Séamus Kirk (Louth, Fianna Fail)
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Question 811: To ask the Minister for Education and Science if her Department has had a chance to consider the paper read by a person (details supplied) which outlines the results of research on the issue of social problems and educational disadvantage; her plans for a new approach for this vital area; and if she will make a statement on the matter. [9983/05]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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I am aware of the paper to which the Deputy refers. It highlights the importance of success in school as a major factor in preventing crime, alcohol and drug abuse.

Approximately €600 million is being provided by my Department in 2005 for measures specifically designed to tackle educational disadvantage in accordance with the Government's National Action Plan against Poverty and Social Exclusion 2003-2005, and Sustaining Progress. While these measures provide a continuum from early childhood to adulthood, there is a key focus on preventative strategies, targeting and integrated community responses.

Following completion of a review of the measures in place, I will shortly publish a new framework for tackling disadvantage in education. The new action plan will build on the success of existing programmes, while addressing the issues that have diluted the overall effectiveness of some measures. The new approach to tackling disadvantage will include better identification of levels of disadvantage in our schools and a single integrated programme of supports for schools with concentrated levels of disadvantage which will bring together, and build upon, some ten existing schemes and initiatives.

Each school in the programme will benefit from a package of supports, with the highest level of assistance being targeted at children in the most disadvantaged schools. Critical attention will be paid to literacy and numeracy issues. The new framework will be introduced on a phased basis, starting in the next school year, and will involve an additional annual investment of €40 million and provision of some 300 additional posts across the system on full implementation.

I am aware of the importance of preventive programmes in the area of substance abuse being appropriately tailored to the social and cultural background of students. Social, personal and health education, SPHE, is a mandatory part of the curriculum in primary schools and at junior cycle in post-primary schools. The curriculum is designed to promote personal development and the health and well-being of students, to help them create supportive relationships and encourage the values and skills for responsible decision-making. Issues as regards belonging and integrating, handling conflict constructively, dealing with peer pressure, influences on decision-making, substance misuse, relationships and sexuality are dealt with specifically.

In addition, all schools are required to have an agreed school policy and a suitable relationships and sexuality education programme in place for senior cycle pupils. An integrated SPHE programme at senior cycle incorporating RSE is being developed. The curriculum is supported by guidelines for teachers and a full-time support service operating in collaboration with the health boards. An evaluation of the implementation of SPHE is currently under way and is being carried out by the author of the paper referred to in this question. The Department will examine carefully the issues and recommendations arising from his report in this area.

Paul McGrath (Westmeath, Fine Gael)
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Question 812: To ask the Minister for Education and Science if an SNA review was carried out in a school (details supplied) in County Westmeath by the National Council for Special Education; if a report was returned to her Department; the date this report was returned; the recommendations which were in this report; and when the recommendations will be implemented. [9984/05]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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I can confirm that a review of the special needs assistant, SNA, support in the school in question was carried out by a representative of the National Council for Special Education and a report was subsequently submitted to my Department in December 2004. The report recommended that the level of SNA support in the school should be increased from part-time hours to a full-time special needs assistant post.

A letter approving this additional support was issued to the school authorities on 18 March 2005.