Mary Hanafin (Dún Laoghaire, Fianna Fail)

Those figures speak for themselves about the real progress and the targeting of resources that is being made for children with special needs.

The statistics outlined refer to the provision of education for children with special needs largely in mainstream national schools. However, education for children with special educational needs is provided in a variety of settings. In addition to supported provision in mainstream classes, special classes and units exist, as well as special schools. Home tuition has also been provided for children. Special arrangements are made pending their placement in one of the units, classes or schools that I have outlined. However, that might not be appropriate for the individual child. The placement may be made in one of the 108 special schools and 654 special classes and units located throughout the country. Sometimes when we talk about the mainstreaming of children with special needs, the very special role of those schools is forgotten. I want to recognise their role in particular and the fact they are providing a top class education service for children with special needs. I have asked my Department in consultation with the National Council for Special Education and other partners to consider how we can optimise the role and potential of special schools. I am also anxious that all schools should welcome children with special needs. It is not true to say, particularly at second level, that all schools welcome these children. There has been a great improvement among primary schools, but I met one second level principal recently who said he had 23 children with special needs coming into first year at his mainstream institution. While that is to be commended on his part, it is actually distorting his figures and reflects the fact that the other schools in the area are not willing to do it. I would encourage all schools to make the necessary provisions and to be supportive of children who have special needs in their own catchment areas. These are some of the types of issues and problems we need to deal with, as well as some of those outlined here today.

Undoubtedly, the National Council for Special Education and the transfer of functions to it as well as the fact that it has been up and running since the beginning of the year can make a real difference. It was established in December 2003, as an independent statutory body with responsibilities as set out in the National Council for Special Education (Establishment) Order 2003.

The council currently has 12 members, all with a special interest in or knowledge of the area of education of children with disabilities. There are 71 special education needs organisers, SENOs, who have been employed by the council since September 2004. They are working really well. They have been making good contacts with the schools and the parents. That they are present at a local level enables them to see and identify the needs. They are responsible for the primary and secondary schools in their areas and have already begun to work with them. A recruitment process fur a further nine SENOs has been commenced by the council to bring the total up to 80 persons countrywide. In addition, 17 staff are employed at the council's head office in Trim, County Meath.

With effect from 1 January 2005, the National Council for Special Education took over responsibility for processing resource applications for children with disabilities who have special educational needs. Under the new arrangements, the council, through the local SENO, processes the relevant application for resources and informs the school of the outcome. The council is also responsible for co-ordinating the provision of education and related support services with health boards, schools and other relevant bodies. One of the real issues is the lack of co-ordination between education and the health services. Parents felt excluded from decisions being made about their children. Where did the teacher fit in to all of this? Local organisers can now ensure they work with the different groups to co-ordinate the services. This means that when a child is identified with a special need, the services can be put in place immediately.

As time goes on, bearing in mind that NCSE has only been established a few months, it will greatly enhance the provision of services to children with special educational needs and give a timely response to schools who have made application for supports.

The general allocation model has been mentioned here a good deal. Pupils in the high incidence disability categories of mild and borderline mild general learning disability and dyslexia are to be found throughout the education system. For that reason the Department, in consultation with educational interests, has developed a model of general teacher allocation for these disability categories. This model, which was announced in 2004 with a view to coming into effect this year, was designed to put in place permanent resources in primary schools to cater for pupils in these categories.

I am really surprised to hear some of the Senators basically suggesting that any child who needs resources will have to wait until he or she gets a psychological assessment, will have to pay for it, have it verified and then have to wait for the resources to be put in place.