:1. That is real progress. More than 4,000 additional teachers have been employed in primary schools since 1997. Additional teaching posts reduce general class sizes, help to tackle educational disadvantage and constitute additional resources for children with special needs.

In accordance with stated Government policy, we will continue to reduce further the pupil-teacher ratio subject to spending priorities within the education sector. I am happy to see that priority has been given to pupils with special needs from disadvantaged areas and in junior classes.