Josepha Madigan (Dublin Rathdown, Fine Gael) | Oireachtas source

It is my belief that children with special educational needs should receive their education in placements which are appropriate to their needs alongside their peers, wherever possible unless such an approach would be inconsistent with the best interests of the individual child, or other children in the school. This approach is consistent with the provisions of the Education for Persons with Special Educational Needs, EPSEN, Act 2004. My Department's policy, therefore, is to provide for the inclusive education of children with special educational needs in mainstream schools. The majority of children with special needs attend mainstream education with additional supports.

In circumstances where children have more complex special educational needs requirements, then a special school or special class places should be provided. The policy of the Department, to touch on the question of resources which was mentioned by the Senator, is to continue to prioritise investment in special education. This year €2 billion is to be spent on special education. When one is talking about a figure, one needs to be able to demonstrate where that money goes. This year we have 13,600 special education teachers in the special education system, which is a 40% increase since 2011. We also have 18,000 special needs assistants, which is a 70% increase since 2011. Considerable work has also been undertaken this year to plan and provide for specialist places. We are also opening two new special school and 269 new special classes this year.

The National Council Special Education, NCSE, has primary responsibility for co-ordinating and advising on the education provision for children nationwide. It has well-established structures in place for engaging with schools and parents. The NCSE seeks to ensure that schools in an area can cater for all children who have been identified as having special education needs, including those children the Senator has specifically asked me about in respect of the breakdown of school placements or of those that are at risk. When the NCSE becomes aware of a school placement which is at risk, it will engage with the family and the school to agree a plan to support the placement. This plan may involve training and support being provided for the schools from NCSE staff.

It may also involves the NCSE engaging with the HSE and with the National Educational Psychological Service, NEPS, in order to establish what other supports or guidance may be provided to a school in order to support that child because the joint approach spoken about by the Senator is very important. In some circumstances, the NCSE may also arrange for additional supports and resources such as assistive technology, or additional special needs assistance support. Additional training programmes or guidance may also be provided for the school.

It is important also to point out, and I am not saying the Senator is saying this, that transfer between settings should not be considered or categorised as a placement breakdown because often there can be a child in mainstream who is moved to a special class or school and this is not a placement breakdown but it may be simply in the best interests of the child to move to that particular environment.

There is also the home tuition grant, which the Senator would also be aware of, which provides 20 hours of home tuition per week as an interim measure.

On section 29, it allows for appeals against the decision of a board of management of a school to suspend or permanently exclude a student. Where a parent feels that a school has unfairly suspended or expelled a child from school, then an appeal mechanism is provided for. Everything that is possible should be done to ensure that placements for children with special education needs do not break down.