Jerry Cowley (Mayo, Independent)
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Question 347: To ask the Minister for Education and Science if her Department will implement the proposed changes in the provision of special needs education in mainstream primary schools in September 2005; the reason children who have been identified as having mild general learning difficulties will no longer be entitled to access resource teaching; the reason children who have been identified as having severe specific learning difficulties that is, dyslexia will no longer be entitled to access resource teaching and children with Down's Syndrome functioning at the mild general learning difficulty level will no longer be entitled to access resource teaching; if she will report on the advantages of these proposed changes; the alternative tuition which will be made available by her Department; and if she will make a statement on the matter. [6838/05]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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In the light of the reality that pupils in the high incidence disability categories of mild and borderline mild general learning disability and dyslexia are distributed throughout the education system, my Department, in consultation with educational interests, developed a general model of resource teacher allocation to schools to support students in these disability categories. This model, which was announced by my predecessor in 2004 to come into effect from September 2005, was designed to put in place a permanent resource in primary schools to cater for pupils in these categories.

The model was constructed so that allocations would be based on pupil numbers, taking into account the differing needs of the most disadvantaged schools and the evidence that boys have greater difficulties than girls in this regard. The logic behind having a general allocation model is to reduce the need for individual applications and supporting psychological assessments, and put resources in place on a more systematic basis, thereby giving schools more certainty about their resource levels. This will allow for better planning in schools, greater flexibility in identifying and intervening earlier with regard to pupils' special needs, as well as making the posts more attractive to qualified teachers.

However, as I have stated in the Dáil on a number of occasions, I am conscious of difficulties that could arise relating to the model announced last year, particularly for children in small and rural schools, if it were implemented as proposed. Accordingly, I am having the proposed model reviewed to ensure it provides an automatic response for pupils with common mild learning disabilities, without the need for cumbersome individual applications, while, at the same time, ensuring pupils in receipt of service continue to receive the level of service appropriate to their needs. My Department is consulting with representative interests, including the National Council for Special Education, in carrying out the review.

I have made it clear that I am in favour of using a general allocation model to ensure a permanent resource in our primary schools to cater for pupils with high incidence mild disabilities and learning difficulties is in place. However, it will not be as announced last year. The revised procedure for providing a general allocation of resource hours to schools will be announced in the coming weeks, in time to be implemented for the next school year. In the lower incidence disability categories resources will continue to be allocated on the basis of individual applications.

It is important that where there is a particular and special need in the low incidence category these children are considered individually. These pupils are not evenly distributed among schools and a general allocation model would not be appropriate. However, the involvement of the National Council for Special Education and the organisers will greatly enhance the speed of response to such applications.